On Women Turning 70: Honoring the Voices of Wisdom Essay -- Essays Pa

On Women Turning 70: Honoring the Voices of Wisdom On Women Turning 70 is a book that is made up of interviews with several older women who took their biggest steps toward success when they were in their senior years. Rountree spoke with women like author Madeline L’Engle, and acclaimed newspaper columnist Liz Smith, who became successful just as she was about to retire. Rountree learned about the women’s lives and got their take on feminism and aging to include in the book. The women that Rountree chose to interview seem to be women who either began living life to the fullest in their older years, or who achieved greatness young, and have held onto to that throughout their entire lives. On Women Turning 70 includes profiles of sixteen women, with information about their past, and important moments in their lives. It also includes what each woman said in her interview about themselves, and their vitality. Some sections had quotes from the women about aging and why they are different than most women. For example, sociologist Lee Robins said of her new-found love at age 75, â€Å"How different is love in my seventies from when I was in love as a young woman? It’s not terribly different......there are no unknowns anymore...† Robins goes on to tell more advantages to being her age and in love. She also tells her feelings about all of the positive things about being older, in general. Author Doris Lessing had a similar take on life, having...

Last Sacrifice Chapter Eight

IT TURNED OUT I WAS wrong about the local police department comprising of one guy and a dog. When Dimitri and I walked back to the motel, we saw flashing red and blue lights in the parking lot and a few bystanders trying to see what was happening. â€Å"The whole town turned out,' I said. Dimitri sighed. â€Å"You just had to say something to the desk clerk, didn't you?' We'd stopped some distance away, hidden in the shadow of a run-down building. â€Å"I thought it would slow you down.' â€Å"It's going to slow us down now.' His eyes did a sweep of the scene, taking in all the details in the flickering light. â€Å"Sydney's car is gone. That's something, at least.' My earlier cockiness faded. â€Å"Is it? We just lost our ride!' â€Å"She wouldn't leave us, but she was smart enough to get out before the police came knocking on her door.' He turned and surveyed the town's one main road. â€Å"Come on. She has to be close, and there's a good chance the police might actually start searching around if they thought some defenseless girl was being chased down.' The tone he used for â€Å"defenseless' spoke legions. Dimitri made an executive decision to walk back toward the road that had led us into town, assuming Sydney would want to get out of there now that I'd blown our cover. Getting the police involved had created complications, but I felt little regret over what I'd done. I was excited about the plan that had occurred to me in the woods and wanted, as usual, to get moving on it right away. If I'd helped get us out of this hole of a town, so much the better. Dimitri's instincts about Sydney were right. About a half-mile outside of town, we spotted a CR-V pulled off on the road's shoulder. The engine was off, the lights dark, but I could see well enough to identify the Louisiana plates. I walked over to the driver side window and knocked on the glass. Inside, Sydney flinched. She rolled down the window, face incredulous. â€Å"What did you do? Never mind. Don't bother. Just get in.' Dimitri and I complied. I felt like a naughty child under her disapproving glare. She started the car without a word and began driving in the direction we'd originally come from, eventually merging with the small state highway that led back to the interstate. That was promising. Only, once we'd driven a few miles, she pulled off again, this time at a dark exit that didn't seem to have anything at it. She turned off the car and turned to peer at me in the backseat. â€Å"You ran, didn't you?' â€Å"Yeah, but I got this–‘ Sydney held up a hand to silence me. â€Å"No, don't. Not yet. I wish you could have pulled off your daring escape without attracting the authorities.' â€Å"Me too,' said Dimitri. I scowled at them both. â€Å"Hey, I came back, didn't I?' Dimitri arched an eyebrow at that, apparently questioning just how voluntary that had been. â€Å"And now I know what we have to do to help Lissa.' â€Å"What we have to do,' said Sydney, â€Å"is find a safe place to stay.' â€Å"Just go back to civilization and pick a hotel. One with room service. We can make that our base of operation while we work on the next plan.' â€Å"We researched that town specifically!' she said. â€Å"We can't go to some random place–at least not nearby. I doubt they took down my plates, but they could put out a call to look for this kind of car. If they've got that and our descriptions, and it gets to the state police, it'll get to the Alchemists and then it'll–‘ â€Å"Calm down,' said Dimitri, touching her arm. There was nothing intimate about that, but I still felt a spark of envy, particularly after the tough love I'd just had being nearly dragged through the woods. â€Å"We don't know that any of that's going to happen. Why don't you just call Abe?' â€Å"Yeah,' she said glumly. â€Å"That's exactly what I want. To tell him I messed up the plan in less than twenty-four hours.' â€Å"Well,' I said, â€Å"if it makes you feel better, the plan's about to change anyway–‘ â€Å"Be quiet,' she snapped. â€Å"Both of you. I need to think.' Dimitri and I exchanged glances, but stayed silent. When I'd told him I knew a way to seriously help Lissa, he'd been intrigued. I knew he wanted details now, but we both had to wait for Sydney. She flipped on the dome light and produced a paper map of the state. After studying it for a minute, she folded it back up and simply stared ahead. I couldn't see her face but suspected she was frowning. Finally, she sighed in that woeful way of hers, turned off the light, and started the car. I watched as she punched in Altswood, West Virginia into her GPS. â€Å"What's in Altswood?' I asked, disappointed she hadn't entered something like Atlantic City. â€Å"Nothing,' she said, pulling back onto the road. â€Å"But it's the closest place to where we're going that the GPS can find.' A passing car's headlights briefly illuminated Dimitri's profile, and I saw curiosity on his face too. So. I wasn't the only one out of the loop anymore. The GPS read almost an hour and a half to our destination. He didn't question her choice, though, and turned back to me. â€Å"So what's going on with Lissa? What's this great plan of yours?' He glanced at Sydney. â€Å"Rose says there's something important we have to do.' â€Å"So I gathered,' said Sydney dryly. Dimitri looked back at me expectantly. I took a deep breath. It was time to reveal the secret I'd been holding since my hearing. â€Å"So, it, um, turns out Lissa has a brother or sister. And I think we should find them.' I managed to sound cool and casual as I spoke. Inside me, my heart lurched. Even though I'd had plenty of time to process Tatiana's note, saying the words out loud made them real in a way they hadn't been before. It shocked me, hitting me with the full impact of what this information truly meant and how it changed everything we'd all come to believe. Of course, my shock was nothing compared to the others'. Score one for Rose and the element of surprise. Sydney made no attempt to hide her astonishment and gasped. Even Dimitri seemed a little taken aback. Once they recovered, I could see them preparing their protests. They would either demand evidence or simply dismiss the idea as ridiculous. I immediately jumped into action before the arguments could start. I produced Tatiana's note, reading it aloud and then letting Dimitri