Suicide Research Paper Example | Topics and Well Written Essays - 1000 words

Suicide - Research Paper Example Sociologists have been trying to calculate the suicide rates for over a hundred years. Unfortunately the â€Å"shock-wave† that a single suicide generates is so powerful that the statistical rarity becomes disproportionate (Baudelot & Establet 2008). In countries like the United States, suicide is not as frequent amongst the civilians as it is amongst the people belonging to the military. Hence, the social stigma of suicide in the United States and the European countries remains a matter of fear and disgust combined with feelings of contempt and lack of compassion (Joiner 2010). Suicide may be rationally defined as a voluntary act chosen by an individual who wants to die because the situation he has caught himself in is irretrievable and cannot be transformed (Diekstra & WHO 1989). The disgrace it carries with it for the communities especially in the United States is due to the fact that it indicates not only immoral behavior on the part of that individual but also the family who falls victim of this crime. Most of the cases in the U.S. have been connected with wartimes and the percentage of suicide committed amongst the soldiers and the army men is higher than ordinary civilians. Suicide usually has a history in the family. There are several generations in the family who have been indulged in this course of action and hence it becomes rather difficult for the sociologist to come up with a sensible reason for such an act. Modern therapists and thinkers have however come to believe that suicide may be acceptable at some point in a person’s life. Survivors of suicide end up in alcoholism and other lethal activities which becomes a threat for the community. The rate of depression is extremely high in the United States. Researches associate the suicide rates to the ethnic groups that exist simultaneously among the natives. This is surprisingly one of the main reasons of suicide especially among adults or elderly people who have gone through traumas in their life which they cannot share with anyone. War, loss of a family member, depression, broken families and crashing businesses are some of the risk factors which influence suicide among this age group (Retterstol 1993). In places where there are broken families, a person wanting to commit suicide is disheartened by his own situation and position in the family. He is likely to compare himself with privileged people around him and ends up having a very low self-esteem like in many other cases. Broken families are usually a result of some tragic or tabooed incident in the past which give rise to feelings of anxiety and hopelessness. Similarly a person whose business is crashing is likely to be affected with the downfall more severely than his team of people. If he has a depressing personality he would shut himself from the rest of the world and let the feeling of failure grow inside him. Eventually he would grow tired of his life and end it himself (Retterstol 1993). As opposed to the causes of suicide seen in the United States, other countries which are categorized as the third world countries such as Pakistan are confronted with altogether separate sets of causes of suicide. Pakistan is a nation which never recovered from the trauma of partition in 1947. A series of events caused the citizens to believe that they are doomed for life. With the

The Bad Little Boy by Mark Twain Essay Example | Topics and Well Written Essays - 750 words

The Bad Little Boy by Mark Twain - Essay Example It is evidently clear from the discussion that Twain’s purpose in the story is to present that not all the bad boys in stories have a change of heart in its conclusion and have a happy ending because they changed from being bad to good but that in real life, bad characters also succeed. Twain’s mention of Sunday school books a number of times to compare their bad boy James to his bad boy Jim emphasizes the difference between the two characters although they have a similar name. Sunday school stories, known for the moral lessons derived from the stories indicate that the character of James is round, developing from being a nuisance to the charming boy everyone wants while Twain aims to present his Jim as a challenge to face realities that there indeed are flat characters like Jim who are static, bad from the beginning to the end of the story. The frequent contradictions of James and Jim in the story establish a strong foundation for this theory. For instance, when Jim sn eaked into the pantry for some jam, it was mentioned that he did not do as the other bad boys do in other stories, feeling sorry for their bad actions, kneeling and praying then telling their mothers what bad things they did and asking for forgiveness. Instead, it