Narrative Techniques in Faulkner’s The Unvanquished and...

Narrative Techniques in Faulkner’s The Unvanquished and Barn Burning The Unvanquished is composed of a series of stories during which Bayard Sartoris, the narrator, grows up from a twelve-year-old boy to a young man of twenty-four years. The narrative style makes it obvious that events are being related by an adult who is looking back at his past. There are several indications of this: in the very first story â€Å"Ambuscade†, the narrator, while describing his war games with his coloured friend, Ringo, states: â€Å"We were just twelve then†. (5) He tells the readers how they fantasized about the military exploits of John Sartoris, Bayard’s father, seeing them as heroic and exciting adventures. The narrator describes himself and Ringo at this†¦show more content†¦Another indication of the fact that the narrator is actually an intelligent older man who understands the nature of things rather than a young boy who simply records his impression of events as they impinge on his consciousness, is the ironic tone that often cre eps into his narration. For instance, he depicts how his kind and determined grandmother could sympathize with the plight of the Black slaves but could not see them as human beings with a claim to the same freedom and personhood that a white person enjoys. Also, in the same breath as he says that he and Ringo had grown up together and were very close, the narrator reflects an adult racial awareness based on a familiarity with the dynamics of the prevailing social order. â€Å"Barn Burning† like The Unvanquished depicts the coming of age of a young boy but the techniques employed in the two stories are different. Barn Burning is narrated by a third person omniscient narrator who at times reflects Sartoris Snopes’ thoughts directly in italics and at times distances himself from the principal character and reports the action from a distance. Thus, in this story the action does not have the immediacy that it has in The Unvanquished where in particular scenes (like Bayard’s scuffle with the notorious outlaw, Grumby), the experience is presented raw and viscerally as accessed directly through Bayard’s memory. These different narrativeShow MoreRelated Southern Masculinities in Faulkner’s The Unvanquished and Barn Burning1486 Words   |  6 PagesSouthern Masculinities in Faulkner’s The Unvanquished and Barn Burning The youthful protagonists of The Unvanquished and Barn Burning, Bayard Sartoris and Sarty Snopes respectively, offer through their experiences and, most importantly, the way their stories are told, telling insights about the constructions of southern masculinities with respect to class. The relative innocence that each of the boys has in common, though ultimately loses, provides a record of sorts to the formation of the

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string(201) " the facts and theory of the question, clear evidence of the ability to use the facts and theory with accurate reference to the question that may have presented the candidate with a novel application\." UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS GCE Advanced Subsidiary and Advanced Level MARK SCHEME for the November 2005 question paper 9708 ECONOMICS 9708/04 Paper 4, maximum raw mark 70 This mark scheme is published as an aid to teachers and students, to indicate the requirements of the examination. It shows the basis on which Examiners were initially instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began. We will write a custom essay sample on Saaaa or any similar topic only for you Order Now Any substantial changes to the mark scheme that arose from these discussions will be recorded in the published Report on the Examination. All Examiners are instructed that alternative correct answers and unexpected approaches in candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills demonstrated. Mark schemes must be read in conjunction with the question papers and the Report on the Examination. The minimum marks in these components needed for various grades were previously published with these mark schemes, but are now instead included in the Report on the Examination for this session. †¢ CIE will not enter into discussion or correspondence in connection with these mark schemes. CIE is publishing the mark schemes for the November 2005 question papers for most IGCSE and GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses. Page 1 Mark Scheme GCE AS/A LEVEL – NOVEMBER 2005 Syllabus 9708 Paper 4 Section A 1 (a) What evidence is there in the article that the UK mobile phone companies operate in an imperfect market structure? Only four companies, can fix price, have product differentiation in the handsets, no perfect knowledge. (b) Explain the statement ‘one result will be that cross-subsidisation will disappear and the price of a new handset will go up considerably. Explanation of meaning of subsidising one product or service by the profits on another which itself may be overpriced. The removal of the subsidy will result in the price of the subsidised product increasing if profit levels are to be maintained. Often the subsidised product makes a loss but is produced because it is supplementary to other profit making products or services. (c) The article says the decision of the High Court will cost the companies ? 