look at it. I told them about my ghostly encounter, where the queen's troubled spirit made me believe there was truth to this. Nonetheless, my companions were skeptical. â€Å"You have no proof Tatiana wrote the note,' said Dimitri. â€Å"The Alchemists have no records of another Dragomir,' said Sydney. They each said exactly what I thought they would. Dimitri was the kind of guy always ready for a trick or trap. He suspected anything without hard proof. Sydney lived in a world of facts and data and had total faith in the Alchemists and their information. If the Alchemists didn't believe it, neither did she. Ghostly evidence didn't convince either of them. â€Å"I don't really see why Tatiana's spirit would want to deceive me,' I argued. â€Å"And the Alchemists aren't all-knowing. The note says this is a pretty heavily guarded secret from Moroi–it makes sense it would be secret from the Alchemists too.' Sydney scoffed, not liking my â€Å"all-knowing' comment, but otherwise remained silent. It was Dimitri who pushed forward, refusing to take anything on faith without more evidence. â€Å"You've said before that it's not always clear what the ghosts are trying to say,' he pointed out. â€Å"Maybe you misread her.' â€Å"I don't know †¦' I thought again about her solemn, translucent face. â€Å"I think she did write this note. My gut says she did.' I narrowed my eyes. â€Å"You know it's been right before. Can you trust me on this?' He stared at me for several moments, and I held that gaze steadily. In that uncanny way of ours, I could guess what was going on. The whole situation was far-fetched, but he knew I was right about my instincts. They'd proven true in the past. No matter what he'd been through, no matter the current antagonism between us, he still knew me enough to trust in this. Slowly, almost reluctantly, he nodded. â€Å"But if we decided to search for this alleged sibling, we'd be going against Lissa's instructions to stay put.' â€Å"You believe that note?' exclaimed Sydney. â€Å"You're considering listening to it?' A flash of anger lit up within me, one I worked to hide. Of course. Of course this would be the next obstacle: Dimitri's inability to disobey Lissa. Sydney feared Abe, which I could kind of understand, but Dimitri's concern was still the lofty vow of chivalry he'd made to Lissa. I took a deep breath. Telling him how ridiculous I thought he was behaving wouldn't accomplish what I needed. â€Å"Technically, yes. But if we could actually prove she wasn't the last in her family, it would help her a lot. We can't ignore the chance, and if you manage to keep me out of trouble while we do it'–I tried not to grimace at that–‘then there shouldn't be a problem.' Dimitri considered this. He knew me. He also knew I would use roundabout logic if need be to get my way. â€Å"Okay,' he said at last. I saw the shift in his features. The decision was made, and he'd stick to it now. â€Å"But where do we start? You have no other clues, aside from a mysterious note.' It was deja vu and reminded me of Lissa and Christian's earlier conversation with Abe when they were figuring out where to start their investigation. She and I lived parallel lives, it seemed, both pursuing an impossible puzzle with a sketchy trail. As I replayed their discussion, I attempted the same reasoning Abe had used: without clues, start working through obvious conclusions. â€Å"Obviously, this is a secret,' I said. â€Å"A big one. One people have apparently wanted to cover up–enough that they'd try to steal records about it and keep the Dragomirs out of power.' Someone had broken into an Alchemist building and taken papers indicating Eric Dragomir had indeed been funding a mystery woman. I pointed out to my companions that it seemed very likely to me this woman was the mother of his love child. â€Å"You could look into that case some more.' Those last words were spoken toward Sydney. Maybe she didn't care about another Dragomir, but the Alchemists still wanted to know who had stolen from them. â€Å"Whoa, hey. How was I not even part of this decision process? † She still hadn't recovered from our conversation suddenly running away without her. After the way our night had gone so far, she didn't look too pleased about being sucked into another of my rogue schemes. â€Å"Maybe breaking Lissa's orders is no big deal for you two, but I'd be going against Abe. He might not be so lenient.' It was a fair point. â€Å"I'll pull in a daughterly favor,' I assured her. â€Å"Besides, the old man loves secrets. He'd be into this, believe me. And you've already found the biggest clue of all. I mean, if Eric was giving money to some anonymous woman, then why wouldn't it be for his secret mistress and child?' â€Å"Anonymous is the key word,' Sydney said, still clearly skeptical of Zmey's â€Å"leniency.' â€Å"If your theory's right–and it's kind of a leap–we still have no idea who this mistress is. The stolen documents didn't say.' â€Å"Are there other records that tie into the stolen ones? Or could you investigate the bank he was sending money to?' The Alchemists' initial concern had simply been that someone had stolen hard copies of their records. Her colleagues had discovered which items were taken but hadn't given much thought to the content. I was willing to bet they hadn't searched for any other documents related to the same topic. She affirmed as much. â€Å"You really have no idea how â€Å"researching records' works, do you? It's not that easy,' she said. â€Å"It could take a while.' â€Å"Well †¦ I guess that's why it's good we're going somewhere, um, secure, right?' I asked. Struck with the realization that we might need time to put our next step together, I could kind of see the disadvantage of having lost our out-of-the-way hideout. â€Å"Secure †¦' She shook her head. â€Å"Well, we'll see. I hope I'm not doing something stupid.' With those ominous words, silence fell. I wanted to know more about where we were going but felt I shouldn't push the small victory I'd made. The victory I thought I'd made, at least. I wasn't entirely sure Sydney was 100 percent on board but felt certain Dimitri had been convinced. Best not to agitate her right now. I looked at the GPS. Almost an hour. Enough time to check back on Lissa. It took me a minute to recognize where Lissa was, probably because I'd been expecting her to return to her room. But no, she was in a location I'd only been once: Adrian's parents' home. Surprising. In a few moments, though, I read the reasoning from her mind. Her current suite was in guest housing, and in the ensuing panic over my escape, her building was swarming with visitors now trying to leave. The Ivashkov townhouse, situated in a permanent residential area, was a bit quieter–not that there weren't a few fleeing neighbors there too. Adrian sat back in an armchair, feet carelessly resting on an expensive coffee table that some interior designer had probably helped his mother choose. Lissa and Christian had just arrived, and she caught a whiff of smoke in the air that made her think Adrian had been sneaking in some bad behavior beforehand. â€Å"If we're lucky,' he was telling Lissa and Christian, â€Å"the parental units will be tied up for a while and give us some peace and quiet. How rough was your questioning?' Lissa and Christian sat on a couch that was prettier than it was comfortable. She leaned into him and sighed. â€Å"Not so bad. I don't know if they're fully convinced we had nothing to do with Rose's escape †¦ but they definitely don't have any proof.' â€Å"I think we got in more trouble with Aunt Tasha,' said Christian. â€Å"She was kind of pissed off that we didn't tell her what was going on. I think she probably wanted to blow up the statues herself.'IT â€Å"I think she's more upset that we got Dimitri involved' pointed out Lissa. â€Å"She thinks we screwed up his chances of