mentions that the opposite happened to Jim which now puts him in a different category, that instead of becoming better, he became worst, even feeling happy for what he did and prepared for what spanking and discipline that would come from his mother. The story also presents the fact that bad things do not happen to bad people only and likewise, good things do not happen to good people only but that good and bad happen to everyone, contrary to what is usually taught in Sunday schools. This is exemplified by the mention of the main character stealing apples from a farmer’s apple tree and yet did not fall and break his limb, nor fallen in bed for weeks, grieved for what he did but that he successfully came down from the tree with lots of stolen fruits, overpowering the dog and escaping whatever danger there might have been. Drowning on a Sunday did not also happen to Jim while he was out boating when he was supposed to be in church or at home doing what was expected of a good little boy. That he did not blow his fingers off when he run with his father’s gun to go hunting on the Sabbath nor was he caught when he stole the teacher’s pen-knife instead, he broke his moral classmate’s reputation when the pen- knife fell from his cap where Jim placed the stolen item. All throughout the story, Twain presented the argument that there is more to what is written in Sunday stories which should be taught to the children and that would be the realities of life. The author also presents sarcasm in the few times he mentioned amazement about the luck of the main chara

Motorcycle training Essay Example for Free

Motorcycle training Essay This training was developed by police officers for police officers. The information provided is meant to enhance officer knowledge and safety in the realm of motorcycle laws through enforcement and public education of those motor vehicle/motorcycle laws, and give officers the information to help reduce the number of motorcyclist killed or injured in traffic crashes. The International Association of Directors of Law Enforcement Standards and Training (IADLEST) would like to thank the National Highway Traffic Safety Administration for their help in making this training possible. Particular thanks go to Earl Hardy and William Cosby of NHTSA for their on-going guidance. We also must extend our thanks to the following individuals who participated in the curriculum development. Their knowledge and experience helped to define the content of the materials for the lesson modules and critical information was covered for law enforcement. The individuals who helped make this training a reality include the following: Mr. Richard Davis, Arkansas State Police; Lt. Jim Halvorsen, New York State Police; Lt. Michael Turcott, Washington State Police; and Mr. John Young, Texas Department of Public Safety. Special thanks to Inspector Patrick McManamon, Vermont Department of Motor Vehicles and Mr. Albert Liebno, Maryland Police Correctional Training Commissions for their feedback on improving the presentations. The information contained in this program by no means reflects the opinions of all the individuals listed. June F. Kelly, Project Manager, IADLEST. Assistant Director, Vermont Police Academy TITLE: Motorcycle Safety and Enforcement Training for LE (Law Enforcement) Lesson Purpose: To understand why the enforcement of motorcycle laws, support of national motorcycle safety enforcement efforts and best practices are critical to reduce motorcycle fatalities and injuries. Date Prepared: May 1, 2009 PURPOSE STATEMENT This training manual developed by IADLEST is intended to assist law enforcement in the enforcement of motorcycle laws. Its purpose is to share existing motorcycle laws knowledge, discuss motorcycle safety issues, the scope of problems involving enforcement of motorcycle laws, and present best practices in the realm of enforcement of motorcycle laws, sharing of safety practices for law enforcement, the motorcyclist and the public, prevention of motorcycle accidents and fill an existing gap in law enforcement training. The goal of this training is to have all police officers trained through their Police Academies or POST1 Programs. We propose to act on the knowledge gained in this course to promote â€Å"enforcement of motorcycle laws† and reduce the problem of unlicensed motorcyclists, motorcycle DUI, non- compliant helmets, and speed related crashes. P. O. S. T. is the acronym for Police Officer Standards and Training TITLE: Training for the Enforcement of Motorcycle Laws Opening Statement This training will look at situations unique to the enforcement of motorcycle laws such as the following: Why so many motorcycles injuries and fatalities and what can law enforcement do through public education and enforcement? Motorcycle Types and Characteristics Safety Laws Related to Equipment and Operation Motorcycle licensing and speeding issues Officer and Motorcyclist Safety Consider â€Å"distracted driver† issues and how critical it is to operating a motorcycle. Driver talking to passenger Cell phone use (yes, in a car and even on a motorcycle) Talking to another motorcyclist, riding two or three abreast Strategies for traffic stops Strategies to avoid pursuit situations Crash Investigation Detection of impaired motorcyclists Detection of non-compliant helmets Latest on enforcement public relations campaigns Specific course objectives. 