American Tragedy: Self-Destruction in a Self-Indulgent Society Essay ex

American Tragedy: Self-Destruction in a Self-Indulgent Society  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     "The boy moved restlessly from one foot to the other, keeping his eyes down . . . . [and he] appeared indeed to resent and even to suffer from the position in which he found himself" (p.9). Clyde Griffiths always wanted to be somebody---anyone but who he was. Growing up in a poor home of evangelizing, exhorting missionaries, he was not drawn to God but pushed away from Him and his family. Clyde was looking for a way to escape from his haunting reality to both a place and position in life that were more attractive. He was ashamed of his looks, his attire, his social position and his poor education. American Tragedy (1925) by Theodore Dreiser is the tragic story of a man whose fate is sealed and ambitions are shaped by society's values. Clyde, in trying to fit in with the norms of society, gets into more trouble than he could ever imagine. His trouble begins in Kansas City, where he works at a hotel and runs with some boys who are not all bad, yet are not good either. When these rowdy boys "borrow" a car and pick up their girls for some fun, they hit and kill a little girl. Rather than remain at the scene, they all run. When Clyde finds himself with nowhere to go, he roams until he runs into an old friend from Kansas City. He gets a job at another hotel where he meets his rich uncle. Uncle Samuel tells Clyde that he can come up and get a job in his factory. While working in that factory, he meets Roberta and falls very much in love. However, their love affair must be a secret because he is not, as a department head, supposed to date an employee. As time goes on their relationship becomes physical. In the midst of this physical relationship, Clyde accid... ...ams of getting on and up, was in danger of death. . ." (p.623)! His mother has always known that he is driven to become more like the Griffiths of Lycurgus, but still never imagined that he would become a murderer with this drive. Clyde's desire and ambitions to be something great with the help of society's twisted thinking is what brought about Clyde's demise. The selfish, self-centered thinking of this "high society," and their teaching Clyde these thoughts makes him feel like he has no choice if he wants to obtain his goals. Being corrupted by values which he accepts in order to be successful does nothing more than seal his fate and send him to the electric chair. An American Tragedy is Clyde's story about vice and greed, and the resulting catastrophe.    Bibliography Dreiser, Theodore, An American Tragedy, N.Y., The World Publishing Company, 1953. American Tragedy: Self-Destruction in a Self-Indulgent Society Essay ex American Tragedy: Self-Destruction in a Self-Indulgent Society  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     "The boy moved restlessly from one foot to the other, keeping his eyes down . . . . [and he] appeared indeed to resent and even to suffer from the position in which he found himself" (p.9). Clyde Griffiths always wanted to be somebody---anyone but who he was. Growing up in a poor home of evangelizing, exhorting missionaries, he was not drawn to God but pushed away from Him and his family. Clyde was looking for a way to escape from his haunting reality to both a place and position in life that were more attractive. He was ashamed of his looks, his attire, his social position and his poor education. American Tragedy (1925) by Theodore Dreiser is the tragic story of a man whose fate is sealed and ambitions are shaped by society's values. Clyde, in trying to fit in with the norms of society, gets into more trouble than he could ever imagine. His trouble begins in Kansas City, where he works at a hotel and runs with some boys who are not all bad, yet are not good either. When these rowdy boys "borrow" a car and pick up their girls for some fun, they hit and kill a little girl. Rather than remain at the scene, they all run. When Clyde finds himself with nowhere to go, he roams until he runs into an old friend from Kansas City. He gets a job at another hotel where he meets his rich uncle. Uncle Samuel tells Clyde that he can come up and get a job in his factory. While working in that factory, he meets Roberta and falls very much in love. However, their love affair must be a secret because he is not, as a department head, supposed to date an employee. As time goes on their relationship becomes physical. In the midst of this physical relationship, Clyde accid... ...ams of getting on and up, was in danger of death. . ." (p.623)! His mother has always known that he is driven to become more like the Griffiths of Lycurgus, but still never imagined that he would become a murderer with this drive. Clyde's desire and ambitions to be something great with the help of society's twisted thinking is what brought about Clyde's demise. The selfish, self-centered thinking of this "high society," and their teaching Clyde these thoughts makes him feel like he has no choice if he wants to obtain his goals. Being corrupted by values which he accepts in order to be successful does nothing more than seal his fate and send him to the electric chair. An American Tragedy is Clyde's story about vice and greed, and the resulting catastrophe.    Bibliography Dreiser, Theodore, An American Tragedy, N.Y., The World Publishing Company, 1953.

Caring for People with Additional Needs Essay

Introduction In my AO1 ‘caring for people with additional needs’ portfolio I am going to provide and clearly display in great detail information and understanding of three causes of additional needs. I will do this by researching a range of sources to get in dept information. Then I will provide an explanation with great content of the effects on people who are in need of these services due to their additional needs. Finally, I intend to record in depth and show understanding of each stage of the care management process and evaluate how it is used to access, plan, implement, monitor and review individual care plans. Definition of disability â€Å"A physical or mental impairment, which has a substantial and long-term adverse effect on a person’s ability to carry out normal day-to-day activities.† (http://www.equalityni.org) What is a physical disability? People with physical disabilities, also known as disabled people or physically disabled people, have a physical impairment which has a substantial and long term effect on their ability to carry our day-to-day activities. Someone with a moderate physical disability would have mobility problems, e.g. unable to manage stairs, and need aids or assistance to walk. Someone with a severe physical disability would be unable to walk and dependent on a carer for mobility. Depending on their individual needs, disabled people may require an accessible home, with or without aids and adaptations. Occupational therapists will assess an individual person’s needs for these, and refer the person on to the appropriate agency to have adaptations carried out. Care & Repair Services help disabled owner occupiers and private tenants to have adaptations carried out. (http://www.firststopcareadvice.org.uk) What is a sensory disability? A sensory disability is when one of your senses; sight, hearing, smell, touch, taste or spatial awareness, is no longer normal. For example, if you wear glasses you have a slight impairment. If you find it hard to hear then you have a hearing impairment. You don’t have to have completely lost a sense to be sensory impaired. (http://www.staffordshirecares.info) What is a Learning disability? A learning disability affects the way a person learns new things in any area of life, not just at school. Find out how a learning disability can affect someone, and who can offer support. It affects the way they understand information and how they communicate. This means they can have difficulty: †¢ Understanding new or complex information †¢ Learning new skills, and †¢ Coping independently â€Å"In practical terms,† says Lesley Campbell from the learning disability charity Mencap, â€Å"a learning disability means that it’s harder for your child to learn, understand and communicate than it is for other children.† A learning disability is not the same as learning difficulty or mental illness. â€Å"People get confused if they start using the term ‘learning difficulty’. In education this means things like dyslexia, which is not a learning disability,† says Campbell. â€Å"Our definition of learning disabilities focuses on people who have difficulty learning across more than one area of their life. It’s not just to do with reading or writing.