ever being accepted again.' â€Å"Shes right,' said Adrian. He picked up a remote control and turned on a large, plasma screen TV. He muted the sound and flipped randomly through channels. â€Å"But no one forced him.' Lissa nodded but secretly wondered if she had forced Dimitri inadvertently. His dedicated vow to protect her was no secret. Christian seemed to pick up on her worry. â€Å"Hey, for all we know, he never would have–‘ A knock interrupted him. â€Å"Damn,' said Adrian, standing up. â€Å"So much for peace and quiet.' â€Å"Your parents wouldn't knock,' said Christian. â€Å"True, but it's probably one of their friends wanting to sip port and gossip about the terrible state of today's murderous youth,' Adrian called back. Lissa heard the door open and a muffled conversation. A few moments later, Adrian returned with a young Moroi guy that Lissa didn't recognize. â€Å"Look,' the guy was saying, glancing around uneasily, â€Å"I can come back.' He caught sight of Lissa and Christian and froze. â€Å"No, no,' said Adrian. His transformation from grumpy to cordial had happened as quickly as a light switch being flipped. â€Å"I'm sure she'll be back any minute. Do you guys all know each other?' The guy nodded, eyes darting from face to face. â€Å"Of course.' Lissa frowned. â€Å"I don't know you.' The smile never left Adrian's face, but Lissa picked up quickly that something important was going on. â€Å"This is Joe. Joe's the janitor who helped me out by testifying that I wasn't with Rose when Aunt Tatiana was murdered. The one who was working in Rose's building.' Both Lissa and Christian straightened up. â€Å"It was a lucky thing you turned up before the hearing,' said Christian carefully. For a while, there'd been panic that Adrian might be implicated with me, but Joe had come forward just in time to testify about when he'd seen both me and Adrian in my building. Joe took a few steps back toward the foyer. â€Å"I really should go. Just tell Lady Ivashkov that I came by–and that I'm leaving Court. But that everything's set.' â€Å"What's set?' asked Lissa, slowly standing up. â€Å"She–she'll know.' Lissa, I knew, didn't look intimidating. She was cute and slim and pretty, but from the fear on Joe's face–well. She must have been giving him a scary look. It reminded me of the earlier encounter with Abe. â€Å"Really,' he added. â€Å"I need to go.' He started to move again, but suddenly, I felt a surge of spirit burn through Lissa. Joe came to a halt, and she strode toward him. â€Å"What did you need to talk to Lady Ivashkov about?' demanded Lissa. â€Å"Easy, cousin,' murmured Adrian. â€Å"You don't need that much spirit to get answers.' Lissa was using compulsion on Joe, so much that he might as well have been a puppet on strings. â€Å"The money,' Joe gasped, eyes wide. â€Å"The money's set.' â€Å"What money?' she asked. Joe hesitated, as though he might resist, but soon gave in. He couldn't fight that much compulsion, not from a spirit user. â€Å"The money †¦ the money to testify †¦ about where he was.' Joe jerked his head toward Adrian. Adrian's cool expression faltered a little. â€Å"What do you mean where I was? The night my aunt died? Are you saying †¦' Christian picked up where Adrian couldn't. â€Å"Is Lady Ivashkov paying you off to say you saw Adrian?' â€Å"I did see him,' cried Joe. He was visibly sweating. Adrian had been right: Lissa was using too much spirit. It was physically hurting Joe. â€Å"I just †¦ I just †¦ I don't remember the time †¦ I don't remember any of the times. That's what I told the other guy, too. She paid me to put a time on when you were there.' Adrian didn't like that, not at all. To his credit, he remained calm. â€Å"What do you mean you told â€Å"the other guy'?' â€Å"Who else?' repeated Lissa. â€Å"Who else was with her?' â€Å"No one! Lady Ivashkov just wanted to make sure her son was clear. I fudged the details for her. It was the guy †¦ the other guy who came later †¦ who wanted to know when Hathaway was around.' There was a click from the foyer, the sound of the front door opening. Lissa leaned forward, cranking up the compulsion. â€Å"Who? Who was he? What did he want?' Joe looked like he was in serious pain now. He swallowed. â€Å"I don't know who he was! No one I'd seen. Some Moroi. Just wanted me to testify about when I'd seen Hathaway. Paid me more than Lady Ivashkov. No harm †¦' He looked at Lissa desperately. â€Å"No harm in helping them both †¦ especially since Hathaway did it †¦' â€Å"Adrian?' Daniella's voice rang down the hall. â€Å"Are you here?' â€Å"Back off,' Adrian warned Lissa in a low voice. There was no joking in it. Her voice was just as soft, her attention still on Joe. â€Å"What did he look like? The Moroi? Describe him.' The sound of high heels clicked on the hall's wooden floor. â€Å"Like no one!' said Joe. â€Å"I swear! Plain. Ordinary. Except the hand †¦ please let me go †¦' Adrian shoved Lissa aside, breaking the contact between her and Joe. Joe nearly sagged to the ground and then went rigid as he locked gazes with Adrian. More compulsion–but much less than Lissa had used. â€Å"Forget this,' hissed Adrian. â€Å"We never had this conversation.' â€Å"Adrian, what are you–‘ Daniella stopped in the living room's doorway, taking in the strange sights. Christian was still on the couch, but Adrian and Lissa were inches from Joe, whose shirt was soaked with sweat. â€Å"What's going on?' Daniella exclaimed. Adrian stepped back and gave his mother one of those charming smiles that captivated so many women. â€Å"This guy came by to see you, Mom. We told him we'd wait until you got back. We're going to head out now.' Daniella glanced between her son and Joe. She was clearly uneasy about the scenario and also confused. Lissa was surprised at the â€Å"heading out' comment but followed Adrian's lead. Christian did too. â€Å"It was nice seeing you,' said Lissa, attempting a smile to match Adrian's. Joe looked totally dazed. After Adrian's last command, the poor janitor had also probably forgotten how he'd ended up at the Ivashkov home. Lissa and Christian hastily followed Adrian out before Daniella could say much more. â€Å"What the hell was that?' asked Christian, once they were outside. I wasn't sure if he meant Lissa's scary compulsion or what Joe had revealed. â€Å"Not sure,' said Adrian, expression dark. No more cheery smile. â€Å"But we should talk to Mikhail.' â€Å"Rose.' Dimitri's voice was gentle, bringing me back to him, Sydney, and the car. He'd undoubtedly recognized the expression on my face and knew where I'd been. â€Å"Everything okay back there?' he asked. I knew â€Å"back there' meant Court and not the backseat. I nodded, though â€Å"okay' wasn't quite the right word for what I'd just witnessed. What had I just witnessed? An admission of false testimony. An admission that contradicted some of the evidence against me. I didn't care so much that Joe had lied to keep Adrian safe. Adrian hadn't been involved with Tatiana's murder. I wanted him free and clear. But what about the other part? Some â€Å"ordinary' Moroi who'd paid Joe to lie about when I'd been around, leaving me without an alibi during the murder window? Before I could fully process the implications, I noticed the car had stopped. Forcing the Joe-info to the back of my mind, I tried to take stock of our new situation. Sydney's laptop glowed in the front seat as she scrolled through something. â€Å"Where are we?' I peered out the window. In the headlights, I saw a sad, closed gas station. â€Å"Altswood,' said Dimitri. By my estimation, there was nothing else but the gas station. â€Å"Makes our last town look like New York.' Sydney shut her laptop. She handed it back, and I set it on the seat beside me, near the backpacks she'd miraculously grabbed when leaving the motel. She shifted the car into drive and pulled out of the parking lot. Not too far away, I could see