1. Why this course? Explain national statistics bulleted on slide. 2. Review motorcycle laws related to critical areas. Equipment Licensing requirements Alcohol-related/impaired behavior of motorcyclists Speed Enforcement Helmets FMVSS 218 and what are the pending revisions 3. Officer Safety concerns Explain and share strategies for stopping motorcycles and Strategies to avoid pursuits. 4. Motorcycle Crash Investigation awareness First Responder Safety and Motorcyclist First Aid Pointers What are some motorcycle crash investigation pointers to consider for crash investigators? Does your state have standardized data gathering and reporting for motorcycle crashes? 5. Encourage motorcycle safety and education. National Statistics 2 Injuries Fatalities According to US DOT, Motorcycle fatalities have more than doubled since 1998, increasing 130 percent over a ten year period. Registration trends Motorcycles account for 3 percent of all registered vehicles; however motorcycle fatalities represent 13 percent of traffic fatalities in the United States. Unlicensed motorcycle drivers1 out 4 motorcycle riders (25%) involved in fatal crashes in 2008 were not properly licensed. DUI is a factor in fatalities Alcohol is a significant factor in far too many motorcycle fatal crashes. In 2008, 29 percent of all fatally injured motorcycle operators had BAC levels of . 08 or higher, and 43 percent of those killed in single-vehicle crashes were over . 08 BAC, and that number jumps to 64 percent on weekend nights. Helmet Use Nationally Helmet Laws from State to State   20 States, the District of Columbia, and Puerto Rico require helmet use by all;   Other States have â€Å"partial helmet† laws based on age or no laws requiring helmet use. Enforcement Issues   There is limited training on enforcement of motorcycle laws because most police academies across the country do not have courses on the topic or only provide brief coverage on motorcycle laws in their basic motor vehicle law classes.   Training on motorcycle law enforcement is often specialized and appeals to those that ride. Most law enforcement officers do not ride motorcycles so they do not know what to look for regarding motorcycle equipment, helmets and the laws. Motorcycle Risks Motorcyclists Are at Risk from Other Drivers. Drivers of passenger vehicles and all types of vehicles need to be alert of motorcycles. Motorcycles are small and may be difficult for drivers of other vehicles to see.   Motorcycles have a much smaller profile than other vehicles.   Due to the smaller profile it can be difficult to judge the speed and distance of an approaching motorcycle.   After a crash, the drivers of other vehicles involved often say they never saw the motorcyclist and were unable to respond in time.   In the event of a crash, a motorcyclist is much more vulnerable and in much greater danger physically than other vehicle occupants. In fact, â€Å"Per vehicle mile traveled in 2007, motorcyclists are about 37 times more likely than passenger car occupants to die in a traffic crash and 9 times more likely to be injured. † National Statistics Motorcyclist Deaths are Rising.   In 2008, motorcycle rider fatalities increased for the tenth straight year.   During 2008, 5,290 motorcyclists lost their lives in fatal highway crashes, an increase of 2 percent over the 5,174 motorcyclists killed in 2007.   Motorcycle riders were involved in more than one out of nine of all U. S. roadway fatalities. 47 percent of all fatalities in motorcycle crashes in 2008 involved another vehicle in addition to the motorcycle in the crash.   77 percent of all two-vehicle crashes involving a motorcycle were struck in the front with only 7 percent struck in the rear.   In 41 percent of the crashes involving a motorcycle and another type of vehicle, the other vehicle was turning left when the motorcycle was going straight, passing, or overtaking the vehicle.   