The Hunger Games By Suzanne Collins - 1441 Words

The Hunger Games is a novel by Suzanne Collins about a lower class girl who finds herself suddenly surrounded by a striking upper class lifestyle. Growing up in District 12, it was very hard for Katniss Everdeen to picture life on the wealthier side. She lives in a country called Panem, which is divided into 12 districts. All 12 districts are controlled by one greater force, the Capitol. The Capitol is known for it’s lavish lifestyle and harsh methods of control. The Capitol controls the media, the schools, the food supply and most importantly, the people. Panem suffers from immense class differences, harsh body modifications, glorified spectacles of violence, and monstrous sponsorships. Life in Panem is a lot more similar to life in†¦show more content†¦The chance of her name being drawn is very slim compared to to those who live in the Seam. Not impossible, but slim. And even though the rules were set up by the Capitol, not the districts, certainly not Madge’ s family, it’s hard not to resent those who don’t have to sign up for the tesserae† (Collins 13). Each time a family runs out of necessities, they have two options, they can go without and try to make ends meet, or they can put their name in the drawing for the games another time. This is the tessera program. The tessera program is just one way that the government allows itself to keep the upper hand. With the division between the upper and lower class being so large, and the majority of the population being lower class, we can see how closely life in the districts relates to life in America today. According to pewresearch.org, the middle class makes up about 46% of the American population today. This leaves more than half of the population to be divided between the upper and lower classes. With the upper class making up less than 10% of the population, this means that around 44% of Americans are considered to be lower class citizens. Also, as gathered from pewre search.org, in 2010, the median wealth for upper class families was 6.2 times that of middle class families. By 2013, this number grew to 6.6. With such a high population of lower class

Road In Road Essay - 1355 Words

NAVIGATING THE MISSIONAL ROAD IN FRANCE PEDESTRIAN CROSSING After an overnight flight and a six-hour time shift, our Calvary Church delegation received warm greetings at Lyon Saint-Exupery Airport in France, a 70-minute flight southeast of Paris and a 60-minute drive to our home-base city of Grenoble. Later that afternoon, our troop rode the commuter train to the heart of Grenoble on a historic city tour. Sometime afterward, Missionary Roy asked, â€Å"How many Muslims did you see in town?† â€Å"Very little,† I answered. â€Å"We spotted more Muslims last year.† The missionary, now in teaching mode, countered, â€Å"About 50% of the people you noticed today, were Muslims.† Our ministry partner steered us toward people watching as a missionary would.†¦show more content†¦In addition, our squad ascended, with SUVs, the rest of the way up the mountains to a ski resort town, Les Deux Alps (The Two Alps), elevation 5,400 feet. Sometime in the past, a spiritually minded soul erected a cross at the other end of this winter vacation land which overlooks the snow-capped mountains 11,800 feet high. ROAD CONSTRUCTION AHEAD Returning to Grenoble, our mission team began our primary ministry, prayer walking. Before executing ministry in any area, we â€Å"surrounded the area with prayer† one to two days in advance. We interceded in three locations. First, in a poorer immigrant IslÄ mic neighborhood of apartment buildings where drug dealers hang out. Nevertheless, Roy participates in a kids club there which ends the school year with a carnival for the kids and a neighborhood-sized barbecue for them and their parents. Building on prayer preparations a couple of days earlier, bands of three formed. Accordingly, two Americans plus one translator, knocked on doors of families whose children take part in the club and passed out invitations. As a result, a woman invited one team in. The mother received a phone call saying a college had accepted her daughter into a nursing program that she had prayed for. Consequently, the mother attributed the answered prayer to the visit of our group. To keep a rapport, the residents guests invited the woman to come to say, â€Å"Hello,† at the barbecue. The Muslim woman andShow MoreRelated On the Road Essay848 Words   |  4 Pages On the Road On the Road, by Jack Kerouac was considered to be the first â€Å"beat† novel. The lifestyle of beats is explained as going against mainstream norms. The two main characters in the novel Dean and Sal both go against normal society. On the Road was written during a time when mainstream society was in to materialistic possessions. The average person was concerned with having a good paying job and raising a family in the suburbs. Beatniks had the complete opposite goals in lifeRead MoreOn the Road Essay2385 Words   |  10 Pagesrebellious lifestyle sparked various different views; those that look up to them, and those that look down upon them. Jack Kerouac plays a major role in this time period pertaining to this lifestyle, authoring many works about it, one being On the Road. He