English Composition Essay Example | Topics and Well Written Essays - 1000 words - 1

English Composition - Essay Example She returns home, feeling as though she had finished play her role and must pass it on to someone else. What this shows is that by listening in to others, she is able to grasp a little in regards to herself. The point of view is third person, which means the viewing is limited. We are unable to understand how everyone else is acting in the park. The main character is Miss Brill, who appears to be a lonely woman who is fascinated by the world around her. She spends a lot of her time people-watching and inconspicuously blending in with others. The other two characters that had a significance were the young couple; all that could be gathered about them is their dislike for how very few young people were at the park. The other characters consisted of the rest of the park-goers, minding their own business and doing their own thing. The short story takes place in a cheery, bright park on a slightly chilly autumn afternoon. The conflict, however, contradicts the setting. When Miss Brill first comes, she sits and ponders the amount of old people on that particular day. She separates herself from the rest of them, finding them to just be other interesting specimens in her people-watching. After the arrival of the young couple, though, they make her feel as old as she made the other park patrons out to be. She feels the urge to cry, but insists that it is something else. This does not last long, and she eventually gives in to the fact that she must have missed something this morning, something that had been there for a while but never took the time to notice. The dark, depressing conflict contrasted oddly with a beautiful Sunday in the park. The tone of the story was that of false hope. Miss Brill felt sad throughout the story, but kept calling it hope, or the need to sing. "And when she breathed, something light and sad - no, not sad, exactly - something gentle

Use of Force Essay Example for Free

Use of Force Essay Use of force can be defined as the right granted to the authority or an individual to settle conflicts through measures that are aimed at either preventing or dissuading a given party from a certain course of action or physical intervention to stop the individual(s) from taking a certain course of action. As such, use of force may be applied by the military, the police, other security personnel or corrections in an effort to stop or prevent crime. The executive branch may also exercise the use of force in such cases as deploying the military or the police in an effort to maintain law and order or to defend the sovereignty of the country in question. However, the use of force by the executive branch is dependent on political jurisdiction passed by the legislative branch. In essence, the use of force is vested in statutes in the constitution with a series of progressive actions authorizing given authorities and security bodies to apply the use of force in certain situation. Unlike the use of negotiation and conflict resolution techniques, forced is useable by a law enforcement officer if a law breaker decline from desisting a certain course of action or if he attempts to run. Use of force in this context includes physical restraint and lethal force to solve or to restrain such an individual from committing the crime. The general rule however remains that only a reasonable force maybe used and only the necessary one given the circumstances under which force is required. As such, individuals authorizing the use of force are always held accountable for the degree or the level of force employed in any given situation (Marie, 2001, p. 43). Law enforcement officers and security personnel are usually faced with varying situation in their line of duty that requires them to use force in deterring crime or even to protect themselves. An example of such a situation is when a police officer is involved in a shoot out with criminals. In such a situation, force will be required not only to deter the criminals but also for self defense. While use of force is permissible in certain circumstances, the level and the degree to which force is applied is usually limited by the circumstance in question. Security and police officers are required to use only the necessary force given a certain circumstance and are thus held responsible and accountable for force used in such circumstances. On the other hand, the degree of force applied by an officer is dependent on not only the circumstance at hand but also on how such an officer is equipped in terms of a gun, handcuffs or other equipment and tools used by law enforcement officers such as pepper spray. As opposed to police officers, security officers are not authorized to make arrests but situation may bid them to take a criminal into custody. Whether a security officer or a police officer, dealing with any situation require the application of reasonable force by avoiding excessive force under the circumstance in question (Regina, 2001, p. 38). In this regard, the officer involved is required to access the seriousness of the situation, the risk associated with such a situation and the situation immediacy. In case it is a security officer who is present in such a situation, the best action to take is to inform law enforcement authorities to take the relevant action. Diffusing any given situation requires that the police officers be well trained and informed regarding the laws applicable and especially on the use of force continuum which gives the necessary guidelines in regard to the degree of force applicable in different situations (Thomas, 2002, p. 62). The use of force continuum can be broken down to six levels that are designed in an elastic manner in the context of the need for using force given that situations keep on changing. For example, a situation may require that the level of force used bounce from level one to level two and back again in a matter of minutes or seconds. In regard to the use of force continuum, the first level includes the presence of a visible and uniformed police officer or a marked vehicle. This is usually seen as enough to stop or deter a crime. The presence of an officer here includes walking, running or standing. Also defined in the concept of