the highway and expected her to turn toward it. Instead, she drove past the gas station, deeper into darkness. Like the last place, we were surrounded by mountains and forests. We crept along at a snail's pace until Sydney spotted a tiny gravel road disappearing into the woods. It was only big enough for one car to go down, but somehow, I didn't expect we'd run into much traffic out here. A similar road took us in deeper and deeper, and although I couldn't see her face, Sydney's anxiety was palpable in the car. Minutes felt like hours until our narrow path opened up into a large, dirt-packed clearing. Other vehicles–pretty oldlooking–were parked there. It was a strange place for a parking lot, considering all I could see around us was dark forest. Sydney shut off the car. â€Å"Are we at a campground?' I asked. She didn't answer. Instead, she looked at Dimitri. â€Å"Are you as good as they say you are?' â€Å"What?' he asked, startled. â€Å"Fighting. Everyone keeps talking about how dangerous you are. Is it true? Are you that good?' Dimitri considered. â€Å"Pretty good.' I scoffed. â€Å"Very good.' â€Å"I hope it's enough,' said Sydney, reaching for the door's handle. I opened my door as well. â€Å"Aren't you going to ask about me?' â€Å"I already know you're dangerous,' she said. â€Å"I've seen it.' Her compliment offered little comfort as we walked out across the rural parking lot. â€Å"Why'd we stop?' â€Å"Because we have to go on foot now.' She turned on a flashlight and shone it along the lot's perimeter. At last, it flickered across a footpath snaking through the trees. The path was small and easy to miss because weeds and other plants were encroaching on it. â€Å"There.' She began to move toward it. â€Å"Wait,' said Dimitri. He moved in front of her, leading the way, and I immediately took up the back position in our group. It was a standard guardian formation. We were flanking her the way we would a Moroi. All earlier thoughts of Lissa flitted from my mind. My attention was totally on the situation at hand, all my senses alert to the potential danger. I could see Dimitri was in the same mode, both of us holding our stakes. â€Å"Where are we going?' I asked as we carefully avoided roots and holes along the path. Branches scraped along my arms. â€Å"To people I guarantee won't turn you in,' she said, voice grim. More questions were on my lips when brilliant light suddenly blinded me. My eyes had grown attuned to the darkness, and the unexpected brightness was too abrupt a change. There was a rustling in the trees, a sense of many bodies around us, and as my vision returned, I saw vampire faces everywhere.

Mte 506 Observation Analysis

Classroom Observation Analysis Research Paper Della Armstrong University of Phoenix/MTE 506 November 12, 2012 Kathleen Sherbon Classroom Observation Analysis Research Paper Education theory can either be descriptive like the sciences or normative like in philosophy. Education theory postulates what education processes are supposed to consist of; it sets the standards, norms, and goals in carrying out an education process. The scientific education theory gives a set of hypotheses, which have to be experimented and verified.The two approaches have produced two broad categories of education theories, which are the functionalist’s theory of education arising from the Sociological perspective of education and the behaviorist theory of education from the psychology of education. I will conduct an observation Analysis in an Elementary classroom to observed teachers and students as they work using the education theory. Introduction Many instructional approaches exist that have been de veloped to reach more students. Teachers have to select the instructional approaches that work best for students.These approaches have been tested and researched from various theoretical perspectives. An education theory is the speculative thought or education and just like any other theory, it explains, guides, and describes the practices of education. The earliest speculation on educational processes began during the times of classical sophists Greek philosophers. Current education speculations use terms like and rogogy, curriculum, learning pedagogy, education organization, leadership, and policy. Education thought is derived from various disciplines like, philosophy, sociology, critical theory, psychology, and history among others.This paper will discuss five topics based on the best education theory to be applied in the classroom setting with focus on two education theories postulated by Gardner and Sternberg. This paper will also address information processing by students, beh aviors of teachers to promote thinking, implications of language development on learning and teaching, and on the relationship between the emotional and social development on student behavior and learning. On November 10, 2012, I went to Park Elementary/Middle School and conduct an Analysis Observation with a first grade teacher (Mrs. C. Turner). There were twenty students in this class.The ratio was consisted of 12 girls to 8 boys. All of the children were African American except two of the students. There were two white girls in this class. This school is placed on academic probation because the school did not do well on their school performance test. This school has an â€Å"F† because too many children failed the ILEAP Test. My reason for choosing this school is because I wanted to know why this school was not improving on their school performance and test scores. The observation was conducted in Mrs. Turner’s class. Mrs. Turner teaching grade first; I observed two subjects (English and Spelling) on that they.Evaluate the Application of Educational Theories in the Classroom Setting Which Educational Theories Were Employed? There seems to be a continuum of intelligence and ending with Gardner’s multiple intelligences (Bee & Boyd, 2010). The standard IQ test only measures the intellectual and academic dimensions of intelligence and Gardner’s multiple intelligences proposes eight separate domains of intelligence each with their strategies for measurement. On this continuum the teacher went so far as to employ the precepts of Sternberg’s triadic theory of intelligence, but not so far as to try and cover Gardner’s Multiple Intelligences.I observed the class on Friday, so it was test day. There was a language comprehension test and a spelling test. Both tests specifically gauge intellectual ability to the absence of any type of measure about practical or creative intelligence. However, after the tests the students were a sked to color, cut out, and paste a large pumpkin to their folders (creative), and then the teacher had a story time where the class talked about the dangers of lightning (practical). Which Educational Theories Could Have Been Used to Better Enhance Instruction and Learning?As per Gardner’s multiple intelligences, the naturalistic and intrapersonal aspects of intelligence were those that were addressed the least in the class I observed. The class is almost entirely indoors-only having outside time at the playground-so there no time to develop the ability to recognize patterns in nature. I think the teacher tries to compensate by covering activities that invoice nature themes, such as the lightning worksheet, but there is only so much of nature that can be studied in the air conditioning, under fluorescent lights.Also, there was very little development of intrapersonal intelligence. The teacher mostly relied on consequences as a means to control behavior rarely trying to devel op the personal strengths and goals of the students. I also believed that the teacher could have used constructivism; to better enhance instruction and learning. Constructivism is â€Å"that learning is meaning, it is reflecting on experienced† (Educational