† (http://www.nhs.uk) The three conditions I have chosen to focus on are Down’s syndrome that is caused by a chromosomal disorder, cerebral palsy that is caused by damage before and after birth and diabetes that is caused by a disease and medical condition. Firstly I am going to research Downs’s syndrome, which is caused by a chromosomal disorder. Down’s syndrome is a genetic disorder that was named after John Langdon Down, the doctor who first recognised it as a distinct condition in 1866.Down’s syndrome affects a baby’s normal physical development and causes moderate to severe learning difficulties. It is a lifelong condition that develops when a baby is still in the womb (uterus). Children who are born with Down’s syndrome also have a higher chance of developing other conditions, some of which are life threatening. (http://www.nhs.uk) Down’s syndrome (DS), also called Trisomy 21, is a condition in which extra genetic material causes delays in the way a child develops, both mentally and physically. The physical features and medical problems associated with Down’s syndrome can vary widely from child to child. While some children with Down’s syndrome need a lot of medical attention, others lead healthy lives. Though Down’s syndrome can’t be prevented, it can be detected before a child is born. The health problems that may go along with Down’s syndrome can be treated, and many resources are available to help children and their families who are living with the condition. (http://kidshealth.org) Downs syndrome is a genetic disorder that occurs in approximately 1 of 800 live births. It is uncommon in the UK, for example, from 2007 to 2008, 1,843 cases of Down’s syndrome were diagnosed during pregnancy, and 743 babies were born with the condition. Down’s syndrome affects about 1 in every 1,000 live births. Down’s syndrome affects all ethnic groups equally. Boys are slightly more likely (around 15%) to be born with Down’s syndrome than girls. (http://www.nhs.uk) The likelihood of having a baby born with Down’s syndrome increases with the mother’s age: What are the symptoms? There are estimated to be over 100 characteristics of Down’s syndrome. Common characteristics of Down syndrome can include: †¢ A flat facial profile †¢ An upward slant to the eye †¢ A short neck †¢ Abnormally shaped ears †¢ White spots on the iris of the eye (called Brushfield spots) †¢ A single, deep transverse crease on the palm of the hand †¢ Smaller than average size †¢ Exaggerated space between the first and second toe †¢ Poor muscle tone (called hypotonia) †¢ Joint looseness †¢ Broad feet with short toes †¢ Learning disabilities. (http://down-syndrome.emedtv.com) The diagnosis Antenatal screening is a way of assessing whether the unborn baby could develop, or has developed, an abnormality during the pregnancy. Antenatal screening cannot diagnose conditions such as Down’s syndrome, but it can determine the likelihood of the baby developing the syndrome. If the risk of Down’s syndrome (or any other condition) is shown to be high, further testing can be arranged to confirm whether or not the baby has the condition. The test that is used for Down’s syndrome is a combined blood test and an ultrasound scan, which is known as the ‘combined test’. During a blood test, a sample of your blood will be taken and tested to check the levels of certain proteins and hormones. If the blood contains abnormal levels of these substances, one may have an increased risk of having a baby with Down’s syndrome. (http://www.nhs.uk) The treatment Down’s syndrome is not a condition that can be cured. However, there are treatments and therapies for the physical, medical and cognitive problems associated with Down syndrome. †¢ Medications can be used to treat certain conditions that occur in people with Down’s syndrome. For example, if a person with Down syndrome has a seizure disorder, they would benefit from taking anti-seizure medications. †¢ The baby’s pediatrician will be the main person managing the infant’s health issues. Most pediatricians have experience dealing with the common medical issues seen in children with Down’s syndrome. †¢ Children with Down syndrome are almost always referred to early intervention programs shortly after birth. Early intervention is a program of therapies, exercises and activities designed to specifically help children with Down syndrome or other disabilities. †¢ Physical therapy focuses on motor development. Since most children with Down’s syndrome have hypotonia or low muscle tone, the goal of physical therapy is to teach the children with Down’s syndrome to move their bodies in appropriate ways, and to improve their muscle tone. †¢ Speech therapy is a very important treatment for children with Down’s syndrome. Because children with Down’s syndrome often have small mouths and slightly enlarged tongues, they can have articulation problems. (http://downsyndrome.about.com) There’s no cure, but treatment of any accompanying health problems and support for learning difficulties allows many people with the syndrome to lead relatively normal and semi-independent lives. Others, however, need full-time care. Many people with the condition live well into adulthood, with an average life expectancy of around 60 years. Physiotherapy, speech therapy and special educational programmes have an important role to play, while specific medical conditions associated with the syndrome are treated as appropriate.(http://www.bbc.co.uk) What are the short term and long-term effects on someone with downs syndrome physically, intellectually, emotionally and socially? Long term effects- physically Common Down’s syndrome physical effects can include thyroid problems, hearing problems, congenital heart disease, eye problems, joint and muscle problems, Seizure, bone, Leukaemia and other cancers, Immune system problems. (http://down-syndrome.emedtv.com) Children with Down syndrome have a widely recognised characteristic appearance. Their head may be smaller than normal and abnormally shaped. Other prominent characteristics of Down syndrome are: a flattened nose, protruding tongue, upward slanting eyes, short hands and fingers, and a single crease in the palm. (http://www.mamashealth.com) Short term effects- physically Children with Down syndrome have decreased resistance to infections and are more prone to dental disease. Some people with Down’s syndrome may have to wear glasses or eye patches. (http://www.health.state.mn.us) Long term effects- intellectually Down’s syndrome affects a child’s ability to learn in different ways, but most have mild to moderate intellectual impairment. Children with Down’s syndrome can and do learn, and are capable of developing skills throughout their lives. They simply reach goals at a different pace. There is often a misconception that individuals with Down’s syndrome have a â€Å"static† or predetermined ability to learn. This simply is not true. It is now known that individuals with Down’s syndrome develop over the course of their lifetime and should be treated accordingly. The learning potential of an individual with Down’s syndrome can be maximised through early intervention, good education, higher expectations and encouragement. (http://downsyndrome.about.com) Some may not be able to cope up with complex thinking that is required in the study of certain subjects. Some may achieve the complex thought process much later. (http://www.buzzle.com) Short term effects-intellectually As almost all children with Down’s syndrome have some degree of intellectual disability, we expect them to have more difficulty developing speech than normal children do. If the child with Down’s syndrome does not have a hearing loss we expect the child’s ability to develop speech to be somewhat dependent on the level of intellectual ability. Therefore, if the child has only a mild intellectual disability (and no hearing loss) he or she usually develops a great deal of speech and can have a simple conversation with family or friends. If the child has a very severe degree of intellectual disability we expect the Down syndrome child to have a great deal of difficulty developing spoken language, and we may use signs and/or pictures (augmentative communication) to help us communicate with that child. (http://www.sch.edu.au) Long term effects-emotionally Around 1 in 5 people with Down’s syndrome will develop a psychological or behavioural condition. Children: Attention deficit hyperactivity disorder (ADHD) – a