presence is use of vehicle lights, speaker or a horn. In this context, the police officer is capable of stopping a crime without a word but rather through the use of gestures and body language. However, such gestures should be professional and non-threatening. The second level involves the combination of presence of an officer and the use of verbal communication to deter or stop a crime in progress. In essence, variation in voice can be used such as whispering, shouting or just normally to achieve the desired results. Officers are usually advised to start calmly in a firm but non-threatening manner. Words chosen and their intensity can be varied as deemed necessary and short commands can be used in dealing with serious situations. This level requires that a police officer be well trained in communication skills so as to be able to communicate effectively in any given situation. In essence, the use of verbal communication combined with the presence of the police officer can be able to deter or stop a crime without the need for physical force (Ian, 1998, p. 23). Level three involves the use of control holds and restraints where words and presence fails to apply. This requires the physical involvement of the police officer present in the situation. However, minimal force should be used including bare hands for guiding, restraining or holding the law breaker. Thus at this level, use of offensive moves such as punching should be avoided. The officer in question may make use of pain compliance holds where ordinary holds fail to control a suspect who is aggressive. On the other hand, the officer may make use of handcuffs where a suspect exhibits traits of aggression, where he or she poses a real threat of where such a suspect exhibits the possibility of fleeing. On the other hand, not all suspects require handcuffs and if the officer uses handcuffs, he is responsible for guiding such an individual to prevent him from falling or tripping. Great care should also be observed to avoid any bodily harm to the suspect such as positional asphyxiation. Training is therefore important to help police officers apply the necessary measures in situations that require use of control holds and restraints (Marie, 2001, p. 52). The forth level of use of force continuum involves the use of chemical agents to diffuse a crime. If the officer establishes that the suspect is threatening or violent, extreme but non violence measures can be used to control the suspect. This however is subject to the assumption that all other levels of force continuum have failed to be effective. In this regard, pepper splay or tear gas can be used to diffuse the situation. It is important to note here that proper care should be taken when using chemical agents to deter or stop a crime as such agents may cause death or severe reactions to suspects with allergic and other medical conditions. Moreover, they can cause the suspect to fall down a staircase or walk into traffic (Regina, 2001, p. 27). Level five involves measures aimed at temporary incapacitating the suspect in question. The assumption behind use of force in this level is that the circumstance was extreme, immediate and violent. The officer then can use empty hands or impact tools. In this regard, defensive and offensive moves are allowed but must be applied properly and in the right circumstances. Temporary incapacitation is useful in preventing an injury in regard to the officer and other people involved in the situation. The officer may make use of baton blows on certain joints areas or on soft tissues or use of stun gun to incapacitate the suspect long enough to handcuff him or get more help. Care must however be taken while applying any measures as some of them such as neck compressions are very risky and poses a threat to the livelihood of the suspect.

Yangtze River :: essays research papers fc

The Yangtze   Ã‚  Ã‚  Ã‚  Ã‚  China, the worlds biggest country, is so large it is the home to the fourth longest river in the world. China alone has over 100,000 miles of inland waterways that are open to navigation. The country's most important inland waterway is the Amur River, but that is nothing compared to the Yangtze River.   Ã‚  Ã‚  Ã‚  Ã‚  The Yangtze is one of the most economically important water way of not just China, but of the world! Unlike the Amur River the Yangtze River is not icebound in the winter and because of that it accounts for over 40% of the nation's waterways. At 3,716 square miles long it places as the fourth longest river in the world, and the longest river in China and in Asia.   Ã‚  Ã‚  Ã‚  Ã‚  Though this river is a great source for transportation, it wasn't until 1961 that it became officially one of the 15 principle waterways. With 243.7 cubic meters of annual runoff and mild winters around the river it's not a real stretch to believe that the river contributes to almost half of the crops and irrigates a little under 70% of the country's gross volume of rice. It also contributes to much of China's cotton, wheat, barley, corn, and hemp. There are also many large cities next to the Yangtze, many of which have a population of over 1,000,000 people. These cities would consist of Nanking, Wu-han, Chung-king, and Ch'eng-tu.   Ã‚  Ã‚  Ã‚  Ã‚  The river's course begins in the Tibetan Highlands. In these highlands the people there are mostly in Agriculture and Cattle Farmers. The summers are warm and the Winters cold. The growing season lasts for 4 or 5 months in the summer. The people are predominately Chinese with many minorities. They Minorities consist of the Dungans, Nepalese, and Indians.   Ã‚  Ã‚  Ã‚  Ã‚  Here in in the high mountains of the Tibetan Highlands is the sources for this mighty river. The T'ang-ku-la Sun-mo, in the T'ang-ku-la mountains, is 18,000 feet above sea level. The second source is the Ulan Muren. The Ulan Muren is actually a Tibetan which it is more commonly called by, but the Chinese name is Wu-lan-mu-lun. This source is the southern source, but it is also the main source.   Ã‚  Ã‚  Ã‚  Ã‚  The upper course of the Yangtze begins in the Tibetan Highlands and flows through a spacious scenic valley spotted with lakes and resivours. At the end of the Highlands the river character changes. It descends from the great altitudes and winds it's way South of Pe-yen-ka'a-la Shan.