1. 5 billion to ? 2 billion. Explain how the phone companies might react in order to retain their profit levels. Could try to reduce labour costs, implement some redundancies, could stop research and development, could generally try to reduce costs or could try to increase revenue by promoting products through advertising. (d) Explain with the aid of a diagram how the existence of termination charges would affect consumer surplus. Termination charges are placed above the market level. Diagram should show a price above market clearing which will result in reduction in consumer surplus. 1 mark for D/S diagram correctly labelled; 1 for showing the reduced area of consumer surplus; 1 for explanation. e) Does the information lead you to agree with the spokesperson when he said that consumers should not necessarily regard the decision as a good thing? In consumers’ interest: they would save ? 700 but over next three years, price reduction would be on all calls. Against consumers’ interest: cost of telephone handset would rise; there is a fear of increased calls for text messages; possib ility of phone company finding some other way to keep profits high. [6] [4] [4] [3] [4]  © University of Cambridge International Examinations 2005 Page 2 Mark Scheme GCE AS/A LEVEL – NOVEMBER 2005 Syllabus 9708 Paper 4 General comments for Section B The essay questions carry a maximum mark of 25. Try not to ‘bunch’ marks, but use the whole mark range. If there is any doubt in your mind, give the benefit of doubt to the candidate. The difference in grades should be assessed on the ability of the candidate to demonstrate the various objectives of the examination listed in the syllabus and not purely on the ability to itemise further facts from the content of the syllabus. Marks should be awarded for the ability to demonstrate that aim (b) of the syllabus has been achieved as well as aim (a) – which refers to content knowledge. It is the objective of the examination, as listed in the syllabus, to assess both these aims. An overall guide for marks for individual questions is given below; these are from a total of 25. They may be applied proportionally of course to parts of questions where the total is less than 25: Mark 1 – 9 (Linked to level one in individual question notes). 1-5 where the answer is mostly irrelevant and only contains a few valid points made incidentally in an irrelevant context. There will also be substantial omissions of analysis. here the answer shows some knowledge but does not indicate that the meaning of the question has been properly grasped. Basic errors of theory or an inadequate development of analysis may be evident. 6–9 Mark 10 – 13 (Linked to level two in individual question notes). 10 –11 where there is evidence of an ability to identify facts or some ability at graphs and/or a fair ability to apply known laws to new situations. There should be an a ccurate although undeveloped explanation of the facts relating to the question together with an explanation of the theory, and evidence of some bility to discriminate and form elementary judgements. Do not expect a clear logical presentation. There will not be much evidence of the ability to recognise unstated assumptions, nor to examine the implications of a hypothesis, nor of the ability to organise ideas into a new unity. 12 – 13 where the answer has a more thorough relevance to the question but where the theory is incompletely explained.  © University of Cambridge International Examinations 2005 Page 3 Mark Scheme GCE AS/A LEVEL – NOVEMBER 2005 Syllabus 9708 Paper 4 14 – 17 (Linked to level 3 in individual question notes). 4 –15 where there is a good knowledge of the facts and theory of the question, clear evidence of the ability to use the facts and theory with accurate reference to the question that may have presented the candidate with a novel ap plication. You read "Saaaa" in category "Essay examples" There should also be evidence, where appropriate, of the ability to examine the implications of the question and an attempt to distinguish between facts and value judgements. Clear statements, supported by reasoned arguments should be given and there should be some attempt at a conclusion to the question. There should be a reasoned structure to the whole answer. Do not expect too many extra Illustrative points which are not explicitly referred to in the question, do not expect too much critical comment on unstated assumptions 16 – 17 for an answer showing a well reasoned understanding of the question’s requirements and of the relevant theory: the analysis should be sound though the illustration and development may not be very full. 18 – 25 (Linked to level 4 in individual question notes). 