uses the characters in this story to depict the diverse views on the Beatniks. This strong interpretation used throughout the novel sets the stage for many other authors writing on behalf of the Beat Generation. The characters he uses in this novelRead More The Road Essay1241 Words   |  5 PagesCormac McCarthy’s novel The Road â€Å"the man† and â€Å"the boy† refer to themselves as â€Å"the good guys† compared to â€Å"the bad guys†. While reading this book I was lead to believe that â€Å"the boy† is truly the only â€Å"good guy† left, because â€Å"the man† and every other character th at I encountered in this book share some of the same qualities as â€Å"the bad guys†. The boy constantly begs his father to be sympathetic and charitable to the drifters that they encounter on the road, but the father usually refusesRead MoreRoad Essay1440 Words   |  6 Pagesto redesign the intersection of U.S. Route 62 and County Road 160. A public viewing of the land Monday evening was followed by a public hearing, at which Holmes County Engineer Chris Young acknowledged â€Å"change is always difficult.† Nevertheless, he said, it’s a job his office is tasked with managing, in the midst of commercial and residential growth throughout the county. â€Å"My office works very hard to try and minimize the effects of these road projects on our residents and communities. Frankly, itRead More On The Road Essay883 Words   |  4 Pageswhich would become ‘On the Road’ his most acclaimed novel. It is said to be an account of Kerouacs (quot;Sal Paradise’squot;) travels with Neal Cassady (quot;Dean Moriartyquot;). According to Allen Ginsberg, Kerouac typed the first draft of On the Road on a fifty-foot long roll of paper. On the Road gave an outlet of release for the dissatisfied young generation of the late forties and early fifties. And although it has been fifty years since the events in On the Road, the feelings, ideas andRead MoreThe Road Essay1519 Words   |  7 PagesPrometheus â€Å"carried the fire† to humanity, his days are forever filled with torture. Similar to the situation that appears in the Cormac McCarthy’s novel, The Road, the main characters, a man and his son also â€Å"carry the fire† for the sake of mankind. â€Å"Carrying the fire†, a motif that Cormac McCarthy portrays throughout his novel, The Road, can be used to explain the reasoning behind why the two main characters, a man and his son continue to persevere in the novel’s harsh world. Perhaps the sayingRead More Road Not Taken Essay980 Words   |  4 Pages Critical essay for â€Å"The Road Not Taken† by Robert Frost Two roads diverged in a yellow wood And sorry I could not travel both And be one traveler, long I stood To where it bent in the undergrowth; Then took the other, as just as fair, Because it was grassy and wanted wear: Though as for that the passing there Had worn them really about the same. And both that morning equally lay In leaves no step had trodden black. Oh, I kept the first for another day! Yet knowing how way leads to way, I doubtedRead More The Road Essay2021 Words   |  9 PagesThe Road Named one of the four major novelists of his time, Cormac McCarthy has won numerous awards such as the National Book Award, National Book Critics Circle Award, and the 2009 PEN/Saul Bellow Award for Achievement in American Fiction, which places him in the highest rank of American literature. His tenth and latest novel, The Road (2006), known as his most traumatic yet intensely personal work, has won the Pulitzer Prize for Literature Award in 2007, as well as the James Tait Black MemorialRead MoreEssay on Road Accidents1888 Words   |  8 PagesEssay on Road Accidents !! Lack of road-sense has further complicated the matters. Driving licenses are given on illegal gratifications to the authorities and traffic rules and regulations are thrown to the winds. Overloading is one of the major factors of road- accidents and deaths. The condition of the vehicles is hardly found road-worthy. The unmanned railway level-crossings further add to the chaos and confusion. The multiplicity of authorities and utter lack of coordination among them is anotherRead MoreEssay On Utah Roads1119 Words   |  5 Pages12% ,Distracted and Drunk Driving - 9%. For teenagers driving on Utah Highways being ,Ran Off Road - 30%,Speed Too Fast - 22%, Failed to Keep in Proper Lane - 15%, Overcorrected - 15%Failed to Yield, Driver Distraction, Wrong Side of the Road - 11%. What was provided in what I read did not surprise me because of the fact that teenagers are always on their phones and not paying attention to the road. For me the differences between the statistics for teen drivers compared to Utah drivers as

Critical Evaluation of Evidence for Hyperactivity-myassignmenthelp