In 2008, 35 percent of all motorcycle riders involved in fatal crashes were speeding. Law Enforcement. Law enforcement has a special contribution to make in the prevention of motorcycle crashes. Some of these contributions are simple and some are very difficult: dirt bikes in traffic are an obvious hazard; unlicensed motorcyclists are difficult to detect, and according to the Hurt study impaired motorcycle riders are far more difficult to detect than impaired automobile drivers. The increases involvement of the unlicensed rider in all crashes, and the impaired rider in fatal crashes, demands enforcement action, but legal requirements of due cause for a traffic stop may limit this action. These edited comments are a part of the Hurt Study released in 1981, which tried to research motorcycle crash cause factors and identify countermeasures to use in the idea of providing the basis of due cause for preliminary enforcement action and screening of traffic for unlicensed riders. One fundamental rider communication measure suggested in the study was enforcement action by ticketing for a for a traffic violation. The data of this research shows that driver improvement is vital to those motorcycle riders who have had traffic violations or crashes, and experience has shown that a special motorcycle traffic school is an effective alternative to the payment of a fine for a citation. Advantage should be made of this contact opportunity to require a special motorcycle traffic school for motorcycle riders with traffic citations so that critical information can be given to these likely crash candidates. The Hurt study was cited in many references about motorcycle crash cause studies and countermeasures over the years. This study is now 30 years old. A new study is currently under commission through the Motorcycle Safety Foundation to the Oklahoma Transportation Center for the â€Å"new Motorcycle Crash Causation Study†. The hope is that this study will shed new light on the causes of crashes and update the old data. HURT STUDY – Highlights Key Points Learned 75% M/C crashes involve another vehicle 2/3 of those crashes other vehicle failed to yield right of way to M/C Failure of motorist to recognize M/C is predominate cause of crash Crash configuration—M/C traveling straight other vehicle turning maneuver Riders 16 and 24 of age are over-represented in these crashes (96% male) 92% of the riders we self taught without any â€Å"formal† training 50% of fatal M/C riders had alcohol usage Motorcyclist had significant collision avoidance problems, i. e. , over/under braking, poor ability to counter steer and swerve, etc. Typically less than 2 seconds for motorcyclist to react Motorcycles equipped with fairings and windshields low crash involvement – maybe related to conspicuity (more frontal surface) High number of M/C riders had no M/C license , no license of any type or were suspended/revoked

Domestic Violence

Domestic Violence Domestic Violence What is your definition of love? Domestic violence is not considered love or affection. It is violence abuse. In your eyes what is domestic violence? Domestic violence is a pattern of behaviors used to establish power and control over another person through fear and intimidation (thehotline,org). If you’re experiencing this you might have been hit, kicked, choked, and/or controlled. Physical, sexual, emotional, psychological, and economical abuse are key warning signs. Abuse is a repetitive pattern of behaviors to maintain power and control over an intimate partner (thehotline.org). The following are behaviors that physically harm, arouse fear, prevent a partner from doing what they wish, or force them to behave in ways they do not want (thehotline.org). This also includes threats and intimidation. Warning signs you are in an abusive relationship include forbidding you from eating or sleeping, damaging your property when they’re angry by either throwing objects, punching walls, kicking doors, etc., and or using weapons to threaten to hurt you, or actually hurting you with weapons (thehotline.org). A woman of the name Jessica was stuck in an abusive relationship. She said, â€Å"I was a prisoner in my own home† (Axelord). Her boyfriend beats her, verbally abused her, and controlled her. He made sure she didn’t leave the house without him. He tapped her phone and made sure she knew not to eat, sleep, or shower without him being home to watch her every move. He installed cameras around the house to make sure Jessica wasn’t doing anything behind his back. If they trap you in your home or keep you from leaving, you’re in an abusive relationship. Jessica’s boyfriend claimed abusing her was his sign to show her he loved her and didn’t want to lose her (Axelord). Jessica said, â€Å"His excuse was he was afraid to lose me cause he loved me so much and that was his way of showing me that he loved me† (Axelord). This is what goes on in the minds of abusers. Jessica knew she was in a domestic relationship, but she had no way to get out until one day Jessica’s sister called the cops on her boyfriend and got a restraining order (Axelord). Not everyone knows they are in a domestic violence, the