18 –20 where there is a thorough knowledge of the facts and theory with an excellent ability to describe, explain or analyse this in a precise, logical, reasoned manner. There should be an ability to query some of the assumptions in the question and clear evidence of an ability to distinguish between fact and value judgements and to draw some conclusions on the matter being discussed. Conclusions should be formed and expressed within a sound structured answer so that the whole is well presented. New illustrations and apposite examples should be introduced as further evidence of an ability to recognise the principles of the question and their application to relevant current situations. 1 – 25 for an answer which, given the time constraint, could not be improved significantly: it will have clear analysis, ample illustration and a good attempt at considered evaluation. Be positive in your marking, awarding marks for what is there without being too much influenced by omissions. Marks should not be deleted for inaccuracies. Corresponding marks for sub-sections. Total Mark 10 Total Mark 12 Total Mark 13 Total Mark 15 1 1-3 1-4 1-4+ 1-5 2 4-5 5-6 5-6 + 6-8 3 6-7 7-8 7-8+ 9-11 4 8-10 9-12 9-13 12-15  © University of Cambridge International Examinations 2005 Page 4 Mark Scheme GCE AS/A LEVEL – NOVEMBER 2005 Syllabus 9708 Paper 4 Section B 2 (a) Explain what is meant by efficient resource allocation in a free market. L4 L3 L2 L1 (b) For a sound explanation with clear understanding of the principles involved in the analysis. [8 – 10] For a competent explanation but with limited development of the analysis. [6 – 7] For a correct explanation of a free market but undeveloped explanation of allocative efficiency. [4 – 5] For an answer which has some basic correct facts but includes irrelevancies. Errors of theory or omissions of analysis will be substantial. 1 – 3] [10] Would you agree that in some circumstances it is best to accept the decision such as that of the French government and abandon the search for economic efficiency through the free market? [15] Discussion of the reason for market failure. Monopolies, merit goods, public goods. Consideration of whether this might apply in the case of the large engineeri ng company. L4 L3 L2 L1 For a reasoned discussion of causes of market failure and clearly structured answer. [12 – 15]. For a fair explanation of market failure but lack of development and reasoned conclusion. 9 – 11] For a limited but acceptable attempt to consider some market failures. [6 – 8] For an answer which has some basic correct facts but includes irrelevancies. Errors of theory or omissions of analysis will be substantial. [1 – 5] 3 (a) Explain how trade unions can be incorporated into the economic analysis of wage determination. [12] Candidates are asked to comment on trade unions so the economic theory of wages that they should use is that for an imperfect market. This theory should be explained using marginal revenue productivity. Trade unions can have an effect on the supply curve which is now no longer solely determined by market forces. Where the actual wage will be determined depends upon the relative strengths of the employer and the trade union. L4 L3 L2 L1 For a sound discussion with good explanation of the analysis and a clear understanding of the principles involved. [9 – 12] [7 – 8 D and S approach] For a competent comment but with limited elaboration of the analysis. [7 – 8] [5-6 D and S approach] For a correct explanation of part of the analysis. Candidates might explain either the government or the unions. 5 – 6] [3+ – 4 D and S approach] For an answer which has some basic correct facts but includes irrelevancies. Errors of theory or omissions of analysis will be substantial. [1 – 4] [1 –3 D and S approach]  © University of Cambridge International Examinations 2005 Page 5 Mark Scheme GCE AS/A LEVEL – NOVEMBER 2005 Syllabus 9708 Paper 4 (b) Discuss the possible effects that trade unions might have on the economy of a country. [13] Trade unions could affect the supply of labour and working practices. They could cause production to decrease with consequent downward effects on income, spending and national income. Candidates could explain this using the multiplier concept. Union could, however, through negotiation prevent disruption of production, or could monitor the implementation of safety procedures which might involve extra spending by the employer. This might well have an upward effect on national income. L4 L3 L2 L1 For a reasoned and clear explanation with accurate development of theory contrasting possible outcomes. [9 – 13] For a clear but undeveloped explanation which concentrates on change of income in one direction only. 7 – 8] For a limited attempt to consider the theory and with a greater concentration on the descriptive elements. [5 – 6] For an answer which has some basic correct facts but includes irrelevancies. Errors of theory or omissions of analysis are substantial. [1 – 4] 4 (a) With the help of diagrams distinguish between normal profit and abnormal profit. [10] Diagrams to show normal and abnormal profit with accompanying explanation of the c urves used in the diagram. Candidates can distinguish between perfect and imperfect markets. L4 L3 L2 L1 For a sound explanation, good diagrams correctly labelled, with clear understanding of the principles involved in the analysis. [8 – 10] For a competent explanation but with limited development of the analysis. Diagrams clear but not fully labelled. [6 – 7] For a correct explanation of terms but some poor diagrams. [4 – 5] For an answer which has some basic correct facts but includes irrelevancies. Errors of theory or omissions of analysis will be substantial. [1 – 3] (b) Discuss whether firms always want to maximise profits and are able to do so in the way suggested by economic theory. 