behavioural condition that is characterised by a short attention span and impulsiveness Autistic spectrum disorder – a developmental disorder than can cause problems with language, behaviour and social interaction Teenagers and adults: Depression – a condition that causes persistent feelings of extreme sadness Obsessive compulsive disorder – a health condition that is usually associated with both obsessive thoughts and compulsive behaviour. (http://www.nhs.uk) Short term effects – emotionally Because of the communication problems discussed above, people with Down’s syndrome may have difficulty talking about things that make them sad or angry. Major life changes such as loss or separation may prompt decreases in appropriate behaviour at school or work. (http://www.ds-health.com) Long term effects – socially They are recognisably inarticulate in their language and communication skills. Their emotional and intellectual growth is often retarded. Children with Down’s syndrome lack in social abilities. (http://www.buzzle.com) Short term effects – socially Socially people with Down’s syndrome are affected, they may feel that it is difficult to mix with people independently, although further into their lives they may develop more confidence to be able to socialise more easily. That’s not to say that people with Down’s syndrome are shy or unsociable, but just may have less confidence in certain years of their lives. Some people with Down’s syndrome may have to be supervised because of their condition, leaving them less outgoing and feeling uncomfortable having an adult watching over them. My second cause of additional need that i now intend to discuss is cerebral palsy Cerebral palsy is a general term covering a number of neurological conditions that affect a child’s movement and coordination. Neurological conditions affect the brain and nervous system. Cerebral palsy is caused by damage to the brain, which normally occurs before, during or soon after birth. Known possible causes of cerebral palsy include: †¢ Infection in early pregnancy †¢ A difficult or premature birth †¢ Bleeding in the baby’s brain †¢ Abnormal brain development in the baby (http://www.nhs.uk) At some point very early in life, either while a baby is still growing in the womb, during birth or shortly after, something happens to interfere with the normal development of the brain or to injure the brain tissues. This abnormal development or injury disrupts the nerve signals between the brain and the muscles, leading to problems with movement, posture and coordination as the child grows up. This is called cerebral palsy. While some people are severely affected, others have only minor disruption, depending on which parts of the brain are not functioning properly. It’s estimated that as many as 1 in every 400 children may have cerebral palsy, which means nearly 2,000 babies, from all social backgrounds and ethnic groups, are diagnosed every year. (http://www.bbc.co.uk) About 1 in 500 babies born in the UK have cerebral palsy. The number of cases per year (the incidence) has not changed much over the period of 50 years or so. The health and care of mothers have improved in this time and some causes of cerebral palsy have decreased. However, more babies are being born prematurely and surviving. A proportion of these will have cerebral palsy. This (together with the cause in most cases not being known) is probably why the number of cases has not changed much over the period of 50 years or so. (http://www.patient.co.uk) What are the symptoms? Cerebral palsy is often classified into different types depending on the type of symptoms, which in turn probably reflect which parts of the brain are not working as they should. These include: †¢ Spastic cerebral palsy (about 70 per cent of all cases) – some of the muscles in the body are tight, stiff and weak, drawing the limbs in and making control of movement difficult. †¢ Athetoid (dyskinetic) cerebral palsy (10 per cent of cases) – control of muscles is disrupted by spontaneous and unwanted irregular writhing movements. These may be the result of muscles changing very rapidly from being loose and floppy to very tight and tense. The muscles used for speech may also be affected, interfering with communication. Control of posture is also disrupted. †¢ Ataxic cerebral palsy – problems include difficulty with balance, shaky movements of hands or feet, and difficulty with speech. †¢ Mixed cerebral palsy – a combination of two or more of the above. In coordination of the muscles of the mouth may cause feeding problems such as slow feeding, gagging and vomiting. There may be delayed motor milestones, such as crawling and walking , weakness or paralysis of the limbs, an abnormal gait and slowness in developing speech and social skills. As many as one in three children and adolescents with cerebral palsy also has epilepsy (or seizures). Other common problems include: †¢ Difficulty with walking, writing, eating, talking, dressing †¢ Problems with balance and coordination †¢ Difficulty controlling and maintaining posture (they may need help to sit upright) †¢ Visual difficulties †¢ Hearing problems (http://www.bbc.co.uk) The symptoms of cerebral palsy normally become apparent during the first three years of your child’s life. Your child may be slower in achieving important developmental goals, such as learning to crawl, walk or speak. Children with cerebral palsy also tend to have problems with their muscle tone (the unconscious ability to contract or relax muscles as needed). Your child may have: †¢ Hypertonia: increased muscle tone, which can make them appear stiff or rigid †¢ Hypotonia: decreased muscle tone, which makes them appear floppy (http://www.nhs.uk) The diagnosis The paediatrician will ask about a child’s history and their pattern of development. They will also study a child’s reflexes, posture, motor skills and muscle tone. Depending on the child’s age, they may also be referred to an educational psychologist so the child’s intellectual development can be assessed. Further tests may be recommended to rule out other conditions, which cause similar symptoms to cerebral palsy, such as a tumour or muscular dystrophy (a genetic condition affecting the development of the muscles). In some cases, further testing will also be able to confirm a diagnosis of cerebral palsy. This is because the condition can cause changes to the structure of the brain, which can be detected by the tests. Tests a child may require include: †¢ Blood tests †¢ Cranial ultrasound, which uses sound waves to build up a picture of the child’s brain tissue †¢ MRI scan, which uses radio and magnetic waves to study the brain in more detail †¢ CT scan, which uses a series of X-rays that are then assembled by a computer to create a detailed 3-D model of a child’s brain While a confident diagnosis of cerebral palsy can usually be made when s child is two or three years old, the type and severity of a child’s cerebral palsy may not be determined until they reach four or five years of age. (http://www.nhs.uk) Treatment There’s no cure for cerebral palsy. However, there are plenty of treatments and therapies that can reduce the impact of the condition by easing symptoms such as spasticity, improving communication skills and finding other ways to do things. Physiotherapy, occupational therapy and speech therapy can all play an important part. Children with cerebral palsy do best when they get special help from an early age. Because the brain changes a lot during the first few years of life, it can be difficult to assess the extent of cerebral palsy at first, but most experts suggest babies should be first assessed at about 9 to 12 months. Many children with cerebral palsy benefit from an approach known as conductive education, which helps them to overcome movement problems and gain some control through special education and rehabilitation. Adults can get a lot from it too. Speech and language therapy helps with speech development and also with eating, drinking, and swallowing. Surgery is sometimes needed to correct any deformities that develop as a result of abnormal muscle development or function. Medication can reduce muscle hyperactivity and spasticity, but physiotherapy is the bedrock of cerebral palsy management and can helps with posture and movement. It also tries to prevent progression of disability. Occupational therapy helps children overcome difficulties performing everyday tasks, encouraging them to lead independent lives. With help, most people with cerebral palsy are able to live much the same sort of lives as everyone else. They may have to work a bit harder to overcome practical problems, but most things are possible. (http://www.bbc.co.uk)