Japanese Food †General Analysis and Comparison to American Food Essay

It is generally true that different countries have distinct cultures. The culture of a country is shaped by various factors unique to that country, directly affecting it during its historical development. An example of such factors is geography. The geographic nature and location of a country dictates what resources it may have; a country surrounded by water tends to depend on the aquatic life for food, while a country endowed with vast fields of fertile land tends to feed its citizens through harvested crops. As one can infer, the food source of a country is in a direct relationship with its culture. This concept in turn supports the development of unique variants of food, also defined as its local or traditional food. The United States of America and Japan, in this sense, are two vastly different cultures with diverse food variants. The American continent, although of course surrounded by bodies of water, has a vast land area which it is known for. This prompted the development of the country to be generally agricultural and crop-based. Hence, corn and potatoes are considered as its staple food. Japan, on the other hand, is considerably less in terms of total land area; therefore, the development of its agriculture is quite limited and crop variants held to a minimum. The whole population instead focused its attention on the sea as a limitless source of food. Such basic differences in food also result in additional variance to the details regarding it. Suggested food intake, nutritional claims, health claims are expected to be different to a certain extent between the two. Health issues are expected to vary as well. Hence, the American food culture and the Japanese food culture are expected to be distinctly different with consideration to these aforementioned points of comparison. Methodology In order to begin the analysis of the characteristics of the food from the unfamiliar Japanese culture, a direct sampling of Japanese food is required. Hence, the first major portion of the methodology requires that a restaurant serving authentic Japanese cuisine is to be located within the locality. After choosing one, also keeping in mind that the price range is well within the reach of the researcher’s budget, a sample Japanese dish is to be ordered or bought. If possible, the method as to how the dish is prepared should be properly observed and noted. The characteristics of the dish should also be considered and inspected. Specific details in terms of taste and appearance are to be listed down. If possible, the constituents of the dish or its basic ingredients are also to be identified. After assessing such details regarding a sample dish of Japanese cuisine, a more technical and research oriented approach towards analysis is to be started. The second main segment of the methodology pertains to the technical and research oriented part of the study. Specific details regarding the whole Japanese food culture are to be determined. Further research into the Japanese food culture and its historical development is to be accomplished. Further insights regarding the differences with the American food culture and standards will be provided by searching for the occurrence of a localized food pyramid as well as rules or guidelines for food labeling, health claims, and nutrient content claims. Also, health concerns regarding food in the Japanese culture will also be taken into account. The common health problems, its sources and effects, will be established. Resulting data from the two main sections of the research method gathered through such methods will be properly collated and completely analyzed afterwards. Results Upon locating a restaurant that offers authentic Japanese cuisine, a choice was made to order a highly popular and common Japanese specialty, the sushi. In this case, an unlimited amount of sushi was made available, each variant served in differently colored plates riding on top of a conveyor belt like mechanism. There were so many variants of sushi, making the process of identification more troublesome. Fortunately in this case, each plate was properly labeled. The first variant of sushi sampled is called the nigiri sushi. In physical form, the nigiri sushi mainly consists of hand-shaped rice with a single kind of topping per serving. This variant is however not simply a single kind as there were notable difference in toppings between servings. There were four main types of nigiri sushi served; one type had squid as topping, the second had shrimp, the third had raw fish, and the fourth was egg. Upon immediate sampling, the shrimp, and squid were notably very lightly cooked, if cooked at all. The thin slices of fish served as toppings were obviously uncooked. Also, no additional flavor was added to enhance the flavor of these two toppings. The egg however, was noticeably scrambled and sweetened. The rice below the topping, aside from being shaped, had no detectable additional flavoring. The second variant of sushi sampled was considerably more complex in both structure and appearance. Called as the maki sushi, this variant evidently had more ingredients. There were two main types of maki sushi sampled, futo maki and hoso maki. In both, a thin dried seaweed preparation, known in Japan as the nori, covers the outer area of the flat circular shaped sushi. Another common ingredient noticed for this variant is cucumber, sliced in small portions and apparently used fresh with no additional