Theories, November 2012). Mrs. Turner could have enhanced lesson to incorporate real life connections to the students to make it meaningful for them.Also, she could have had students predict what was going to happen next in the story. The teacher could have asked the students who were the main characters in the story. What do they think the title is going to be about? How do they think the story is going to end? How practical is the Application of Educational Theories in the Classroom? I think that the application of Sternberg’s tri-archaic theory is extremely practical. Public School already attempts to cover all three domains of intelligence through the use of band, athletics, music, art, workshop, and work-study programs.I think that some of the areas of Gardner’s multiple intelligences might be outside the prevue of public education, such as naturalistic intelligence or intrapersonal intelligence. Both of these areas of intelligence require a large investment of time to develop properly and require special circumstance to be implemented adequately. For instance, a naturalistic education would in clue a lot of time in nature itself, which goes again the classroom environment of current-day education. Also, intrapersonal development requires quite a bit of alone time to think, which is not readily available in a classroom environment of current-day education.Also, Intrapersonal development requires quite a bit of alone time to think, which is readily available in a classroom setting. Also, it is very practical to apply educational theories in the classroom like constructivism, behaviorism, and the social learning theory. A teacher can use a combination of educational theories in a cla ssroom. The teacher can build upon the student’s knowledge and emphasize problem solving and the teacher can also use the Social Learning Theory with modeling. The teacher can model the behavior to the student and use positive and negative reinforcements with behaviorism.Even though, the teacher did use Gardner’s Multiple Intelligence in the classroom. Gardener’s theory â€Å"has eight domains of intelligence† (Linguistics Logical, Spatial, Bodily Kinesthetic, Musical, Interpersonal, intrapersonal, and Naturalistic) according to Bee and Boyd, (2010). The different types of intelligence can be used in daily lessons throughout the day. Describe The Application of Information Processing to Student Learning? How Does Theory of Information Processing Apply to Student Learning?There appear to be two forces at work when discussing the application of information processing: 1) innate ability; 2) acquired knowledge (Bee & Boyd, 2010). So, a large volume of acquire d knowledge can compensate for a lower IQ but only to a point. An expert with a higher IQ; will still performance better than an expert with a middle or low IQ. As this applies to student learning, children with lower IQ, and therefore less effective and efficient strategies for processing information must acquire a largely body of information on a given subject before they can perform as well on testing as students who have higher IQs.How Does the Classroom Environment Affect Information Processing and Learning for Adolescents? Information processing theory also explains that, â€Å"children are born with some basic, in born cognitive strategies [that] change during the early years of life, with more complex ones emerging and old, ones being used more flexibly† (Bee & Boyd, 2010. p. 197). The text goes on to explain that as adolescents engage more in a particular activity, say building blocks, they develop more complex and efficient ways of accomplishing their creative goals .The classroom environment should foster development of these complex cognitive strategies. There needs to be a repetitive assortment of tasks that are geared towards building the same cognitive strategies, such as when a spelling word is studied by writing it, reading it, putting it in a sentence, drawing a picture of it, defining it, and then acting it out. In this way repetition can bread cognitive development. Compare Adolescent Student Learning in a Social Environment and on Educational Environment. Which are More Conducive to attention and Memory?Willingham (2007) makes it clear that attention is a finite, cognitive resource that can only process a limited amount of information at a time. In particular, it is important to realize that refractory period exists between the firing of neurons during which no new attention stimuli can be chosen. In social situations there is usually more than one stimulus competing for the attention of and individual; whereas, in a classroom attent ion is directed to one stimulus-the teacher. This would seem to dictate the educational environments are more conducive to attention than social situations.Furthermore, Willingham posits that secondary memory is encoding, stored, and retrieved along semantic lines. As this pertains to adolescent student learning, it is important for new information to be connected new to pre-existing information. Rote memorization is not as effective as learning information through rhymes or saying or through stories, since all of these involve connecting new information to existing information. Social situations would seem to have the upper hand here, since the social environment provides a context for learning that builds upon existing peer relationships and shared experience.Whereas some of this is presented in the classroom setting it is between the teacher and the students, but only to a lesser degree. Evaluate Teacher Behaviors That Promote Student’s Thinking Abilities What Teacher Beha viors Did You Observe That Facilitated Student Comprehension and Reasoning? There was one activity in Particular that I think facilitated student reasoning: the teacher held two objects in each hand and asked the class which one weighed the more. The teacher would then put the objects on each side of a scale and find out which one was heavier.Then the class would hypothesize about why they were wrong or right. This teaches students that objective information can be determined quite separate from subjective opinions and estimations. Estimations are only useful as long as scientific instrumentation is not present to determine objective facts. On the subject of comprehension, they took a comprehension, test. It was apparently design to measure grammatical and spelling skills. It was a list of sentences with a blank and multiple choice answers. The students had to read the sentence and decide which word best fit-in- the blank.I was astonished that the exercise had several trick question s and questions that could have two possible answers. I believed the teacher designer of the sheet was trying to teach the students how to think, rather than how to find the right answer. Why Did These Teachers Behaviors Positively Affect Students’ Thinking Abilities? Both of these activities were designed to cause the students to think. When I was in school teachers were concerned with how to teach us to get the right answer. We had just started state standardized tests and we had learned a lot of multiple choice strategies.However, in the class I observed there were many times multiple right answers and the teacher didn’t just want to know the right answer she wanted to know how the students got the right answer. The weight questions were particularly positive, since it forced the children to confront their deficits in conservation with scientifically determinable facts. This lesson translates into all kinds of cognitive advancements: different height glasses can hav e the same amount of water (volume) and different sized objects can have the same weight (density). Which Teacher Behaviors Impeded Student Comprehension and Reasoning?The spelling test was, I believed, the least productive. It was