How to Write Good Argumentative Essays

Argumentative essays are something that you are very likely to encounter no matter what kind of subject you study. They are universal – as universal as debates are. You are given a topic, allowed to choose a point of view to support and have to find enough evidence in support of this viewpoint to crush the opponents – either theoretical or, in case your tutor is going to initiate a discussion based on students’ essays, real. The latter possibility means that you should prepare to it beforehand – to write really good argumentative essays one has to be ready to all eventualities. You can’t simply overlook an inconvenient piece of information if you know that your tutor or other students may use it to prove a different point of view. Thus, you have to prepare counter-arguments even to the points you have chosen to omit in your own essay, otherwise you may be found wanting during the following debates. Finding a Good Argumentative Essay Template If you want to be really ready to write your own argumentative essay, reading about how it is done is not nearly enough. The best way to practice will be to, well, practice – to try and write as many argumentative essays as possible before you have to do it for a grade. If, however, you don’t have enough time you’ll have to settle for reading an example or two and finding an argumentative essay template to base your own paper on. After you write a couple of essays according to this template you will be more or less prepared to write the task given to you by your tutor. Just be sure to borrow this template from a legitimate site the authors of which know their job well – although there are enough high quality sites dedicated to academic writing, the Internet is not a place to blindly take everything you find for its surface value. Write a Sample Essay on Gas Prices If you want to test yourself, choose a topic you don’t normally deal with – for example, gas prices (of course, if you are genuinely interested in them, choose something else – the point is in writing on an unfamiliar topic), choose a point of view to support (e.g., your suggestion to lowering them, the reasons why they are so high and so on), do the necessary research and write an essay proving your point. If you manage to write a good persuasive essay on gas prices, try to imagine your potential opponents (or ask a friend or relative to help you out) finding weak points in your writing and then take these weak spots into account. If you have time, write a couple more essays on similarly unfamiliar topics – it will teach you to find a way out from an unpleasant situation, collect information on things you don’t know about and prepare essays proving points you are not all that interested in. And chances are, the essay task your tutor will finally gi ve you will turn out to be much easier than the ones you have written in a way of preparation.

Social Media And Other Technological Devices - 1312 Words

Social media and other technological devices differ with the ways of usage from one individual to the next. The focus group interviews held at the University of California, Irvine asked a multitude of questions pertaining to one’s use of technology during stressful and lonely times. They were also asked what their background was and if they were extroverts or introverts. These group interviews were aimed to discover what the differences are between college students’ social media usage and how it affects their connections to the campus community. While conducting these interviews a few themes emerged from these focus groups: differences in social media uses, real in-person connections, stepping back from social media during stressful times, and finally the different types of people and social media. The five focus group interviews showed trends of college students technology use and how they relate in stressful times. Differences in social media uses All social media sites have different communities and uses. Within technology, there are endless possibilities of the uses for each individual site or application. The majority of respondents said, Facebook, Instagram, Snapchat and Tumblr are the most used social media sites in this group of college students. As one of the respondents in Transcript 5 states, â€Å"Okay, I use it (Facebook) during the year. I use it a lot for my on-campus activities because I’m involved on campus and all my profile pictures are fliers and promos. 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Hamlet s Hamlet - 1699 Words

Victoria Cigarroa Period 4 Mr. Emigh AP English Literature 26 January 2015 Hamlet Take Home Essay Prompt 1 Hamlet is known for his soliloquies and sarcastic, highly educated remarks. At surface level, Hamlet uses his wits to get the upper hand and manipulate the conversation. However, Hamlet took his father’s death very harshly and on top of that he sees his mother jumping ship to love his uncle so quickly after the funeral. Hamlet speaks negatively about life in his most known soliloquies and contemplates suicide. In Hamlet’s most famous soliloquy in Act III Scene I, his first line is â€Å"To be, or not to be- that is the question†, he is asking if he should live or die (3, 1, 57). Hamlet is a vulnerable man that is going crazy from what has happened to him in his life. He continues â€Å"Whether ‘tis nobler in the mid to suffer/The slings and arrows of outrageous fortune/Or to take arms against a sea of troubles, /and by opposing end them† (3, I, 58-61). He is questioning if he should keep fighting or give up and end his life. In present day, suicide is a big issue and no one wants to see it happen, and Hamlet is asking the same questions people who are suicidal today are asking. It puts in perspective what he was going through and how much he felt betrayed by his mother and uncle. His mother and uncle showed no support of his grieving over his father. He wanted to give up because there was no support from them and he blames them. When there is no support, Hamlet goes in aShow MoreRelatedHamlet : William Shakespeare s Hamlet1259 Words   |  6 PagesOmar Sancho Professor Christopher Cook English 201-0810 Hamlet Paper 23 May 2016 Hamlet Character Analysis â€Å"There is nothing either good or bad, but thinking makes it so.†(Act 2, Scene 2, 239-251) Hamlet by William Shakespeare is one of the most famous plays written that conveys a multitude theme. But most predominant is the presence of Hamlet s obsession with philosophy of life, throughout the play Hamlet philosophy reviles his point of view love, loyalty, the importance of family and friendsRead MoreHamlet By William Shakespeare s Hamlet1936 Words   |  8 PagesWilliam Shakespeare s, Hamlet, written in the seventeenth century and first performed in 1602, is still a complex and intriguing play that encompasses many Jungian archetypes in relation to the setting and characters. This play was approximately four centuries old before Shakespeare reworked it for the stage. Hamlet is based on events involving the death of the King of Denmark according to the Norse legends. This paper deals with a small portion of the entirety of the events in Hamlet. Scholars continueRead MoreAna lysis Of Hamlet s Hamlet 1547 Words   |  7 PagesHamlet’s Hamartia Shakespeare s longest play is Hamlet, which takes place in the Kingdom of Denmark. 