cooking procedures. Carrots were also noted to be present in both types, having been prepared in the same manner as the cucumbers. The last notable similarity between the two is the use of caviar. The nature and source of the caviar was not determined; the only detail noted regarding it was that it was commonly used as additional toppings or dispersed within the sushi. In terms of differences, the main distinguishing factor between the futo maki and the hoso maki is the inclusion of fish. Of the two, only hoso maki had slices of fresh raw fish, known to be commonly tuna, interspersed within the roll. As an additional note, the sushi variants were dipped in a mixture of Japanese soy sauce and a spicy paste known as wasabi, with the resulting ratio dependent on one’s preferences. After discussing the structure and constituent parts of the sampled dish in detail, findings regarding the taste are placed in focus. It is noticeable that the overall taste of the sushi alone is quite simple and plain, and at the same time pleasant and cool. It draws its appeal from the combined flavor of its parts. Such taste is expected since the parts used are neither seasoned nor flavored in any matter. However, upon the addition of the wasabi and soy sauce concoction, the sushi is given a stronger flavor, mainly a combination of salty and spicy taste. Upon completion of the sampling phase of the study, research was done to determine the historical context of Japanese food. Japan is one of the several island based countries throughout the world which is mainly surrounded by the sea, and along it also contains several bodies of water; hence, even from the early points of Japanese history, food is commonly gathered from aquatic sources (Minnesota State University [MSU], n. d. ). Since fish and other aquatic creatures such as shrimp, crabs, squid, octopus, and urchins, are commonly associated with the Japanese diet, people tend to think that the Japanese consume these exclusively. This however, is not the case in reality. The Japanese also consume various land grown products including well known ones like eggplants and carrots, along with rice which is considered as their staple food (MSU, n. d. ). Another subject of research conducted in the study is concerned with something more current: government issued guidelines and policies regarding the food industry as well as the presence of a food pyramid. Specific points analyzed include food labeling, health claims, nutrient content claims, and of course, the food pyramid. Details regarding food labeling, health claims, and nutrient content claims were not very much analyzed in this case, but rather, the focus was placed upon whether such policies exist. In terms of food labeling, it has been noted that a similar system exists in Japan in comparison to other countries such as America. In fact, there has been a movement by the Japanese government to further increase the scope of the law, making it considerably more stringent in comparison to those of other countries (Gale Group Incorporated [GGI], 2008). As for laws regarding health claims, Japan has a well-defined and extensive policy system, pointing out specific categories for health and nutrient claims and requirements for the application of companies for such claims to be approved for their product (National Centre of Excellence in Functional Foods [NCEFF], 2004). Japan currently has a well-adapted food pyramid. Commonly encountered food items in Japan are included as examples; some of these are rice, miso, honey, soy sauce, milk, soy milk, tofu, fish, clams, plums, and kelp (Southeastern Michigan Dietetic Association [SEMDA], 1998). The final aspect looked upon in the research was regarding the usual health problems accompanying the local cuisine. Given the fact that Japanese food preparations often utilize raw to lightly cooked seafood, parasitic organisms is a usual threat (Ransom, n. d. ). Examples of these parasitic organisms are worms which latch on to various areas of a person, usually the gastrointestinal tract, in order to provide themselves vital nutrients. Another problem arising from their preference towards seafood is the possible occurrence of heavy metals in the flesh of sea-based organisms due to global environmental problems (Ransom, n. d. ). Discussion The results point out evident differences and similarities between the American and the Japanese food cultures. First, regarding food preparation and taste, from what was observed with the sushi, Japanese food preparation is simpler in constituent and is also rather simpler in terms of preparation. The focus of the Japanese cooking is to maintain the natural form and flavor of the ingredients while blending well in combination. This is very much unlike the American way of cooking since the focus is usually to use a main ingredient and season or flavor it in a way that after being cooked for a certain amount of time, the food has acquired an enhanced taste. In relation to this, the Japanese cuisine has a preference towards the uncooked and seafood, while American cuisine focuses on cooking techniques and the use of beef, pork, and chicken. These differences mainly arise from the varied historical development of each country. In terms of the more technical side of food and its culture, specifically food labeling, health claims, and nutrient claims, due to the trend of globalization, it is quite understandable that in general, both Japan and America have law pertaining to food labeling, health claims, and nutrient