victims are manipulated into thinking it is a sign of compassion and love. More red flags include abandoning you in unfamiliar places, driving recklessly or dangerously when you are in the car with them, and or forcing you to use drugs or alcohol are red flags (thehotline.org). Calling you names, insulting you or continually criticizing you, refusing to trust you and acting jealous or possessive, and or trying to isolate you from family or friends are the first warning signs (thehotline.org). Monitoring where you go, who you call and who you spend time with, demanding to know where you are every minute, threatening to hurt you, the children, your family or your pets is when you seek help (thehotline.org). The first people to notice what is going on are family, friends, and neighbors. Domestic violence happens to both men and women on a daily basis. Women 20-24 years old are at the greatest risk. 1 in 3 women are homicide victims and murdered by their partner each year (SafeHorizon.org). Four million women experience physical assault and rape by their partner each year (SafeHorizon.org). 517 children witness domestic violence each year. Three in four children see the violence happening to their mother or father. 21% of children hear the violence going on. 3.3-10 million children are exposed to domestic violence yearly (SafeHorizon.org). Many children are not safe from this violence. Most of the time, the abuser also goes after the child. More likely than not the child is emotionally scarred for life. According to race, 53% White people are abused, 20% African American people, 16% Latino, and 6% Other (SafeHorizon.org). According to income the following are abused, 28% under $20,000, 30% making $20,000-$50,000, 18% making $50,000-$75,000, and 24% making more than $75,000 (SafeHorizon.org). Some risk factors related to domestic violence include young pregnant women because they are more likely to be targeted compared to older women (apa.org). The younger the easier to be manipulated and used. Domestic violence takes place between 6pm and 6am (apa.org). 60% of incidents happen at home (apa.org). 30%-60% of families experiencing domestic violence include poverty, substance abuse, and other violence (SafeHorizon.org). Domestic is the third leading cause of homelessness among families (apa.org). 1/3 of abusers are using New York shelters (apa.org). This is what you can do to help yourself when the abuser is not around; call a local battered womens shelter or domestic violence hotline and tell them what happened, ask them what your choices are to protect yourself, and what to do to end the violence (venetiservices.eu). Discuss the abusers pattern of violence with someone at a shelter or crisis line and think about what risks, there might be if you talk about leaving (venetiservices.eu). You should encourage your abuser to go to a group for batterers (venetiservices.eu.) If you’re a friend or family member you can encourage the victim to get to safety and help keep that person safe. Confront the abuser if you can do it safely (SafeHorizon.org). Dont accept excuses for violence from the people you love. If your loved one starts controlling your life and taking advantage of you, it is time to leave. Your significant other should always be there for you and care for you. If they ever lay a hand on you immediately call the police. On average it is said that it takes 7 tries to officially get out of an abusive relationship (Axelord.) A significant other should never lay a hand on you if it is not for comfort or affection. If you are physically, mentally, or emotionally abused, it is not love. That does not show that your significant other cares for you. You need to stand up for yourself and get help. Being in an unstable relationship may cause harm to you or your family. People have died, and people have been injured. Children are scared for the rest of their lives. Pay attention to the warning signs and seek help immediately if there are any red flags. The ones you love should respect you and care for you and your family. Works Cited Abuse Defined. The National Domestic Violence Hotline RSS2. Web. 28 Apr. 2015. http://www.thehotline.org/is-this-abuse/abuse-defined/>. Axelord, Jim, â€Å"I was a prisoner in my own home.† 17 May 2013. CBS News. Carter, Lucy, Weitnom, Louis, and Behman. â€Å"Domestic violence and children.† Volume 9 number 7 Winter 1999. Domestic Violence: Statistics Facts. Safe Horizon. Web. 28 Apr. 2015. http://www.safehorizon.org/page/domestic-violence-statisticsfacts-52.html>. Partner Violence: What Can You Do? Http://www.apa.org. Web. 28 Apr. 2015. http://www.apa.org/pi/women/programs/violence/partner.aspx>. Partner Violence: What Can You Do? Veneti CPT Services Ltd. Web. 28 Apr. 2015. http://www.venetiservices.eu/nuepsilonalpha/partner-violence-what-can-you-do>.