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He believes that he is the smartest person in the room, which most of the time he is. He comes up with conniving schemes to get his revenge. Although Hamlet believes in his brilliant plan to feign madness, it causes so much suspicionRead MoreWilliam Shakespeare s Hamlet And Hamlet1442 Words   |  6 Pagesvarying interpretations contributes to the textual integrity of a text. Madness and its portrayal throughout Hamlet and Hamlet’s ruminations endows audiences thoughts into the complex nature of revenge. The impacts of madness, introspection, uncertainty and honour on Hamlet’s ability to enact revenge contribute to the complex nature of revenge in Hamlet. Thus, the textual integrity of Hamlet is linked to the enduring debate over the nature of rev enge in the play. The enduring nature of a text isRead MoreWilliam Shakespeare s Hamlet - Hamlet And The Ghost Essay1550 Words   |  7 PagesAlthough written over 400 hundred years ago, Hamlet remains a puzzling and complex play, partially due to the ambiguous Queen Gertrude. The Queen is a puzzling character as her motives are unclear and readers question her intentions throughout the play. Townsend and Pace in The Many Faces Of Gertrude: Opening And Closing Possibilities In Classroom Talk view her â€Å"as a simple-minded, shallow woman...who has no self beyond a sexual one† while Harmonie Loberg in Queen Gertrude: Monarch, Mother, MurdererRead MoreAnalysis Of Hamlet s Hamlet 1265 Words   |  6 PagesHow far would a man, who is a still a child at heart, go to avenge the death of his father? Hamlet, who is the son of the recently deceased King, engages in a quest to avenge his father, who was murder by the man who is now in his place, and married to the queen. Hamlet tries to develop a pl an to kill King Claudius, but only time is stopping him. Time inevitably leads toward expiration of a human life. Hamlet shows a great concern for time and its effects, which was brought upon a death that contributedRead MoreWilliam Shakespeare s Hamlet - Hamlet s Revenge1742 Words   |  7 PagesHamlet’s Vengeance Hamlet is one of the greatest literary works that has the innate ability to transcend time with the study of the human condition. William Shakespeare investigates themes of revenge, morality, sex, and familial complexities that entangle us all at one point and time. Shakespeare story of Hamlet gives us one of our first tragic heroes in modern literary history. In his quest for revenge for his father’s death we also see the systematic decline and lapses into madness that will

Education Skills for Practice Development

Question: Discuss about theEducation Skills for Practice Development. Answer: Introduction Group facilitation is a process where one member engages to assist group members in achieving something or solving a problem. It involves sharing ideas and opinions to come to effective decision making (Bens 2012). As our group activity was based on understanding self in group facilitation, it is important to have an understanding of self and self-concept to proceed with the session. Self-concept is a collection of self-schemas related to part, present and future self-behaviour. It includes elements such perception of professional performance, academic performance, self-identity and dignity. It is centred around cognitive development which interacts with a persons self-esteem and intellectual knowledge to give idea about personality of an individual (Hattie 2014).This essay is based on the group activity of understanding self in group facilitation and it will reflect on our group activity of facilitating a short session on the topic. It required members in the group to identify indiv idual facilitation skills. The essay describes the experience of engaging a group in the topic and deconstructs the experience using the Johns framework of structured reflection. It will help in the understanding of how understanding self-concept will help in facilitating a group session. Our experience of facilitating a group session is described according to Johns Model of Reflection. The first step is to describe our experience and significant factors of group activity. We were a total of four members and we were assigned a group activity of understanding self in group. In order to facilitate a successful group activity, our first objective was to interact with our peers and get to know what idea do each members have about self-concept in groups (Kaner 2014). We decided that we will first note down our negative and positive self-concepts and then ask other member to give an opinion about our personality according to those self-concepts. This activity was important because it will help in smooth function of group in any activity. Group facilitation is a method of working with group of people by sharing ideas and opinions to critically identify basic needs and develop a solution to achieve those needs. Facilitation can be done in many settings such as a teacher facilitating a student, therapist facilitating a client or a professional facilitating their peers (Schuman 2012). It was important for me to have effective facilitation skills to guide the members together and train them for the assigned topic. To facilitate the group of peers in the task, i first made the group clear about what I want to achieve and our main goal was to effectively present the concept of understanding self in group in front of everyone. This type of discussion helps in understanding what a team wants to achieves and facilitates better coordination of group (Killen 2006). The interaction began by asking questions related to the topic and emphasizing on the level of involvement of each members. The first step in understanding self in gr oup is to understand what we are as a person and what values shape my personality. This question was for all members in the group and the members need to record their self-understanding in a note book. Self-concept is related to understanding ones motives such what we like and we do not like in our surrounding or personal habits (Hirschmller et al., 2013). After sharing each others views on self-concept, our ideas on the topic broadened. While some member stressed more on their physical appearance as part of self-concept, others thought about how they interact socially as part of understanding themselves. It meant an obese member thought that she is not confident because of her physical appearance and her obesity restricts her in life. Similarly other members reported she has good skills in knowing a person as she interacts a lot in social gathering. While liked to keep to themselves, other wanted to always be surrounded by many friends and relatives. Thus, this interactive session with group on our topic helped us to understand that there is great diversity of opinion on self-concept. This is influenced by cognitive development, influence of thinking pattern of parents and the environment in which a person lives. Impact of all this factor together composes the characteristics of an individual (Marsh et al., 2013). To facilitate a successful group session, our role was to interpret others opinion to know what they are trying to express and encouraging them in case of good actions. Self-concepts about each member can also be determined by their past or recent feelings on a task. My motive was to activate all members to engage and express their feelings. It began with conversations like- Lets take some time out to know ourselves better and express what we think of ourselves. Another advantage of this activity is that it will help all members to know about the bad and good qualities in each other. This will help in building a strong group and coordinating activities according to skills of members (Sessa and London 2015). The key influencing factors in facilitating our group was to work according to the principles and values of facilitation. In order to facilitate effective group facilitation, it is necessary to consider the context within which the facilitation takes place. It also depends on commitment to implement the change process (Wardale 2013). This included understanding both verbal and non-verbal expression of members, not reporting the discussions in the group to other group members, respecting individual contribution to task, giving equal opportunity to all members to direct the group and regard each members sharing activity as valuable. We also wanted to create an inclusive environment and to understand this we would question ourselves like-what do each members bring to the group? or What do i offer to the group? or what issues are a challenge for me?. The first step towards creation of an effective environment was to set ice-breaker questions so that each member introduces themselves and get to know each other (Montano and Kasprzyk 2015). I wanted to breakdown any feeling of shyness and wanted everyone to be actively involved in the activity. I also stated my intention of forming the group and explained to the members that we need to work on understanding self in group and each one of them have to list down their strength and weakness about oneself. This will be useful at the time of presenting the topic to the audience. I also questioned about the intention of participant and asked them why understanding self is important in groups. After interaction with the groups the key strength and weakness of each member became evident. Different perspective about the reasons for understanding self in group in different setting became clear. Some were of the opinion that this understanding will help a multi-professional health care team to tackle medical emergencies efficiently. This will help in coordination