based on the rote memorization model of learning, in that the student had to hear the word and write it on a piece of paper. Some students do not learn this way and do not regurgitate information this way. There are children that are audio learners and they should be allowed to recite the spelling of the word. Some of the students had a very hard time writing the spelling, words, not because they didn’t know the word, but because they have a hard time translating the audible letters of the word into the written letters of the word.Why Did The Teacher Behaviors Negatively Affect Students’ Thinking Abilities? The teacher behaviors negatively affect students’ thinking abilities because the students wanted to get a 100% on their spelling test to be able to get a prize out of the prize box. This auditory/visual deficiency also speaks to the inverted-relationship between stimulation and performance. As stimulation increases (social pressure, teacher pressure, and peer pressure to make a good grade on the test), so performance on the test increases; however, there is a cutoff beyond which simulation begins to effect performance negatively.The students were motivated to get a 100% on their spelling test, because their teacher added increase pressure by adding a reward to the performance on the test. This affected the grades on their spelling test making the students to perform negatively, since the stimulation was too much for these students. Analyze The Implications of Language Development Affect Teaching? How Does Delayed Language Development Affect Teaching? â€Å"Delayed language development seems to be the result of a defect in fast-mapping processes and a poor receptive language† (Bee& Boyd, 2010).As with m any other types of cognitive development component to language assimilation, acquisition they have. In the case of school education, this would mean that persistent reading can compensate for any biologically or environmentally caused deficits in language development can be used of phonic approach that translates specific letters into sounds and vice-versa. Since poor language learners have a problem with letter- sound combinations, this approach should overcome that obstacle. Lastly, it is paramount that the reading program for the students be flexible and responsive to the student’s linguistic needs.If pa phonic approach is not working well, then maybe a reading comprehension-learning the words as part of phrase or sentence-approach would work better. How Does Language Development Affect Learning in Children And Adolescents? The systematic and explicit phonics approach to language instruction stipulates â€Å"that the lessons should move from simple words to more complex w ords in an explicit manner that emphasizes the letter-sound correspondence† (Bee & Boyd, 2010). On the other hand, the whole langrage approach seeks to teach language through the meaning and context of the word rather than the actual structure of the word.This avenue tries does not explicitly teach letter-sound correspondence unless the student has specific questions about how the sound work. Last, the balanced approach to language learning pursues a bi-lateral means of instruction, making use of both of the systematic and the whole language approach. They argue that it is important to develop a love of reading in children through the efficient uses of phonics. Language development has a large impact on reading comprehension. After all, the meaning of a complex sentence cannot be derived without first understanding the subsidiary words and grammar of the sentence.Moreover, reading comprehension helps with writing abilities of the students as well. Conclusion Finally, the five topics based on education theory have been explained and the teacher and the students were observed; and I believed that educational theories were conducted in Mrs. Turner’s second grade class. References Bee, H. , & Body, D. (2010). The developing child (12th ed. ) Boston, MA: Allyn & Bacon. Education Theories. http://crescentok. com/staff/jaskew/isr/education/theories. htm. Retrieved November 10, 2012. Willingham, D. T. (2007). Cognition: The thinking animal. New York, NY: Pearson Prentice Hall.

Metabolism and Word Niacin

When you hear the word Niacin, what does it mean to you? What about Vitamin B3? You may have seen them on the back of cereal boxes, energy drinks or even in your daily multivitamin. Well they are in fact one in the same. However vitamin B3 comes in two different forms, nicotinic acid or Niacin and nicotinamide, while nicotinamide is a vitamin it does not have the same practical uses as Niacin. ,,,, Today I am going to tell you a little about the history, biological uses, sources and the consequences of an overdose or deficiency in Niacin. As a Biology major I think it is vital to stress the importance of getting the suggested daily dose of Niacin. But first let’s discuss the history of Niacin. ,,,,, According to vitamin-basics. com, the structure of Niacin was first described by the Austrian chemist, Hugo Weidel in 1873 at the Vienna University of Technology, while studying the reaction of nicotine with nitric acid. Although the product of this reaction, Niacin, was already known Weidel was the first to person to isolate large enough quantities to determine the properties of the material. ,,,, In 1937 a Norwegian emigrant living in Wisconsin by the name of Conrad Elvehjem, extracted and identified a molecule found in the liver as a new vitamin now called niacin. He referred to this vitamin as the â€Å"pellagra-preventing factor†. His isolation of this vitamin directly lead to the cure of pellagra, a disease I will discuss a little later. Now because of nicotinic acid’s new found importance it was though appropriate to come up with a new name. ,,,,, The name, as shown here, comes from combining specific letters in nicotinic acid and vitamin.Muscular System: Muscle Metabolism Now that we've covered some history, I'd like to take a look at some of the uses of Niacin. ,,,,, Niacin along with other B vitamins help our bodies metabolize fats and protein, as well as maintain healthy skin, eyes, hair and liver. They also help the nervous system function properly. ,,,,, Niacin is the precursor to NAD+/NADH and NADP+/NADPH which are essential electron carriers involved in several metabolic pathways including glycolysis and the Citric acid cycle. ,,,,, As you may remember from your high school biology courses, glycolysis, the citric acid cycle and the electron transport chain are responsible for creating ATP which is our body’s main energy source. Niacin also plays an important role in DNA repair as well as steroidal hormone production from the adrenal glands. ,,,,,, As a prescription, Niacin is prescribed in quantities ranging from 500mg to 5000mg. Niacin is most commonly used to treat high cholesterol and it does so by lowering your LDL or â€Å"bad† cholesterol and increasing your HDL or â€Å"good† cholesterol. Because Niacin reduces your LDL and increases your HDL it also helps prevent atherosclerosis or hardening of the arteries when coupled with other medication. According to the University of Maryland Medical Center, Niacin is also being tested for the possible treatment and/or prevention of diabetes types one and two as well as for osteoarthritis and Alzheimer’s disease. High doses of Niacin can have its drawbacks so it is crucial to speak to your doctor if at all interested in exploring these avenues of treatment. Now that we have an idea as to what Niacin can do, you may be asking: what are some common sources of Niacin? ,,,,, Well, Niacin can be found in a wide variety of foods including: liver, chicken, fish, milk, eggs, nuts, whole grain products and mushrooms among others. But food is not the only source of Niacin. ,,,,, Many multivitamins have Niacin including