Graduation Speech: I Am Everyman! :: Graduation Speech, Commencement Address

This speech is bigger than me... bigger than this graduating class... and the world surrounding us. It is an epiphany. This speech is for the little guy, the middle man and the guy who is always behind the scenes... For the past four years, we have seen stories, read newspaper articles, and have heard announcements about our star athletes, scholars and over achievers. Although it is undeniable that they have left their footprints at County High by trying incessantly to better themselves, as you are on the brink of adulthood, you can't help but ask yourself, "What about me?" What about my effort to just get by? We speak, but our voices are silent, our contributions go seemingly unnoticed, and our greatest effort is just good enough. Although this lifestyle of mediocrity is not extravagant by society's standards, all of you should be proud to be here because you may be the first person in your family to graduate high school, be going on to college, or the first aspiring to break the cycle. And even though this day may be a small step to others, this may be the most important step of YOUR life. Appreciate the fact that you are setting the path for others who may be just like you following in your footsteps or climbing the same exact ladder you have climbed. Because of these inspirational acts, we are in fact the movers and shakers of America. While some by-standers are looking down at the field upon us, seeing teenagers who appear to be out of control, irresponsible and impossible, at the same time, a child is looking up to us seeking inspiration and validation... because to them, we are their only hope as we let down our guards when we become one society welcomed into another. Adulthood ladies and gentlemen!!! Today is a turning point for each and every one of us. While we sit on this field, we are in essence standing up to our fears of feeling inferior, and letting our true colors shine. Today is a day to be proud of yourself and each other. Today is your day to show everyone your true self. In a way, every person is the average Joe, because each step that we take, each move that we make, and each word that we utter, will somehow affect the life of another... and that is not average.

Imposing Our Own Ideological Frameworks onto Virginia Woolf and Her Wr

Imposing Our Own Ideological Frameworks onto Virginia Woolf and Her Writing Whenever we try to imagine the feelings or motives of a writer, we impose our own thoughts and ideas, our own biases, onto that person and their work. Perhaps in order to justify our choices or legitimate the philosophies that we hold dear, we interpret texts so that they fall into place in our own ideological frameworks. Literature, because it engages with the most important and passionate questions in life, evokes responses in readers that emanate not only from the mind but also from the subconscious and from the deepest places in the heart. Writers like Virginia Woolf ask, and sometimes answer, questions about life's meaning, about the nature and importance of relationships, about spirituality, work, family, identity and so on. It is what makes writing fascinating and the critiquing of writing something more than an intellectual exercise. When we interpret a text, we bring our own hopes, fears, joys and beliefs to the forefront, despite our claims of intellectual objectivity, and what is at stake is not just an evaluation of the work itself, but often an evaluation of our political, social, psychological and emotional identities. What we see or read into a text can become a kind of experiment, a literary depiction of the way we see, or would like to see, and interpret ourselves and our world. Often, in the course of interpreting, we feel compelled to name