15] Discussion of the theory of profit maximisation. Candidates should consider not only whether it is possible to calculate marginal revenue and marginal cost to achieve profit maximisation but also whether the firm might have alternative aims. Sales maximisation, behavioural, managerial, satisficing, market share aims might be mentioned. L4 L3 L2 L1 For a reas oned discussion and clearly structured answer. [12 – 15] For a fair discussion but undeveloped answer mentioning either only one part of the question or both parts but only scant mention of alternative aims. 9 – 11] For a limited but acceptable attempt to consider the question with very limited development of either part. [6 – 8] For an answer which has some basic correct facts but includes irrelevancies. Errors of theory or omissions of analysis will be substantial. [1 – 5]  © University of Cambridge International Examinations 2005 Page 6 Mark Scheme GCE AS/A LEVEL – NOVEMBER 2005 Syllabus 9708 Paper 4 5 How far do you agree that low interest rates and low inflation are the most important aims of government policy in maximising economic welfare? 25] Discussion of the general macro aims of government policy with a comment on whether the two mentioned should be regarded as the most crucial. The effect of low interest rates and low inflation and po ssible links between them can be developed. Reasons should be given for either choosing or not choosing these aims as the most important. L4 L3 L2 L1 For a thorough explanation of the aims, a clear analysis of the link between them, a discussion of the possible outcome of a choosing either those aims or alternatives with a reasoned conclusion. 18 – 25] For a competent explanation of the aims but where there is only limited attempt to consider the significance of the importance of the aims. There will be some discussion but the evaluation will not be fully developed or extensive. [14 – 17] For an accurate though undeveloped explanation with some attempt at analysis but only limited evaluation. [10 – 13] For an answer which shows some knowledge but does not indicate that the question has been fully grasped. The answer will have some correct facts but include irrelevancies. Errors of theory or omissions of analysis will be substantial. 1 – 9] 6 With the appr oval of the Malaysian government, the Swedish company IKEA, the world’s largest retailer of home furnishings, has invested $106 million in Malaysia in the past three years. It plans to open another large store in the country, employing 450 people with expected sales of approximately $50 million in the first year. (Herald Tribune Aug 15 03 p 12) (a) Use the multiplier analysis to explain what effect this investment might have on the Malaysian national income. [10] Discussion of the effect of increasing investment in terms of employment, income, spending, saving. Multiplier analysis. Usually this question is asked with reference to government spending and investment but this is a large investment and it also will have multiplier effects. L4 L3 L2 L1 For a sound explanation of the analysis and a clear understanding of the principles involved. [8 – 10] For a competent comment but with limited elaboration of the analysis. [6 – 7] For a correct explanation of part of the analysis. Candidates might explain how investment might increase income but might not deal with further increases in as they do not discuss what leakages occur at each ‘round’. 4 – 5] For an answer which has some basic correct facts but includes irrelevancies. Errors of theory or omissions of analysis will be substantial. [1 – 3]  © University of Cambridge International Examinations 2005 Page 7 Mark Scheme GCE AS/A LEVEL – NOVEMBER 2005 Syllabus 9708 Paper 4 (b) Discuss whether the activities of multi-national companies are always beneficial. Candidates should discuss the effects of large companies. They could consider whether a large company is beneficial for the shareholders, the workforce and the consumer. These groups may be in different countries. They should comment on the effect in host country where wages/incomes/employment might increase and on the possible benefits for directors (and shareholders) who may be in the home country. The multi-national might have chosen to operate in the host country because of reduced costs or cheaper inputs so a comment on the possible benefits of comparative advantage would be pertinent. L4 L3 L2 L1 For a sound discussion with good explanation of the analysis and a clear understanding of the principles involved. Reasoned evaluative comments should be given. 