claims. Differences on these are mainly observed when inspecting the specifics. Aside from this, both countries have food pyramids. The difference on this point pertains to the food examples written in the pyramid; the main structure and recommendations remain the same. Lastly, health issues and risks differ for both countries to a certain degree. The Japanese mainly worry about issues regarding contaminants and parasites due to seafood consumption, while the Americans worry about problems such as heart disease and obesity due to the way food is prepared. Conclusion The historical and geographic differences of America and Japan have led to a distinct difference in terms of their local cuisine. Japan focused on seafood as one of the main food sources unlike America. The staple food is also different for both countries, being rice for Japan which is rather uncommon in the United States. Hence, in relation to this, food-related heath concerns also differ for both countries. However, far from what is expected in terms of Japan and America being completely different, current trends in relation to globalization and exports have shown that in the subject of food in general, America and Japan have several points in common. These points mentioned laws and policies pertaining to food labeling as well as health and nutritional claims. Therefore, although different at various points, Japan and America evidently has certain points of close similarities in the general subject of food contrary to what is commonly thought of.

Acting a Scene From the ”’Crucible”’ Essay

Near the end of the work on the play ‘The Crucible’ I have been working in a group consisting of Kerry, Claire, Kirsty, Hayley, and myself. We were somewhat limited about what scene we could act out, as the size of our group was so large. The scene we choose had mixed emotions and high suspicions on certain characters. We believed that with this mix of emotions and actions it would allow us to present a highly effective and realistic piece of drama. The start of our piece is kicked off by the appearance of Mr Hale. Hale, tells Elizabeth and proctor news about Elizabeth’s name being associated with witchcraft in court. The scene soon turns to backstabbing and high emotions. The whole scene is about the ease at which rumours and stories spread and, due to the time period it is set, there is no evidence needed to put someone into court, especially, when it comes to witchcraft. Their house is effectively searched for things that could prove witchcraft. I played two very contrasting roles; the first role I play is that of Francis. This role is relatively short. Francis is complaining about the fact that his wife has been taken to jail. The second role I played was that off Cheever, a court clerk. Cheever comes into the scene to take Elizabeth to jail. This in its self causes much tension in the scene. It was tricky to act two very contrasting roles, but I had valuable input from my group about the way I should speak and the way my body language was. This helped me a lot and I think I managed to create two very contrasting characters. The scene was all set in one room so we had to make sure there was enough movement to keep the audiences interested. The group took many suggestions from each other to help the scene be more effective and appear more complete. The issue of me defining two separate characters was one of the main talking points with many helpful ideas being put forward. Another main talking point was Kerry’s body language. There were a lot of ideas put forward throughout the group, which Kerry took on board, and her character improved as a result of this. One of my main problems was getting off stage when Francis left, and then returning in a completely different character only seconds later. I achieved this by just taking my tie off so to at least show a visual difference. My first line as Cheever was, â€Å"Good evening to you Mr Proctor.† In the stage notes this was supposed to achieve a shocked silence. I tried to achieve this by saying it quietly but forcefully. This along with a sudden hush on stage made this bit one of my favourite pieces of drama in the particular piece. Evaluation I think that our overall performance was good. I felt that we worked well as a group, discussing our problems without tension rising. I felt the everyone took on board ideas and suggestions from everyone in the group. I think this showed in our final performance. I feel it would have been even better if we had been as focused on the work in every lesson. I still feel that I could have distinguished my character more successfully if I could have achieved a better voice difference from the two characters. However I felt that my body language as well as costume helped distinguish my two characters very successfully. I felt that if I had learned my lines more thourghouly I would have felt far more confident on stage. The rest of my group, I felt, performed very well, using facial expressions and vocal expressions very successfully. I found that Kerry in particular was very effective, as she had to play the part of a man, which added a whole new set of problems to her. I think that if we were to act this scene again I would have tried to put in more movement on stage and I would have made sure that my back was facing away from the audience as much as possible. However saying this I felt we used the space we had well and I think that when we choose to sit down the position of our chairs on stage was very effective.