and label both writer and text in order to talk about them in ways that make sense to us, and in order to pinpoint them in relation to ourselves. When we label anything, we attempt to control or own it; we assign values or a set of rules to that person or object. What is lost in that process... ... Voyage Out." Modern Fiction Studies 38.1(1992): 269. Meese, Elizabeth. "When Virginia Looked at Vita, What Did She See; or, Lesbian: Feminist: Woman - What's the differ(e/a)nce?" Feminist Studies 18.1 (1992):105. Nicolson, Nigel. Portrait of a Marriage. New York: Atheneum, 1973. Nicolson, Nigel and Joanne Trautmann, eds. The Letters of Virginia Woolf. Vol. 3. New York: Harcourt Brace, 1977. Smith, Patricia Juliana. Lesbian Panic: Homoeroticism in Modern British Women's Fiction. New York: Columbia UP, 1997. Woolf, Virginia. A Room of One's Own. San Diego: Harcourt Brace, 1979. --- . "A Sketch of the Past." Moments of Being. Ed. Jeanne Schulkind. New York: Harcourt Brace, 1976. --- . Mrs. Dalloway. San Diego: Harcourt Brace, 1925. --- . Three Guineas. San Diego: Harcourt Brace, 1938. --- . To the Lighthouse. San Diego: Harcourt Brace, 1927. Imposing Our Own Ideological Frameworks onto Virginia Woolf and Her Wr Imposing Our Own Ideological Frameworks onto Virginia Woolf and Her Writing Whenever we try to imagine the feelings or motives of a writer, we impose our own thoughts and ideas, our own biases, onto that person and their work. Perhaps in order to justify our choices or legitimate the philosophies that we hold dear, we interpret texts so that they fall into place in our own ideological frameworks. Literature, because it engages with the most important and passionate questions in life, evokes responses in readers that emanate not only from the mind but also from the subconscious and from the deepest places in the heart. Writers like Virginia Woolf ask, and sometimes answer, questions about life's meaning, about the nature and importance of relationships, about spirituality, work, family, identity and so on. It is what makes writing fascinating and the critiquing of writing something more than an intellectual exercise. When we interpret a text, we bring our own hopes, fears, joys and beliefs to the forefront, despite our claims of intellectual objectivity, and what is at stake is not just an evaluation of the work itself, but often an evaluation of our political, social, psychological and emotional identities. What we see or read into a text can become a kind of experiment, a literary depiction of the way we see, or would like to see, and interpret ourselves and our world. Often, in the course of interpreting, we feel compelled to name and label both writer and text in order to talk about them in ways that make sense to us, and in order to pinpoint them in relation to ourselves. When we label anything, we attempt to control or own it; we assign values or a set of rules to that person or object. What is lost in that process... ... Voyage Out." Modern Fiction Studies 38.1(1992): 269. Meese, Elizabeth. "When Virginia Looked at Vita, What Did She See; or, Lesbian: Feminist: Woman - What's the differ(e/a)nce?" Feminist Studies 18.1 (1992):105. Nicolson, Nigel. Portrait of a Marriage. New York: Atheneum, 1973. Nicolson, Nigel and Joanne Trautmann, eds. The Letters of Virginia Woolf. Vol. 3. New York: Harcourt Brace, 1977. Smith, Patricia Juliana. Lesbian Panic: Homoeroticism in Modern British Women's Fiction. New York: Columbia UP, 1997. Woolf, Virginia. A Room of One's Own. San Diego: Harcourt Brace, 1979. --- . "A Sketch of the Past." Moments of Being. Ed. Jeanne Schulkind. New York: Harcourt Brace, 1976. --- . Mrs. Dalloway. San Diego: Harcourt Brace, 1925. --- . Three Guineas. San Diego: Harcourt Brace, 1938. --- . To the Lighthouse. San Diego: Harcourt Brace, 1927.