centrum, which contains 100 percent of the suggest daily value or 20mg. ,,,,, But, probably the most common source of Niacin amongst today’s youth is energy drinks, including red bull and 5 hour energy. In fact 5 hour energy has between 30 to 40mg of Niacin, which is way more than the average person requires. ,,,,, The suggest daily value of Niacin as per the united states department of agriculture is as follows: children 6 to 8 mg per day, for adult males 16mg per day, adult females 14 mg per day, pregnant women 18 mg per day and breastfeeding women 17 mg per day. Now that we know how much Niacin we should be getting daily, let’s look at what happens when we get too much or not enough. ,,,,,, Niacin flush is a distinct redness of the skin caused by the overconsumption of Niacin. This skin flush is often accompanied by itching, dry skin and skin rashes including eczema. Niacin flush typically lasts 15 to 30 minutes as Niacin is water soluble and is thus easily removed from the body through urine. However, not everyone who overdoes on Niacin will experience these symptoms at all. Niacin flush can be minimized or avoided completely by taking 300mg of aspirin, approximately one tablet, half an hour before taking Niacin, taking one tablet of ibuprofen per day or by taking the Niacin with a meal. ,,,,,, On the other hand a chronic lack of Niacin can result in Pellagra. The most common reasons for this Niacin deficiency are dietary or the result of another disorder, such as Hartnup’s disease which is a hereditary disease that affects the intestines and kidneys, making it difficult for the body to break down and absorb tryptophan, the amino acid required for Niacin synthesis. Tryptophan is an essential amino acid meaning it must be ingested; it cannot be produced within the body. Pellagra is a disease that was first described in Spain in 1937. Characteristically the victims of Pellagra suffer from what is known as â€Å"the four Ds† which are: diarrhea, dermatitis or skin lesions, dementia and death. As previously mentioned the isolation of nicotinic acid in 1937 lead to the eradication of Pellagra in the following years in the form of oral niacin supplements. There are still some future applications of Niacin in the medical field that have not been fully explored. In the past several minutes you have listened to me talk about the history, some sources of Niacin, how we as people use Niacin on a daily bases as well as the consequences of a Niacin overdose or deficiency. I really hope you learned something new from all of this and maybe the next time you see your doctor you can discuss how Niacin can best help you.

All Literature Is Protest Essay

â€Å"All literature is protest. You can’t name a single literary work that isn’t protest† was a quote said by Richard Wright. My interpretation of this quote is that through all of literature, there is protest. There is protest from the protagonists and even the antagonists. I agree with this quote because in every piece of literature there is a conflict that one faces, and characters show their dislike towards something in different forms of protest. This quote is proven to be true in â€Å"Screeno† and â€Å"In Dreams Begin Responsibilities†, both of which are short stories written by Delmore Schwartz. One way that this quote is portrayed is by using symbolism. In the short story â€Å"Screeno†, written by Delmore Schwartz, Cornelius Schmidt goes to a theatre to play the Lotto, and wins $425. However, as the manager is shuffling and counting the money, another voice from the audience yells â€Å"SCREENO!†, showing that he won the lottery as well. An old man walked down to the stage, and even though he legitimately won, the assistant manager tried talking him into believing that the number â€Å"1† on his card was actually a misprint, and read the number â€Å"7†. Great symbolism is shown here- the assistant manager and the people working at the theatre symbolize a corrupt government. The assistant manager said â€Å"’I know it is a 7.’† (page 196), showing that he was so sure of that because the cards have been prepared in advance to remove the possibility of two winners of the jackpot. This corrupt government tried to trick the old man into thinking it wasn’t a 1 on his lottery card, even though he actually did win the money. The people in the theatre symbolize a jury, and they decided to go on with the game show, without being bothered by the old man- â€Å"But the audience had decided once and for all† (pg 199). Since at the end of the story Cornelius Schmidt gives all of his money to the old man, he is a symbol of justice. The old man was trying to protest against this Lotto case, because he knew it was unfair, so he was the victim of the corrupt government. Another way this quote is shown is through conflict. The old man and Cornelius are both having a conflict of Man vs. Society, which is when the values and customs  by which everyone else lives are being challenged. Cornelius and the old man are both protesting against the assistant manager, because he was saying the old man had a misprint on his Lotto card. Cornelius wants the assistant manager to give the old guy his money so he could just leave and not worry about him anymore. However, Cornelius saw that the old man wasn’t giving up, and neither was the assistant manager, which led to a conflict of Man vs. Self. This is an internal conflict, which Cornelius then â€Å"consider[ed] matters with himself again and came to a decision† (pg 200) to give the old man all of his jackpot money. Another way this quote is portrayed is by point of view. The point if view in this story was written is 3rd person objective, which is when the narrator is an outsider who reports on what he/she sees and heard. The narrator tells us what is happening, but he can’t tell us the thoughts of other characters in the scene. The narrator lets the readers be part of the story too, and be a jury, just like the people in the theatre. We could ‘judge’ the assistant manager, the old man, and Cornelius as much as we wanted to. Setting also lures the readers into being a part of the audience and judging the audience that are in the theatre because in a theater, people observe the events on stage and judge them how they want to. Since 3rd person subjective is just like â€Å"Tell it how you see ità ¢â‚¬ , this protest is real and thus supports the quote. Another way this quote is portrayed is in the short story â€Å"In Dreams Begin Responsibilities†, also written by Delmore Schwartz. The speaker in this story has a conflict of Man vs. Man, which involves a struggle, (mental or physical) between two characters in the story. The speaker doesn’t want to grow up to be like his father and make the same mistakes he has. His father put too much value in money. â€Å"My father tells my mother how much money he has made in the passed week† (page 4) shows readers that his father made his finance public, which wasn’t necessary. The author also writes that the amount of money had â€Å"been exaggerated†. The father also seems pessimistic on page 4, when he makes an announcement to the mother that ‘you have to die sooner or later anyway†. If the couple is on a date, the father shouldn’t be talking about things like them dying. This also leads to a conflict of Man vs. Self when the speaker wan ts to change how he will grow up; not to be like his parents. â€Å"Only remorse, hatred, scandal and two children whose  characters are monstrous!