Making a Doctors Appointment - ESL Dialogue

Making a Doctor's Appointment - ESL Dialogue Read the following dialogue with a partner to learn important vocabulary used for making doctors appointments. Practice this dialogue with a friend to help you feel confident when you next make an appointment in English. Check your understanding with the quiz and review vocabulary.   Role Play: Making a Doctors Appointment Doctors Assistant: Good morning, Doctor Jensens office. How may I help you?Patient: Hello, Id like to make an appointment to see Doctor Jensen, please. Doctors Assistant:  Have you been in to see Doctor Jensen before?Patient: Yes, I have. I had a physical last year. Doctors Assistant:  Fine, what is your name?Patient:  Maria Sanchez. Doctors Assistant:  Thank you, Ms. Sanchez, let me pull up your file... Okay, Ive located your information. Whats the reason for your making an appointment?Patient: I havent been feeling very well lately. Doctors Assistant:  Do you need urgent care?Patient: No, not necessarily, but Id like to see the doctor soon. Doctors Assistant:   Of course, how about next Monday? Theres a slot available at 10 in the morning.Patient: Im afraid Im working at 10. Is there anything available after three? Doctors Assistant:  Let me see. Not on Monday, but we have a three oclock opening next Wednesday. Would you like to come in then?Patient: Yes, next Wednesday at three would be great. Doctors Assistant:   All right, Ill pencil you in for three oclock next Wednesday.Patient: Thank you for your help. Doctors Assistant: Youre welcome. Well see you next week. Goodbye.Patient: Goodbye. Key Making an Appointment Phrases Make an appointment: schedule a time to see the doctorHave you been in before?: used to ask if the patient has seen the doctor beforePhysical (examination:  yearly check-up to see if everything is okay.Pull up a file: find a patients informationNot feeling very well: feel ill or sickUrgent care: similar to an emergency room, but for everyday problemsA slot:  an available time to make an appointmentIs there anything open?:  used to check if there is an available time for an appointmentPencil someone in:  to schedule an appointment True or False? Decide whether the following statements are true or false:   Ms. Sanchez has never seen Doctor Jensen.Ms. Sanchez had a physical examination with Doctor Jensen last year.The doctors assistant already has the file open.Ms. Sanchez is feeling fine these days.Ms. Sanchez needs urgent care.She cant come in for a morning appointment.  Ms. Sanchez schedules an appointment for next week. Answers:   FalseTrueFalseFalseFalseTrueTrue Preparing for your Appointment Once youve made an appointment youll need to make sure youre prepared for your doctors visit. Here is a short overview of what youll need in the United States. Insurance / Medicaid / Medicare Card In the US doctors have medical billing specialists whose job it is to bill the correct insurance provider. There are many insurance providers in the US, so its essential to bring your insurance card. If you are over 65, you probably will need your Medicare card. Cash, Check or Credit/Debit Card to Pay for Co-payment Many insurance companies require a co-payment which represents a small portion of the total bill. Co-payments can be as little as $5 for some medicines, and as much as 20 percent  or more of larger bills. Make sure to check with your insurance provider for much information on co-payments in your individual insurance plan as these vary widely. Bring some form of payment to your appointment to take care of your co-pay. Medication List Its important for your doctor to know which medications you take. Bring a list of all medications that you currently take. Key Vocabulary Medical billing specialist:  (noun) a person who processes charges to insurance companiesInsurance provider:  (noun) company that insurances people for their health care needsMedicare:  (noun) a form of insurance in the US for people over 65Co-payment / co-pay:  (noun) partial payment of your medical billMedication:  (noun) medicine True or False? Co-payments are payments made by the insurance company to the doctor to pay for your medical appointments.Medical billing specialists will help you deal with insurance companies.Everyone in the US can take advantage of Medicare.Its a good idea to bring a list of your medications to a doctors appointment. Answers: False - patients are responsible for co-payments.True - medical billing specialists specialize in working with insurance companies.False - Medicare is national insurance for those over 65.True - its important for your doctor to know which medications you are taking.   If you need English for medical purposes you should know about troubling symptoms  and  joint pain,  as well as  pain that comes and goes.  If you work in a pharmacy, its a good idea to practice talking about  prescriptions.  All medical staff might be faced with a patient who is  feeling queasy  and how to  help  a patient.