12 – 15] For a competent comment but with only limited evaluation of the effects. [9 – 11] For a correct discussion of the analysis but with only very brief, or no evaluation. [6 – 8] For an answer which has some basic correct facts but includes irrelevancies. Errors of theory or omissions of analysis will be substantial. [1 – 5] [15] 7 ‘There are so many difficulties in measuring living standards that w e can never be sure that people in one country are better off than those in another country. ’ Comment upon this statement. [25] Candidates should consider each part of the statement. They should discuss whether there are many difficulties in measuring living standards and give reasons for their conclusion on this part of the question. They should then consider whether it is possible to compare one country with another and discuss what use national income statistics might be. They should form an overall conclusion. L4 L3 L2 L1 For a thorough explanation of the difficulties of measuring living standards, and a clear conclusion to the assertion followed by a consideration of the usefulness of using the statistics to make comparisons. [18 – 25] For a competent explanation of the difficulties but with a limited conclusion. There will be some consideration of comparison between countries but this will not be fully developed or extensive. [14 – 17] For an accurate though undeveloped explanation with some attempt at analysis but only limited evaluation. The conclusion will be weak. [10 – 13] For an answer which shows some knowledge but does not indicate that the question has been fully grasped. The answer will have some correct facts but include irrelevancies. Errors of theory or omissions of analysis will be substantial. [1 – 9]  © University of Cambridge International Examinations 2005 How to cite Saaaa, Essay examples

The Constitution And Who It Belongs To Essays - James Madison

The Constitution and who it belongs To When Thomas Jefferson signed the Constitution, there was a big reason why he believed it would endure. Having written the Declaration of Independence based on John Locke's ideas, as well as playing a large role in the Congress and being President, Jefferson had good faith in the constitution's structure, the beliefs it was based on, and the people that would help to back it up. In writing the doctrine, the founding fathers knew that it must stabilize the current disunity that had been plaguing the nation since the end of the War, but at the same time not become outdated or too unrealistic. Thus, one of the methods used to achieve this was the poetic opening, the preamble. By stating what the constitution was intended to do, it can remain an important part of government. In order to form a more perfect union reminds us to never settle for less, to strive to be the best in the world. Establish justice, that no one person can be denied a fair trial, and to carry out justice to the furthest extent of the law. Insure domestic tranquility, that the nation will be at peace w/one another, unlike during the Articles of Federation. The list goes on. To further insure it's durability, the Bill of Rights was written. Also known as the first 10 amendments, these are believed to be god given rights, that no one w/the exception of almighty god himself can deny a man. This way, we can insure the states will never suffer again under a tyrant like Britain. Because of this, the citizens can have faith in the government and the people who carry out the law. But perhaps the best test of the Constitution has been the tests of time itself. Unbiased, and never stopping or slowing down for anyone or any reason, the articles were tested when Andrew Johnson and Bill Clinton were impeached. When it was discovered Nixon had known about the Watergate break in, and was covering it up, eventually forcing his resignation. When Robert Ford pardoned him. When the 11 southern states seceded and forced a bitter civil war of friend against friend, brother against brother. When slavery was finally abolished. And not to mention 4 presidential assassinations. The Constitution endures because of it's structure. It 's ability to serve the majority of the nation, but at the same time not to trample the rights of the minority. It's ability to be amended when needed, and stand strong when tested. It's careful system of checks and balances, making sure that no one branch becomes to strong, and wields unstoppable power. The fact that each person, including the president himself must answer for their actions. The careful seperation of powers. These, as well as the brave men and women who dedicate their lives to carry out and protect the Constitution. The men and women who serve in the military, ready to fight and give their lives to protect our nation and right to believe in god. The countless brave young men who have already died in the battlefield, some never knowing what's it like to graduate from college, to marry and raise a family, or to see their sports team win a championship. This is what makes America such a great country, a proud nation, and why as long as time endures, the constitution will endure. John Locke would be proud. Bibliography The Constituition