of activities so that individual skills are utilized and the team performs their best up to their potential. One member also stated that if health professionals know the skills to self-assess their strength and weakness, then they can also teach patients how to self manage illness. Torres et al. (2010) study also focused on how healthcare professionals use their knowledge and perceptions to teach patients to manage their diabetes. They also participated in facilitation group with patients to discuss about their health practices, how to effectively self-manage diabetes and identify challenges that patient face in diabe tes self-management. The research findings showed that issues in self-management occurs due to inappropriate attitudes of patients too. The health care professionals intervened to make patient understand they need to understand their self needs first and their strengths and weakness so that they can according take steps to manage complications in diabetes. In the context of other profession, the opinion was that understanding self will help in developing their own professional values. Health professionals like nurses will be more confident in work as they will work according to their strengths and they will avoid any weakness to come in their path of success (Kristoffersen and Friberg, 2015). The different view about the importance of understanding self in professional setting was commendable and i was now more confident that we will be able to accomplish our task successfully. We were trying to develop an organized group which contribute to completing the topic of understanding self-in group. However, we also face some challenges in the process when conflict arose between our members. Our facilitation criterion was to complete our presentation before allocated time and interact well with co-ordinators. We still faced problem during the preparation of the task because the group dynamics was not working. Though each member had good grasp on the topic, but they forget that we are working as team and we have to be prepared so that each member works together in a synchronized way to present the topic to the audience. The problem arise when each of them were working individually not as a team. We all had to prepare our list of advantages and disadvantages of understanding self in group and each member had to explain their weakness and strengths one by one to the audience. Conflict arose because some members were too dominating and talked too much (de Wit 2015). Other members started feeling that they are given equal chance in discussion. There group members started developing grudges among themselves. Our motive was to engage in interactive discussion on the topic, but it turned into an argument with each members. I tried to deal with the above problem and my approach for a dominant participant was to stop him mid way and redirect the questions to other participants. I also gave the dominating member another task of observing others and reporting their activities to me. This transition from an avid talker to an observer worked and it diverted his attention and developed the sensitivity of the person too. A contrasting challenge also arose when some members did not wish to talk or participate in group discussion. Henningsen and Henningsen (2007) explained that marginal members have a negative effect on other group members and the key knowledge possessed by such person is lost if they do not share such information. Hence, to remove the negative effect on the team, I also decided to approach the person to remove negative influence on the group. I realised the person might be too shy to speak in front of everyone and so I decided to arrange for a smaller group discussion. This helped the participa nt to be at ease and gain confident to speak in a small group. This made the participant less conscious and reduced the fear of answering gibberish or wrong answers. I also encouraged them to write their views on blackboard in case they were felt shy to speak up. In order to tackle arguments in group, i decided that no discussion will be left ambiguous. It mostly arise because many members had different values about the understanding self (Gaertner and Dovidio 2014). I intervened to make them aware this is an individual concept and the answers will different according to different person perception. I listed down both sides of the argument and just commented on what can be a strong point that we can include in or presentation and what were too vague to be taken. During interactive session, I also made sure that members do not go off the track and start discussing on an irrelevant topic (Corey et al. 2013). Hence, I always intervened to stop any off the track topic abruptly. After the above process of facilitating a new group, involving them in a discussion and addressing challenges in the group, our major accomplishment was that we were now prepared without learning material on the topic of understanding self in group. We had prepared an attractive presentation were all information were summarised systematically. It first began with introducing the topic of self-concept and then explaining the importance of understanding self in professional setting. The presentation was an effective way to display to the audience the benefits that a person can reap in their profession if they understand their self-identity and strengths. For example nurses can benefit by understanding how appropriate communication skill facilitate delivery of high standard of nursing care (Hemsley et al., 2012). The second task for us was to work on how deliver the speech on the topic as a team. For this we needed to strengthen our communications skills. Another task for us was to make all members aware about the criteria for facilitation. This knowledge will help us in successfully completing the group facilitation process. The first criteria for facilitation focussed on organization of team such as how a team completes the task within given time frame and how is the relation between co-facilitators. The main objective was to evaluate group contributions like reflection on the topic, idea generation and recommending opportunities for change (de Lichtenberg and London 2008). While stating the first criterion to the participants, I also explained them how we will excel in this part. I instructed them that we will present ourselves to the audience in such a way that they get a feeling that we work well together and we also respect the time given to us for the task. Therefore the intention was to facilitate smooth flow of presentation where each member participates in a synchronised way to put forward their understanding on self-concept to the audience (Duarte 2013). The second criterion was related to content which meant that whether a group had clearly identified the topic, stated the objective of group s ession, supported their views by recent literature or not. They also wanted good integration of concepts along with the use of an effective teaching resource (Coopman and Lull 2014). Regarding preparation for our second task, our content was ready and we just needed to integrate our concepts and explain it through a relevant You Tube video. The participants were now engaged to find an appropriate video on self-understanding which the audience like nurses and other professional groups can easily assimilate (Mc Carthy et al., 2013). Accordingly, we found a video on How we perceive ourselves through self-understanding. The video explained the stepwise way by which a person tries to contemplate who they are. It gave explanation about different perspectives of a persons understanding of self-concepts. Hence, we were well prepared for second part of the criterion too. The final criterion included marks on facilitation itself such as how the facilitation proceeded. Credit was given to clear introduction of topic, logical sequence of group activities, using appropriate terminology to explain the topic, ability to attract viewers attention, communicating effectively, being enthusiastic while speaking and ending with a clear conclusion on the topic (Allan et al., 2013). To succeed in this part we needed to completely hone our communication skills. Our groups preparation for effective communication were as follows- The above mentioned criteria were the things that affected my decision making. I made all decisions according to the criteria for facilitation. I first wanted to observe the body language of each member while they were speaking. Their manner of speech should not be monotonous and audience should not feel that they