Question: Discuss about theCritical Evaluation of Evidence for Hyperactivity Disorder. Answer: Introduction Evidence based practice is of utmost importance owing to the fact that current evidences related to health interventions are judiciously used to formulate best decisions that will help in providing a client-centred holistic care. The smart drugs mentioned in the case scenario are used to treat Attention deficit hyperactivity disorder, which is a neuro-developmental disorder. The common symptoms are less concentration and restless behaviour (Arnold, Hurt Lofthouse, 2013). Wasim, a student has observed that all his university friends are talking about using smart drugs to improve their academic performance in examinations (Burgard et al., 2013). Although Wasim knows about the therapeutic benefits of the drugs on ADHD, he aims to discover their probable role in academic performance improvement, by thoroughly investigating 2 articles. The first article is a qualitative study that will show the association between examination performance psycho-stimulants and the second article will show the effects of smart drugs on executive functioning of university students. Body PART A Hildt, E., Lieb, K., Franke, A. G. (2014). Life context of pharmacological academic performance enhancement among university students - a qualitative approach. BMC Medical Ethics, 15(1), 23-23. doi:10.1186/1472-6939-15-23 Authorship- the authors are well educated to carry out the research as Elisabeth Hildt works as a neuroethic expert. Klaus Lieb and Andreas Gnter Franke belong to the Department of Psychiatry and Psychotherapy, University Medical Centre Mainz (Germany). Franke is a trainee under the guidance of the former. Research Aims- The study aimed to investigate the effects of illicit and prescribed psycho-stimulants on academic performance. The effects of drugs such as, methylphenidate and amphetamine on examination performance were assessed. The student experiences were measured on administration of smart-drugs. Furthermore, influence of several factors such as academic and peer pressure on academic performance were also measured (Hildt, Lieb Franke, 2014). Design- Students were recruited from the University of Mainz campus, followed by conduction of semi-structured, face-to-face interviews. The questions focused on illicit or prescribed consumption of stimulants, individual perception of their effects on academics and any observable negative effects. After being transcribed verbatim, the responses were analysed systematically using a qualitative approach. The transcriptions were analysed by 2 raters who were blind to the study. The categories of responses were selected for final analysis on which both the raters showed agreement. Findings- 18 out of 22 interviews were analysed. 4 students were reportedly under the use of prescribed stimulants. Rest were involved in illicit drug usage. The average age for the use of first stimulants was found to be 20.4 2.88 years.The stimulants were used for facilitating exam preparation, gaining study time, and pursuing individual projects, out of academic domains (a career in music along with university study). Time pressure and performance affected the intake. Reports suggested increased in motivation and reduction in sleep time after drug usage (Farah et al., 2014). Thus, time maximisation and boosting motivation were the most important effects. Strengths and weaknesses- One limitation was the relatively small number of interviews. Only 22 out of the 36,000 registered students were recruited. Drug related stigma resulted in low participation. Moreover, excluding willing participants with psychiatric disorders or under psychoactive medications, led to selection bias. Social desirability, time frame and behavioural aspects acted as major influencing factors. However, the strength lies in the fact that it acted as a starting point for further conduction of qualitative and quantitative studies on effects of stimulants on academic performance. Munro, B. A., Weyandt, L. L., Marraccini, M. E., Oster, D. R. (2017). The relationship between nonmedical use of prescription stimulants, executive functioning and academic outcomes. Addictive Behaviors, 65, 250-257. doi:https://dx.doi.org/10.1016/j.addbeh.2016.08.023 Authorship- Marisa E. Marraccini and Lisa L. Weyandt worked as Professors. Oster and Munro were Doctoral Research Assistants in the same university. Thus, the authors were well educated to conduct the study. Voluntary participant inclusion and generalization led to some discrepancies. Research Aims- Executive functioning encompasses self regulation and cognitive flexibility and underlies academic performance. This study evaluated the association between non-prescribed psycho-stimulant use and executive functioning among college students (Munro et al., 2017). Design- Eligible participants were selected from schools and public universities and had to complete 2 sets of questionnaire following informed consent. The questionnaire was based on gender, ethnicity, age, university names and membership status of sonority or fraternity. Non-medical use of prescribed psycho stimulants was measured. Barkley Deficits in Executive Functioning Scale assessed adult executive functioning dimensions. An EF summary score was generated followed by t-test analysis. Findings- This study identified for the first time, the relationship between non-medical use of psycho-stimulants and executive functioning of the brain. Majority of participants were found to be females. Higher SSQ score was found among students with EF deficits. 