Because of Winn-Dixie by Kate DiCamillo, Book and Movie

Because of Winn-Dixie by Kate DiCamillo, Book and Movie Because of Winn-Dixie by Kate DiCamillo is a novel we highly recommend for ages 8 to 12. Why? Its a combination of the excellent writing by the author, a story both poignant and humorous and a main character, 10-year-old Opal Buloni, who, along with her dog Winn-Dixie, will win readers hearts. The story centers on Opal and the summer she moves with her father to Naples, Florida. With the help of Winn-Dixie, Opal conquers loneliness, makes unusual friends and even convinces her father to tell her 10 things about her mother who abandoned the family seven years ago. The Story With the opening words of Because of Winn-Dixie, author Kate DiCamillo captures young readers attention. My name is India Opal Buloni, and last summer my daddy, the preacher, sent me to the store for a box of macaroni-and-cheese, some white rice, and two tomatoes and I came back with a dog. With these words, ten-year-old Opal Buloni begins her account of the summer her life changed because of Winn-Dixie, a goofy stray dog she adopted. Opal and her father, whom she usually refers to as the preacher, have just moved to Naomi, Florida. Her mother abandoned the family when Opal was three. Opals father is the preacher at the Open Arms Baptist Church of Naomi. Although they are living at the Friendly Corners Trailer Park, Opal does not have any friends yet. The move and her loneliness make Opal miss her fun loving mother more than ever. She wants to know more about her mother, but the preacher, who misses his wife very much, wont answer her questions. The author, Kate DiCamillo, does an excellent job of capturing the voice of Opal, who is a resilient child. With the help of Winn-Dixie, Opal begins to meet a number of people in her community, some quite eccentric. As the summer progresses, Opal builds a number of friendships with people of all ages and types. She also convinces her father to tell her ten things about her mother, one for every year of Opals life. Opals story is both humorous and poignant as she learns about friendships, families, and moving on. It is, as the author states, ...a hymn of praise to dogs, friendship, and the South. An Award Winner Kate DiCamillo earned one of the highest honors in childrens literature when Because of Winn-Dixie was named a Newbery Honor Book for excellence in young peoples literature. In addition to being named a 2001 Newbery Honor Book, Because of Winn-Dixie was awarded the Josette Frank Award from the Childrens Book Committee at Bank Street College of Education. This annual childrens fiction award honors outstanding works of realistic childrens fiction that portray children who successfully deal with problems. Both awards were well deserved. Author Kate DiCamillo Since the publication of Because of Winn-Dixie in 2000, Kate DiCamillo has gone on to write a number of award-winning childrens books, including The Tale of Despereaux, awarded the John Newbery Medal in 2004, and Flora and Ulysses, awarded the 2014 John Newbery Medal. In addition to all of her writing, Kate DiCamillo served a two-year term as the 2014-2015 National Ambassador for young Peoples Literature. My Recommendations: The Book and the Movie Versions Because of Winn-Dixie was first published in 2000. Since then, paperback, audiobook and e-book editions have been published. The paperback edition is about 192-pages long. The cover of the 2015 paperback edition is pictured above. I would recommend Because of Winn-Dixie for children 8 to 12, although the publisher recommends it for ages 9 to 12. It is also a good book to read aloud to kids 8 to 12. The childrens movie version of Because of Winn-Dixie opened on February 18, 2005. We  would also recommend the Because of Winn-Dixie movie for children between the ages of eight and twelve. Its on the list of the Top Kids Movies Based on Books for Kids Ages 8-12. We recommend your children read Because of Winn-Dixie before seeing the movie. Reading a book allows readers to fill in all of the gaps in a story from their own imaginations, whereas if they see the movie before reading the book, memories of the movie will interfere with their own interpretation of the story. (One caveat: If your kids dont like to read, you can use the movie to interest them in reading the book afterwards.) While we like the movie version of Because of Winn-Dixie very much, we  like the book even better because of DiCamillos writing style and because theres more time and attention spent on character and plot development than in the movie. However, one of the things we particularly like about the movie was the sense of place and time it creates. While a few critics found the movie cloying and trite, the bulk of the reviews matched my perception of the movie as very good and gave it three to four stars and cited it as touching and funny. We agree. If you have children 8 to 12, encourage them to read the book and watch the movie. You might also do the same. For more about the book, download the Candlewick Press Because of Winn-Dixie Discussion Guide. (Candlewick Press, 2000. latest edition 2015. ISBN: 9780763680862)