Free Essays on Things They Carried

â€Å"What You Carry, Actually Carries You!† Imagine walking down the streets of Boston, where everyone was naked, who’s who, what are these strangers’ likes, dislikes’. Every one of us, each carry our own significant items and each one of those items shares a little peace of us with the rest of the world. The items we carry can show our backgrounds, our likes/dislikes’ and our personalities. Most people are proud of their culture and heritage, that is why many people carry significant items that express their backgrounds. â€Å"Kiowa, a devout Baptist, carries an illustrated New Testament that had been presented to him by his father.† (O’Brien 3). Kiowa is proud that his father has brought him up as a Baptist and wants to carry on his beliefs. Kiowa is much like my close friend, because he is proud of his family. This friend is so proud of his background that after his grandfather had passed away he tattooed his grandfather’s initials onto his wrist, he now carries on his families legacy until his own death. Most people are proud to show their backgrounds and always enjoy carrying something that displays their dignity. Not only do people display their cultures they also show information about them selves. As I walk the streets of Boston I can tell what people’s interests are just by the style of their clothes or even their pieces of â€Å"flair.† Just like in the movie Office Space, the employees were required to wear buttons that described their â€Å"attitude† and â€Å"individuality.† All over the world people dress in a certain way to show their favorite interest. For example, many people place patches or buttons that say â€Å"don’t eat meat,† from that button alone I can tell that person is a vegetarian. These people are proud of their accomplishment and want people around them to understand what type of person they are. In the same way we learned that Rat Kiley liked alcohol and candy because, h... Free Essays on Things They Carried Free Essays on Things They Carried Things They Carried In O’Brien’s â€Å"The Things They Carried,† repetition plays a significant role in portraying several aspects of the characters in the story. The author’s style of writing emphasizes and allows the reader to experience the reality and see the necessities of war, see the characters’ physical state, and the difference between characters during time of war. The use of repetition not only compares but distinguishes the characters’ role in the story. During the time of war these soldiers are not only battling the elements of war but also have to deal with the physical and mental strain it causes. Even though they experience the same war, they have unique personal items that help them forge on through their own self battles. O’Brien’s style of writing makes sure that the readers are able to differentiate between each of the characters. Each soldier has an important list of items which they carry at all times. During war, necessities are common items such as â€Å"can openers, pocket knives, heat tabs, wrist watches, dog tags, mosquito repellant, chewing gum, candy, cigarettes, salt tablets†¦Military Payment Certificates, C rations, and two or three canteens of water† (O’Brien 1425). The author distinguishes each character through the list of items. In listing and telling the readers what each sol dier carries throughout the war, O’Brien, individualizes each character and helps make that person more human. Some characters carry bibles while others carry condoms, each with their own significance. Each individual has something from their past that reminds them of home in the time of death. The use of repetition helps show each individual’s battle within their own self, allowing the reader to see the difference in each character. The items they carry not only affect the soldiers’ minds but their bodies as well, â€Å"they bore the physical burden of the environment, and they picked up many things to... Free Essays on Things They Carried Tim O’Brien’s The Things They Carried is a tale that deals not only with the risk of war, but also with the emotional effects it has on the young soldiers. Lt. Jimmy Cross is the designated leader. All of the men in the troop carried various items with them, both physically and emotionally. After the death of one of his soldiers, Cross is forced to reexamine his actions and realize the mistakes he has made. Although this man cares for his men, he does not fulfill his responsibilities. Throughout the story, it became clear to me that Lt. Jimmy Cross will not be able to forget about Martha, and that he is not an effective military leader. The things that Lt. Cross carries are different than the rest of the men. He carries memories and mementos of Martha, and these things fascinate him. â€Å"Lieutenant Cross carries two photographs of Martha† (O’Brien 420). These pictures control his mind. The author says that â€Å"Cross often wondered who had