Review Employees Files

Learning Team: Review Employees Files Shemika Williams, Maria Rios, Juakita Little, Yanelys Bobey HCS/341 October 8, 2012 Denise R. Holcomb Learning Team: Review Employees Files Bennie Bellamy: Had first occurrence of not taking patient’s vital signs on January 14thand 18th; then again on February 3rd and 6th. Bennie was talked to about this to see why he was not getting them and he stated that he did not have time. He had a year evaluation on May 20, 2003, in this he was rated a 1 for not following directions.The following year May 21, 2004 Bennie had improved tremendously and got all 2’s on his yearly review and got a 3% raise versus the 2% he got the year before. And in the 3rd year May 20, 2005 he was still improving, so after the incidents in 2003 Bennie made great improvement after being reprimanded for not taking vitals and he has not had a problem since. On February 7, 1997 King Lovell put in an application to work at Patton – Fuller Community Hospital. O n February 20, 1997, King Lovell received a letter from Patton – Fuller Community Hospital offering the RN Staff Nurse position.King official start date was March 17, 1997. King Lovell received his annual employee evaluation in 1998 by the RN Staff Nurse. In his general evaluation different job specifics were evaluated. King in 12 different occasions was late and his dependability was unacceptable. For the first evaluation, King was informed to enroll in documentation classes that were going to start within that month due to needing some work. Another occasion there were two occasion were the wrong patient almost received wrong medicine.Due to that incident, King was instructed to take a refresher course on medication administration that was being offered in July. On August 12, 1998, King Lovell had a corrective action form by human resource personnel. This was the first conference, King was continuing to be late to work, violating the attendance policy, receiving complaints about rude behavior towards the doctor, failed to sign, and continuing to have medication errors and not helping other co-workers. King Lovell received to verbal warnings on July 10 and August 2 but the problem is still occurring.King was informed by management of the following: It  is expected that  you will be  to  work  on  time. It  is expected that  you will show  courtesy  to  staff,  physicians,  patients and  their  families,  rudeness will not  be  tolerated. It  is expected that  you will complete  all entries in  the  patient’s record  and that  you  will properly  sign  all notations  at  least once on  each  shift. King received another annual evaluation in 1999, where his attendance, attitude, and dependability were still lacking.Due to lack of improvement over the last year’s evaluation, he was terminated. The files show due diligence was followed and given in different occasion by informing King Lovell to take additional classes to improve his job performance and was also given verbal warnings to improve, but the employee failed to show improvement and continued to lack. On March 10, 2007 Louise McFate applied for the position of Director of Infection Control at Patton-Fuller Community Hospital.On May 9, 2007 Louise McFate received a hire Letter from PFCH offering her the position of Director of Infection Control with an official start date of July 11, 2007. On October 12, 2007, Louise McFate received her 90 day evaluation and received a rating of 2. 0 (Acceptable) in all areas. On January 14, 2008, McFate received her 6 months evaluation and again received a rating of 2. 0 in all areas. On July 14, 2008 McFate received her first annual review and received an improved overall score of 2. 17.Unfortunately, on November 7, 2008 Louise McFate received a corrective action form stating that the Joint Commission issued a Request for Improvement on a needle disposal violation found during their visit. Although this is McFate’s first and only corrective action they did advise her to continue to establish procedures to prevent any further needle disposal violations. Louise McFate did not sign this corrective action form because she did not agree with it and believes she was singled out unfairly because Mr.Adair from the joint Commission targeted her in retaliation after she declined a dinner invitation from him. This does require investigation from the organization to determine if indeed there was a violation made or if in fact it was in retaliation towards McFate. In the meanwhile, McFate needs to keep on her toes because this still goes in her file and there may not be a way to prove it. According to McFate there is no need for due diligence and they haven’t followed up with her progress or had any other incidents following this one.On March 15, 1995 Alva Branham filled out an application for a Security Officer position for Patton-Fuller C ommunity Hospital. Five days later, on March 20, 1995, Branham received a hire letter from Patton-Fuller Community Hospital. Branham official start date would be on April 3, 1995 as followed with orientation dates. Branham annual employee evaluation came up on April 9, 1996 by the Manager of Security. Over the years Branham annual employee evaluation scores has become decreased in some employee evaluations.On one of Branham employee evaluations, it was commented by the Manager that Branham has misplaced company radios and also not being available for central control or other staff to get up with you especially in an emergency. Branham has also been missing 15 days of work over the past 8 ? months which is unacceptable and in violation of the attendance policy. On January 4, 1998, Branham had her first conference with the human resource department to go over the corrective action form.Branham had her second conference of corrective action on February 20, 1998 which stated she didnâ⠂¬â„¢t use proper policy and procedures of logging patient items when a patient is discharged from the hospital. Branham was then notified again about all policy and procedures. After the last issue, Branham was then warned that if another occurrence happens within the next 3 months that further corrective action will be taken and lastly even termination. Reference University of Phoenix. (2011). Patton- Fuller Community Hospital Virtual Organization. Retrieved from: https://ecampus. phoenix. edu