States With Highest Teenage Pregnancy and Birth Rates

States With Highest Teenage Pregnancy and Birth Rates While the teen pregnancy rate has been declining overall over the past two decades, rates of teen pregnancy and birth can vary wildly from state to state within the United States. However, there seems to be a connection between ​sex education (or the lack thereof) and the rates of teen pregnancy and parenthood. The Data A recent report by the Guttmacher Institute compiled teenage  pregnancy statistics in the United States gathered state by state in 2010. Based on available data, below are listings of states ranked by pregnancy and birth rates. States with the high rates of pregnancy among women age 15–19  in ranked order: New Mexico  ArkansasMississippi  OklahomaTexas  Louisiana In 2013, New Mexico had the highest teenage pregnancy rate (62 per 1,000 women). The next highest rates were in Arkansas (59), Mississippi (58), Oklahoma (58), Texas (58) and Louisiana (54). The lowest rates were in New Hampshire (22), Massachusetts (24), Minnesota (26), Utah (28), Vermont (28) and Wisconsin (28). States ranked by rates of live births among women age 15–19:   New MexicoArkansas  OklahomaMississippiTexas  West Virginia   In 2013, the teenage birth rate  was highest in New Mexico, Arkansas, and Oklahoma (43 per 1,000 women), and the next highest rates were in Mississippi (42), Texas (41) and West Virginia (40). The lowest rates were in Massachusetts (12), Connecticut (13), New Hampshire (13), Vermont (14) and New Jersey (15). What Does This Data Mean? For one, there seems to be an ironic correlation between states with conservative politics around sex education and contraception and high rates of teen pregnancy and birth. Some research suggests that U.S. states whose residents have more conservative religious beliefs on average tend to have higher rates  of teenagers giving birth.  The relationship could be because communities with such religious beliefs (a literal interpretation of the Bible, for instance) may frown upon contraception  ...  If that same culture isnt successfully discouraging  teen sex, the pregnancy and birth rates rise. Furthermore, teen pregnancy and birth rates are often higher in rural areas rather than more urban areas. Think Progress  reports: While teens across the country have largely been having less sex and using more contraception, teens in rural areas have actually been having more sex and using birth control less frequently. It’s not clear why that’s the case, but it could partly be because teens in rural areas still lack access to a range of comprehensive contraceptive services. There just aren’t as many sexual health resources in rural counties, where teens may have to travel farther to the nearest women’s health clinic. And deeply rooted attitudes about sex- including school districts that continue to cling to  abstinence-only health curricula  that don’t give teens enough information about methods to prevent pregnancy- may also play a role. Urban school districts, particularly in  New York City, have made significant advances in expanding teens’ access to sexual education and resources, but there often aren’t similar pushes in rural places. Ultimately, the data underscore that it is not simply because teens are engaging in risky behaviors, such as having unprotected sex. They are also engaging in sexual activity while being un- or under-informed and while lacking access to contraception and family planning services.   Consequences of Teen Parenthood Having a child young often incites problematic life outcomes for teen mothers.  For example, just  40% of women who have a child before age 20  finish high school. Because many  teen mothers drop out of school to parent full-time, support around their education is crucial. While supportive social infrastructure to aid young parents is key, it is often missing, particularly in states with large percentages of teen pregnancies. One small way to help is for communities to start a  Babysitters Club  so they young mothers can take GED classes and continue their educations.   As the  National Campaign to Prevent Teen and Unplanned Pregnancy  argues by preventing teen and unplanned pregnancy, we can significantly improve other serious social problems including poverty (especially child poverty), child abuse and neglect, father-absence, low birth weight, school failure, and poor preparation for the workforce.  However, until we tackle the large infrastructural and cultural issues around teen parenthood, including access to family planning resources, the issue seems unlikely to go away anytime soon.   Source: Kost K, Maddow-Zimet, I and Arpaia, A. Pregnancies. Births and Abortions Among Adolescents and Young Women in the United States, 2013: National and State Trends by Age, Race, and Ethnicity. New York: Guttmacher Institute. 2017.