† show that the speaker thinks his own qualities are ‘monstrous’, and he thinks about changing them so he won’t be like his father. This quote is also supported through imagery in the story. The speaker’s parents were on a date, and while passing a fortune teller’s booth, the mother wanted to go in. The father did not want to do, and they â€Å"begin to argue about it† (pg 8). He was about to walk off and leave the mother there, which is not something a man should do when on a date with someone he is about to get married to. The father then â€Å"lets go of my mother’s arm and strides out† and the mother is â€Å"stunned† that he did such a thing. She is also â€Å"near to tears†, but she â€Å"refuses to budge†, which is an image of protest. This shows that she will not leave until they have gone to the fortune teller. Another way this quote is supported is through characterization. The speaker has really low self esteem and he doesn’t want to become like his parents. While he is watching the movie about his parents before marriage, he protests by screaming at the screen. At one point the speaker got out of his seat and shouted â€Å"Don’t do it! It’s not too late to change your minds, both of you.† (pg 6), hoping his parents would end up not getting married and having kids with â€Å"monstrous† qualities (him). He doesn’t have any pride, because he feels that his parents have made many mistakes in their relationship. He protests throughout the whole movie, trying to stop his parents from getting married, even though he knows it has already happened. At one point he even had an usher grab his arm and tell him â€Å"You can’t carry on like this, it is not right, you will find that out soon enough, everything you do matters too much† (page 9). However, it did not matter anymore, for the speaker had already woken up from his dream into the morning of his 21st birthday; in dreams begins responsibilities. â€Å"All literature is protest. You can’t name a single literary work that isn’t protest† is a very important quote said by Richard Wright. The short stories â€Å"Screeno† and â€Å"In Dreams Begin Responsibilities† support this quote and prove it to be true. Several literary elements were used in order to show this including symbolism, imagery, characterization, conflict, and point of view.

Article Comparison Research Paper Example | Topics and Well Written Essays - 250 words

Article Comparison - Research Paper Example but their approaches markedly differ from each other; the first article to be mentioned here more or less is theoretical in its treatment of the subject while the second article is more on application. Along this vein, I find the article written by Professor Barry Boehm to be complete and comprehensive on this topic. It presents a solid background on the underpinnings and history on the progressive development of software engineering over the years. The said article presents the subject matter in a clear, precise and simple way for both experts and non-experts to understand. The methodology is better and the conclusion sounder compared to the next article in this paper. This is because the writing style appeals to a much broader audience of readers but still was able to present enough technical details for people to grasp the significance of future developments. People are rightly concerned what effects if ever a large-scale malfunction or a system collapse that is software-induced will have on the entire world (Barry, 2006, p. 20) between now and the year 2025. Utter chaos will surely ensue and the consequences border on the nightmarish. Barry has very wide views of the entire hi story and the theory behind each major milestone in software development; solid grounding in theory is a prerequisite before one attempts something. It is like how the atomic bomb got invented from the earlier theories developed by theoretical physicists. Prof. Barry further enlivened his essay with a prognosis of a world â€Å"flattened† by software. On the other hand, the second article by authors M. Brambilla et al. would appeal more to the technically-oriented people like software engineers and software programmers than ordinary people. It is an excellent paper but is highly technical; it can be compared to looking at the trees rather than the forest and concerned more with the aspect of practical applications. In a sense, the article by M. Brambilla et al. is written in a more

Work Pressure and Challenges among Medical Doctors in Private Clinic Dissertation

Work Pressure and Challenges among Medical Doctors in Private Clinic in Hong Kong - Dissertation Example The healthcare system of Hong Kong is considered to be almost similar with the best hospitals in Asian region such as Singapore, Malaysia as well as Thailand. Primary as well as secondary medical services are offered to the patients by these hospitals. Most of the people tend to access these facilities primarily via their medical insurance, either held by them personally or by means of their employment (Taylor, 2012). It has been observed that the stressful life of doctors and nurses in Hong Kong makes them prone to psychological exhaustion in terms of depression, especially in the private sector. Depression is considered to be one of the most significant health issues because of its associated result. As per the anticipation of the World Health Organisation, by the end of the year 2020, depression is likely to become the second main reason behind dysfunction within workplaces, including the healthcare sector, playing a major role towards the increasing ratio of psychological ill-hea lth in the world population owing to the fact that traumatic life events normally lead to psychological indications. Hence, it can be affirmed that if the level of stress is quite high then in such circumstances, there are greater chances of psychological indications (Bayati, Beigi & Salehi, 2009). The chief objective of the paper has been to evaluate the work pressure and challenges faced by the medical doctors in private clinics in Hong Kong. It also aims to gauge the levels of occupational stress among the doctors who are working at private clinics followed by the analysis of their depression levels owing to high work pressure impacting their job performance and satisfaction level. The study also attempts to measure the adverse effects of intensive workload on doctors working in private clinics by means of evaluation of the depressive disorders caused by extensive workloads. In this regards, the paper further elaborates on The Karaek Job-Demands Control Model (1979), The Effort-R eward Imbalance Model and Job Demands-Resources Model. Level of Care Offered By Private Sectors Hong Kong has about 12 major private hospitals among which 4 hospitals are featured as profit making hospitals while 8 hospitals are regarded to be functioning as non-profit making concerns. One of the common characteristics among these healthcare concerns is that all the private hospitals primarily tend to rely upon outside doctors for rendering high quality services to the admitted patients (Gauld & Gould, 2002). It can be mentioned in this regards that the private hospitals of Hong Kong do not have spare capacity in order to meet the additional demands. The reason behind this fact is that the ‘bed occupancy rates’ of these hospitals is quite high (Industry HK, 2012). In the recent years, lack of manpower in the private hospitals of Hong Kong was found to be a significant problem that forced the hospital authorities to take several measures in terms of costs and quality ser vices. According to the evaluation done by the Public Doctor Association, the major causes of the problem include heavy workload pressures on the professionals, poor promotion prospects along with the inconsistency in the financial reward system taking place amid the public institutions. This in turn leads to excessive flow of the doctors in the private sector. Such issues are further observed to cause stress among the doctors, ultimately giving rise to depression which in turn hampers the quality of service or rather medical support rendered by them (Wong, 2008). Contextually, it can be revealed that private healthcare sector