are confused about the topic (Garmston and Wellman 2013). I observed each members delivery of speech and I found that some were speaking too fast. I stopped them in between to explain them that the speech should not so hasty that audience miss out what we are saying. There should be clarity in expression and members should also present themselves in an enthusiastic manner (McCroskey 2015). This will give positive vibes to the audience. The second task was to prepare the team to attract attention of audience through their communication skills. It meant working on both verbal and non-verbal message. Tone of voice is a powerful indicator for audience and hence each member need ed to work on the tone of voice to express their message to audience. I also stressed that they need to work on volume and pitch so that audience do not feel that group member are nervous or they are in fear (Beebe and Masterson 2014). It was also important that members understand the non-verbal message of audience such as what effect the listener is getting about their speech. They should accordingly divert the attention of audience. A relaxed attitude was important to make sense to everyone that the group are in control of each other. If one member falters, then instead of getting nervous they should immediately take actions to repair the situation. With immense practice in this area, our group also excelled in this area and where confident on the day before our presentation (Hackman and Johnson 2013). This section is a reflection on what our facilitation group was trying to achieve and what we actually achieved on the day of our presentation. With extensive training on our topic, our group attained the necessary expertise to pass on the information to others. The presentation will enhance transformational practice development and understand the dynamic of working in a multi-professional team such as the health care team (Crisp, J. and Wilson, V., 2011) As it was our last presentation after every group had given the presentation, we felt that we were on the disadvantaged side. This was because by then everyone in the class was sleepy as they already had listened to a lot of topic. We started with introducing ourselves and our four member group were divided into two groups. Two members listed down the advantages of understanding self and another two members listed down the disadvantage of self-understanding. We were moving to each activity in a synchronised way although we faltered some times. To generate more attention of audience who were already sleepy, we immediately started explaining our topic through a You Tube video. This was an effective strategy as many people now started paying attention and listened enthusiastically to what we were saying. We finally concluded the topic by stating what will be the implications of self-understanding on building professional values and career. What we achieved became evident from feedback from the tutor. By analysing the feedback we got to know that they our group worked well together but sometimes they were unprepared when a new question arise from the audience. We got good point for our content on the topic and integrating them with support from video. However, we got low points on clarity and sequencing on activities. After this experience, our group were very happy because we were able to successfully complete most of the criterion. Our strengths included politely attracting attention of the audience, linking the concept with the role of health professionals and our manner of summarizing ideas on the note board. With this experience, i will be able to effectively facilitate a group to a short session. I would also improve my facilitation skill in the future by working on sequence of activities and clarity of expression of groups. Hence, with this experience my moral knowledge regarding the effective facilitation skill has increased and it will be beneficial for me in the future. Hence, from the reflection on experience of facilitating a group to short session, we can conclude that successful facilitation can be achieved by following a systematic process to involve group members to achieve certain objective. In relation to the group preparation for the topic of understanding self in group, this essay provided the sequence of actions taken to prepare the group members. It started with discussion on individual perception self-concept and then taking steps to address conflicts in the group. The focus was also on effective delivery of speech and utilizing appropriate communication skill to engage the audience. The feedback from facilitator gave us an understanding about our groups weakness and strengths in group activity. The experience is useful for all of us develop ourselves in our professional career. Reference Allan, J.L., Sniehotta, F.F. and Johnston, M., 2013. The best laid plans: Planning skill determines the effectiveness of action plans and implementation intentions.Annals of Behavioral Medicine,46(1), pp.114-120. Beebe, S.A. and Masterson, J.T., 2014.Communicating in small groups: Principles and practices. Pearson Higher Ed. Bens, I., 2012.Facilitating with ease! Core skills for facilitators, team leaders and members, managers, consultants, and trainers. John Wiley Sons. Coopman, S.J. and Lull, J., 2014.Public speaking: The evolving art. Cengage Learning. Corey, M.S., Corey, G. and Corey, C., 2013.Groups: Process and practice. Cengage Learning. Crisp, J. and Wilson, V., 2011. How do facilitators of practice development gain the expertise required to support vital transformation of practice and workplace cultures?.Nurse Education in Practice,11(3), pp.173-178. de Lichtenberg, J. and London, M., 2008. Evaluating group interventions: A framework for diagnosing, implementing, and evaluating group interventions.Group Facilitation, (9), p.37. de Wit, F.R., 2015. 9 CONFLICT IN PROJECT TEAMS.The Psychology and Management of Project Teams. Duarte, N., 2013.Resonate: Present visual stories that transform audiences. John Wiley Sons. Gaertner, S.L. and Dovidio, J.F., 2014.Reducing intergroup bias: The common ingroup identity model. Psychology Press. Garmston, R.J. and Wellman, B.M., 2013.The adaptive school: A sourcebook for developing collaborative groups. Rowman Littlefield Publishers. Hackman, M.Z. and Johnson, C.E., 2013.Leadership: A communication perspective. Waveland Press. Hattie, J., 2014.Self-concept. Psychology Press. Hemsley, B., Balandin, S. and Worrall, L., 2012. Nursing the patient with complex communication needs: time as a barrier and a facilitator to successful communication in hospital.Journal of advanced nursing,68(1), pp.116-126. Henningsen, D.D. and Henningsen, M.L.M., 2007. Examining the Effect of Marginal Members in Information Sharing Groups.Group Facilitation, (8), p.22. Hirschmller, S., Egloff, B., Nestler, S. and Back, M.D., 2013. The dual lens model: A comprehensive framework for understanding selfother agreement of personality judgments at zero acquaintance.Journal of Personality and Social Psychology,104(2), p.335. Kaner, S., 2014.Facilitator's guide to participatory decision-making. John Wiley Sons. Killen, R., 2006.Effective teaching strategies: Lessons from research and practice. Cengage Learning Australia. Kristoffersen, M. and Friberg, F., 2015. The nursing discipline and self-realization.Nursing ethics,22(6), pp.723-733. Marsh, H.W., Craven, R.G. and MARTIN, A., 2013. Multidimensional Perspectives.Self-esteem issues and answers: A sourcebook of current perspectives, p.16. Mc Carthy, J., Cassidy, I. and Tuohy, D., 2013. Lecturers' experiences of facilitating guided group reflection with pre-registration BSc Nursing students.Nurse education today,33(1), pp.36-40. McCroskey, J.C., 2015.Introduction to rhetorical communication. Routledge. Montano, D.E. and Kasprzyk, D., 2015. Theory of reasoned action, theory of planned behavior, and the integrated behavioral model.Health behavior: Theory, research and practice (. Schuman, S. ed., 2012.The IAF handbook of group facilitation: Best practices from the leading organization in facilitation(Vol. 1). John Wiley Sons Sessa, V.I. and London, M., 2015.Continuous learning in organizations: Individual, group, and organizational perspectives. Psychology Press. Torres, H., Rozemberg, B., Amaral, M. and Bodstein, R. (2010). Perceptions of primary healthcare professionals towards their role in type 2 diabetes mellitus patient education in Brazil.BMC Public Health, 10(1). Wardale, D., 2013. Towards a model of effective group facilitation.Leadership Organization Development Journal,34(2), pp.112-129.