Integrated Marketing Communication Program for Zamda Motors Research Paper

Integrated Marketing Communication Program for Zamda Motors - Research Paper Example Integrated marketing communication is the process of developing and implementing various forms of persuasive communication programs with customers and prospects with a view to influence and directly affects the behavior selected market audience (Percy, p. 6). IMC refers to a careful coordination of various promotional messages including traditional advertising, sales promotions, personal selling, event marketing, public relation etc for marketing a particular product or service with a basic objective of maintaining consistency in information to be conveyed to the prospective customers. Yeshin (p. 14) emphasized that the underlying requirement of integrated marketing communication is to ensure maximum consistency in message being communicated to the public as it forces all aspects of communication programs to deliver a single-minded and unified message to the audience. Weiss stressed that the marketer needs to have graphic consistency and message consistency throughout every communica tion emanating from his organization.  Ã‚   Integrated marketing communication is a strategic tool that helps a marketer plan, design and develop coordinated, systematic and measurable brand communication program with customers, employees and other important stakeholders to ensure short term financial benefits as well as long term brand value.     Marketing mix and IMC In an attempt to prepare an IMC project for Zamda motors, it is worth explaining the concepts of marketing mix to illustrate how various marketing elements of the company are coordinated. Traditionally, the marketing mix comprises of four marketing elements; product, price, place and promotion. Many literatures have suggested adding people, process and physical evidence (Palmer, p. 259).   IMC is related to the promotion mix of marketing mix. Promotion, the fourth element of marketing mix, consists of five sub-elements; they are advertising, consumer promotions, personal selling, direct marketing and public re lation. While planning for an effective marketing communication program, it is highly important to consider evaluating all the four marketing mix and sub-elements of the company in order to carefully coordinate the message to be conveyed to the targeted audience.

Health Information Systems Essay Example | Topics and Well Written Essays - 750 words - 1

Health Information Systems - Essay Example Moreover, implementation of Cisco devices would add more reliability to the existing system and help the professionals to obtain the best results. The medical center is facing several problems, which are giving rise to numerous other critical issues in regards of patient care and medication. In such a state of affair, the board of directors needs to sort out the core problems and make arrangements for the medical center to function properly. The standard of patient care needs to be improved and a feasible technological solution is to be implemented. It is the very duty of the advisory committee to examine the possible options that can aid in the better functioning of the hospital and help the hospital staff in building a standard work culture. There are errors in patient medication, maintenance of lab records and patient charts, prompt communication, etc. Doctors are not getting sufficient, authentic, and timely information of their patients, and nurses are receiving incorrect or incomplete orders from the physicians. There are problems in the radiology department and pathology labs. A combined effect of these problems is culminating at occasional critical incidences and loss of hospital reputation. The idea of the CTO is very much in compliance with the hospital’s genuine requirements. If the medical professionals are enabled to access and exploit the hospital information system anywhere and anytime, several vital issues can be really solved. The following recommendations are intended to create a proper roadmap in this concern: 1. Implementation of IEEE 802.11g: The IEEE 802.11g networks use a 25 MHz channel and a spatial stream with the aid of a single antenna, providing only a single transmit/receive path between all the wireless access points and devices. It can obtain a speed up to 54 Mbps. 2. Implementation of IEEE 802.11n: Using the Multiple Input