35.4% participants showed clinically significant EF scores. They were more likely to be associated with non medical psycho-stimulant use. In addition, a low grade point average was found among them. Furthermore, an increase was observed in the usage of NMUPS across the class years. Thus, procrastination and time-management difficulties were found to be related to NMUPS usage. Strengths and weaknesses- The study determined association between brain EF and psycho-stimulants use. It also established academics to be the major reason for drug abuse. Therefore, it identified students who were at a risk of drug usage and could be used to design prevention policies. Presence of convenient sample and study generalization was a limitation. Selection bias occurred due to disproportionate number of females and Whites. Assessing psycho-stimulant effects on the brain were disturbed due to presence of 3 participants with 2 GPA score. Furthermore, voluntary participants might suitably represent the entire population. PART B Barriers for the application of evidence in practice- Evidence-based practice (EBP) integrate best research evidences from well formulated studies. Some of the common barriers are inadequate knowledge, time management, low IT access and lack of motivation (Laska, Gurman Wampold, 2014). Low English proficiency also creates major difficulties in EBP implementation (Sadeghi?Bazargani et al., 2014). Although, psycho-stimulant drugs treat ADHD symptoms, there was lack of adequate information on their role in academic performance and cognitive skill improvement. Further, inadequate access to large libraries and computer resources create hindrance in EBP implementation (Grant, Stuhlmacher Bonte-Eley, 2012). Owing to the fact that EBP is a time consuming procedure, a major barrier exists in the form of time commitment (Kim et al., 2013). Alignment with PICO elements- The 2 studies showed complete adherence to the PICO format (Cooke, Smith Booth, 2012). PICO structure (Munro et al., 2017): Population- University students; Intervention- Nonmedical prescribed stimulant use; Comparison- Students with EF deficits compared to those without deficits; Outcome- Psycho-stimulant effects on executive brain functioning. PICO structure (Hildt, Lieb Franke, 2014): Population- University student using psycho-stimulant; Intervention- Psycho-stimulant effect on academics; Comparison- Stimulant using students compared to placebo group; Outcome- Psycho-stimulant effect analysis. Conclusion Thus, it can be concluded by analysing the two articles that psycho-stimulants demonstrate some potential side effects on people who use these drugs. The first research article is considered to be more successful because it provided direct evidences of the effects of smart drugs on improved academic outcomes. A thorough analysis helps in considering the first research study superior to the second research because the former study revealed that an enhancement of academic skills upon the administration of psycho-stimulant drugs is not an isolated phenomenon. Furthermore, the first research article also established that a multifaceted life context operates and controls the phenomenon of alertness and staying awake, in addition to the action of the smart drugs. To summarize, it was established that an improvement in cognitive skills led to better academic performance. Therefore, it can be stated that intake of smart drugs is not adequate for improving academic performance among Wasims un iversity classmates. References Arnold, L. E., Hurt, E., Lofthouse, N. (2013). Attention-deficit/hyperactivity disorder.Child and Adolescent Psychiatric Clinics,22(3), 381-402. Burgard, D. A., Fuller, R., Becker, B., Ferrell, R., Dinglasan-Panlilio, M. J. (2013). Potential trends in Attention Deficit Hyperactivity Disorder (ADHD) drug use on a college campus: wastewater analysis of amphetamine and ritalinic acid.Science of the Total Environment,450, 242-249. Cooke, A., Smith, D., Booth, A. (2012). Beyond PICO: the SPIDER tool for qualitative evidence synthesis.Qualitative Health Research,22(10), 1435-1443. Farah, M. J., Smith, M. E., Ilieva, I., Hamilton, R. H. (2014). Cognitive enhancement.Wiley Interdisciplinary Reviews: Cognitive Science,5(1), 95-103. Grant, H. S., Stuhlmacher, A., Bonte-Eley, S. (2012). Overcoming barriers to research utilization and evidence-based practice among staff nurses.Journal for Nurses in Professional Development,28(4), 163-165. Hildt, E., Lieb, K., Franke, A. G. (2014). Life context of pharmacological academic performance enhancement among university studentsa qualitative approach.BMC medical ethics,15(1), 23. Kim, S. C., Brown, C. E., Ecoff, L., Davidson, J. E., Gallo, A. M., Klimpel, K., Wickline, M. A. (2013). Regional evidence-based practice fellowship program: Impact on evidence-based practice implementation and barriers.Clinical Nursing Research,22(1), 51-69. Laska, K. M., Gurman, A. S., Wampold, B. E. (2014). Expanding the lens of evidence-based practice in psychotherapy: a common factors perspective.Psychotherapy,51(4), 467. Munro, B. A., Weyandt, L. L., Marraccini, M. E., Oster, D. R. (2017). The relationship between nonmedical use of prescription stimulants, executive functioning and academic outcomes.Addictive behaviors,65, 250-257. Sadeghi?Bazargani, H., Tabrizi, J. S., Azami?Aghdash, S. (2014). Barriers to evidence?based medicine: a systematic review.Journal of evaluation in clinical practice,20(6), 793-802.