Sea Pollution and the Great Pacific Garbage Patch free essay sample

Sea Pollution and The Great Pacific Garbage Patch Water is the most abused and wasted natural resource. Clean water is very precious. There are about 1 billion or more people who do not have access to clean drinking water in the world today. We must be very careful with our water and take the proper steps necessary to conserve it. Pollution is the introduction of harmful substances, particularly a contaminant or toxin, which produces some kind of harmful impact on the environment or living organisms. When we talk about pollution, 3 types of pollution usually come to mind: air pollution, water pollution, and land pollution. There are numerous types of water pollution and pollutants that contaminate it. I would like to focus specifically on sea pollution by using the Great Pacific Garbage Patch as an example. Sea pollution is a major problem. What people may not realize is that sea pollution affects not only the seas and oceans, but it also affects the entire earth. We will write a custom essay sample on Sea Pollution and the Great Pacific Garbage Patch or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page While marine plants and animals are the most immediate victims of sea pollution, animals higher up the food chain that feed on marine life, including humans, are not spared. Once the toxins are concentrated in the tissue of one animal they can magnify across the food chain very similar to the pesticide DDT. In addition, toxic substances are washed up shores and destroy beaches. Toxic substances that get washed upstream destroy valuable drinking water. There are three major types of pollution in the sea: dumping of waste sewage, dumping of refuse and toxic industrial waste, and oil spills. Sewage dumping is the dumping of untreated or under-treated sewage into the seas and oceans. According to Waterencyclopedia. com, about 80% of urban sewage released into the Mediterranean Sea is untreated. This is because there are still many cities around the world that have ineffective, little or no sewage treatment. Sewage discharged from ships and other large vessels sailing the seas also contribute. Human sewage largely consists of excrement from toilet flushing, and wastewater from bathing, laundry, dishwashing and kitchen garbage disposals. The discharge of sewage sludge into the sea has devastating effects on the marine environment. Firstly, this sewage serves as food for algae and bacteria, which flourish in the presence of the sewage food. These organisms then overpopulate the seas and oceans, use up most of the dissolved oxygen naturally found in water, and upset the ecological balance in the water bodies. The shortage of oxygen in the water makes it difficult for other organisms in the water to survive. The overgrown population of bacteria and algae is basically strangling the other marine organisms. In serious cases, dead zones may be formed in the seas or oceans, for example, the Gulf of Mexico and the Baltic Sea, where no marine life could be supported. Sewage dumping also introduces harmful bacteria and other microorganisms that spread water-born diseases (i. e. cholera, typhoid fever and salmonellas) into our water. In a report by the World Health Organization in 2008 titled â€Å"Safer Water, Better Health†, it is estimated that 1. 4 million children die in a year as a result of diarrhea from drinking unsafe water or inadequate sanitation. Refuse and toxic waste dumping is another one of the major 3 type s of pollution in the sea. Rubbish dumping in the ocean was actually an accepted practice for centuries until the 1970’s! Almost any type of rubbish generated on land, including household waste, industrial chemical waste, or even radioactive waste, had a chance of making its way to the ocean. While the dumping of toxic waste into the ocean is being restricted today, the ocean is still suffering from the impact of past dumping practices. The garbage that ends up in the seas are swept by oceanic currents and winds into what are known as oceanic gyres. A gyre is a large system of rotating ocean currents, often accompanied by large winds. The gyre is actually a vortex, or a spinning flow of oceanic waters around an epicenter. The rotating flow of water within the gyre draws in garbage from the surrounding waters and prevents the garbage debris from leaving the vortex. At the same time, the surface water currents, driven by winds in the gyre, gradually moves the suspended or floating debris toward the relatively low-energy center of the gyre. It is at this epicenter that the various garbage patches are found. There are 5 main gyres in our oceans. For example, the Great Pacific Garbage Patch is located in the middle of the North Pacific Gyre, while the North Atlantic Garbage-Patch is found in the North Atlantic Gyre and the Indian Ocean Garbage-Patch is found in the Indian Ocean Gyre. Today, the Great Pacific Ocean Garbage Patch is known as the world’s largest rubbish dump in the ocean. The patch is found to contain extremely high levels of pelagic (near the water’s surface) plastic debris, chemical sludge, and other debris such as Styrofoam, plastic bags, toothbrushes, lighters, fishing nets, balloons, you name it. But unlike the garbage dumps on land, the garbage debris in these oceanic patches does not form a solid, compact or continuous garbage pile. Instead, the debris are diffused over large distances of water surface, as well as suspended throughout the water columns (with higher concentrations in the upper column). As described by Michael J. Moore, racing boat captain and oceanographer who â€Å"discovered† the Great Pacific Garbage Patch, the patch is like a â€Å"plastic soup†. According to Moore, garbage coming from Asia would take about one year to reach the Great Pacific Garbage Patch, while garbage from the United States would take several years. The Great Pacific Garbage Patch was actually predicted in a 1988 paper published by the U. S.