taken the picture, because he knew she had boyfriends, because he loved her so much, and because he could see the shadow of the picture taker spreading out against the brick wall† (420). The pictures and small gifts from Martha are all that Jimmy can think about, they distract him from his responsibility of protecting his men. It took the tragic death of Lavender to make him realize that he had not fulfilled his duties. â€Å"Lavender was dead. You couldn’t burn the blame† (430). Instead, he burns the photos of Martha. He turns her letters and pictures into a pile of ashes. He was hoping to find forgiveness form his guilt, but none was found. Even after this action that makes me believe that Cross is leaving Martha behind, he â€Å"saw Martha’s gray eyes gazing back at him† (430). He will never be able to forget about his obsession with the young woman. He will live the rest of his military career in guilt for his carelessness which led to the death of one of his men. As a conclusion unf... Free Essays on Things They Carried â€Å"What You Carry, Actually Carries You!† Imagine walking down the streets of Boston, where everyone was naked, who’s who, what are these strangers’ likes, dislikes’. Every one of us, each carry our own significant items and each one of those items shares a little peace of us with the rest of the world. The items we carry can show our backgrounds, our likes/dislikes’ and our personalities. Most people are proud of their culture and heritage, that is why many people carry significant items that express their backgrounds. â€Å"Kiowa, a devout Baptist, carries an illustrated New Testament that had been presented to him by his father.† (O’Brien 3). Kiowa is proud that his father has brought him up as a Baptist and wants to carry on his beliefs. Kiowa is much like my close friend, because he is proud of his family. This friend is so proud of his background that after his grandfather had passed away he tattooed his grandfather’s initials onto his wrist, he now carries on his families legacy until his own death. Most people are proud to show their backgrounds and always enjoy carrying something that displays their dignity. Not only do people display their cultures they also show information about them selves. As I walk the streets of Boston I can tell what people’s interests are just by the style of their clothes or even their pieces of â€Å"flair.† Just like in the movie Office Space, the employees were required to wear buttons that described their â€Å"attitude† and â€Å"individuality.† All over the world people dress in a certain way to show their favorite interest. For example, many people place patches or buttons that say â€Å"don’t eat meat,† from that button alone I can tell that person is a vegetarian. These people are proud of their accomplishment and want people around them to understand what type of person they are. In the same way we learned that Rat Kiley liked alcohol and candy because, h... Free Essays on Things They Carried One major concern of the Americans during World War I was the communist influence. There was a group of men known as the â€Å"Hollywood Ten.† They were put on trial in front of the House Committee of Un-American Activities to review the effects of Communism in America. This group consisted of writers and producers that were called to testify whether or not they were members of the growing Communist party. Due to the refusal to testify these men were put in jail and blacklisted. There were many men that were a part of the â€Å"Hollywood Ten.† A few are Alvah Bessie, Lester Cole, John Howard Lawson and more, including Dalton Trumbo. Many of these men after being blacklisted and not being able to find employment continued on to literary works. Before Trumbo was involved in the â€Å"Hollywood Ten,† he was a writer. Dalton Trumbo was born on December 9, 1905 in Montrose, Colorado. After high school he went on to the University of California and Southern California, after attending the Universi! ty of Colorado for one year. After the death of his father, Dalton assumed responsibility to support the family, and he moved to California. Dalton wrote films for Vanity Fair and Hollywood Spectacular. While working for Hollywood Spectacular he wrote his first novel, Eclipse in 1935. Then following this he was hired by Warner Brothers as a screenwriter. Dalton then wrote twenty-five screenplays in the next six years. One of them being â€Å"Kitty Foyle,† a story about a white-collar girl and her troubled love life. This won an Oscar nomination. Dalton Trumbo was fired from his work at Metro-Goldwyn Mayer in 1950. It was after that that he completed some of his best scripts. He had found a man by the name of Ian McLellan Hunter who published his work for him. Hunter ended up taking all of the credit for Dalton’s work of Roman Holiday. Dalton was suffering from cut-rate prices and needed to move to Mexico before the government found out his real id...