INTRODUCTION Essays (1644 words) - Psychology, Motivational Theories

INTRODUCTION Motivation of employees in the workplace is one of the fundamental responsibilities of a manager, in order to achieve high levels of productivity, to satisfy the ever changing customer needs, and to withstand the increasing global competition. Management motivates the organizational members to make the most of the scarce resources by distributing awards to outstanding employees and perhaps punishing those showing unacceptable performance. Steers (1987) stated that "A comprehensive theory of motivation at work must address itself to at least three important sets of variables which constitute the work situation, i.e. the characteristics of the individual, the characteristics of the job and the characteristics of the work environment". (Blue) Motivation is a tool, often used by the managers to catalyze the avidness of the employees to work without pressure. Various motivational theories have been used since decades to stimulate the workforce in achieving extraordinary results in all fields of work. To motivate the employees, the managers should understand that different people have different set of needs and understanding, and therefore, should be able to use the right mix of motivational theories depending on different individuals, different societies, and different organizational levels. Use of analogous motivation methods may lead to frustration, resentment and a perception of inequity for employees from a diverse culture. (cited from CULTURAL VALUES IN RELATION TO EQUITY SENSTIVITY WITHIN AND ACROSS CULTURES, KENNETH G. WHEELER) Taking this into consideration the managers should apply their knowledge of the various motivational theories to improve the workplace performance. It would depend on different societies, different individuals, and different organizational or job levels. There is not probably a universal motivator for all mankind, nor is there a single motivating force for any one individual. It is a problem of what mixture of needs for what kind of people in what kind of society. In Hong Kong, for example, there is no doubt that money is a predominant motivator with regard to both the lower level need satisfaction and the fulfilment of status and achievement goals. Employee motivation or motivation of organizational members is one of the critical functions of a manager, because there is a persistently increasing pressure for increased productivity in order to meet competition, to best utilize the scarce resources, and to provide goods and services to more and more people at less and less cost Organizations motivate their workforce to perform effectively by offering them rewards for satisfactory performance and perhaps punishing them for unsatisfactory performance. Motivation is the catalyst that spurns employees' eagerness to work without pressure. To motivate is to provide employees with a motive to do some tasks. It is to cause or provoke somebody to act either positively or negatively. Motivation has been used by effective managers to prompt ordinary people to achieve uncommon results in all fields of endeavours People work because they have goals to achieve which surpass financial gains from their employment. Maslow (1943) said that people work to survive and live through financial compensation, to make new friends, to have job security, for a sense of achievement and to feel important in the society, to have a sense of identity, and most especially to have job satisfaction. All employees that have job satisfaction are high performers in their respective workplaces. Theories of Motivation Motivational theories are broadly segregated based on two grounds. The one dealing with the scientific approach such as Equity and Expectancy theory are called process theories and those showcasing the inner drive of an employee that motivates them to work such as Maslow's (1954) hierarchy of needs and Herzberg's (1959) two factor theory are called content theories. The below mentioned section will highlight more about these theories. MOTIVATION THEORIES Maslow's Hierarchy of Needs Abraham Maslow (1954) presented the hierarchy of needs and divided them into two groups; deficiency and incremental needs. The deficiency needs includes the biological, safety, belongingness and social needs whereas the incremental needs comprises of the esteem and self actualization needs (Citation: Huitt, W. (2004). Maslow's hierarchy of needs. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [date] from, http://chiron.valdosta.edu/whuitt/col/regsys/maslow.html. Return to:). Maslow proposed that as an individual develops they work towards achieving these needs, arranged in a certain hierarchy and unless the