Creative Writing about All-Star Shoes

Chuck Taylor’s Vignette Because Chuck Taylor was such a mule he did not change his mind to have another type of shoe other than All-Stars which became popular since the year 1907. The All-Star shoes were thin gnarled branches, twisting oddly from the stem of her palms tree. This type of shoe was very important during then when the fans of world famous started grudge-punk and Nirvana emulates the band’s front-man called Kurt Cobain, who have worn All-stars for several years after its production . We find that this was influenced by different punk rock bands that he is enjoying in his youth. Though several shoes were available in the city, All-Star was the star in all markets. Generally, we can see that the shoe were as smooth as buttocks of a baby and somehow thin like rats tail. Vignette of a Beautiful Girl A beautiful girl, as beautiful as an angel comes as she stares seriously into the distance. She smiles brightly to Hartigan with her eyes sparkling with the memory. This smile; that outshines the noon day sun definitely made Hartigan’s tears to blossomed in his eyes. With an intention of protecting the beautiful, Hartigan accepts the blame for what was happening. The poor rats did not have a chance to talk to the beautiful girl. Hartigan, the bolt of lightning, caught his prey. He is quite interested with the girl. He is even sentence in order to save the beautiful girl. Mary’s story continues when he wakes up in the morning after spending a wonderful night with Goldie.   The shoes of the lady were shiny and attractive like All-Star shoes. The appearance of the shoe makes the lady look more beautiful like an angel. The lady was duck and could portray romantic style of movement. This is the exactly what convinced Hartigan to love her. Wiz Khalifa Vignette Wiz Khalifa is seen performing in Boston with his low Gravelly voice.   His All-Star shoe appears brand.   As audience cheer, Khalifa’s heart was opening its details to his counterparts. He moves from one place to another with stealthy silent steps do attract the attention of the crowd. Together with his unreadable eyes, Wiz Khalifa wins the laughers of many audiences. Khalifa’s hut was a very important tool for attraction. It appears to follow the shape of his head. The naked zebra chest exposed the peculiar ribs to the crowd. As they watch keenly, the mistress eyes of the crowd are nothing like the sun. Wiz Khalifa himself is a lion because he is the only producer of the band who can dominate the market and attract many people to buy his best products. Moreover, he is a popular bee in his Show and Prone that was released in 2006 on indie label a Rostrum record that causes the Pittsburgh rapper signing to Warner Bros.

The Community Problem of Gangs and Related Violence

The community problem of gangs and related violence is prevalent all over the United States. Young people join gangs for a variety of reasons. Some may feel isolated from their general school or social communities and search out the connections and community affiliation offered by gangs. Others are seduced by the importance attached to generally laudable qualities like loyalty and honor. In a gang setup, however, these are generally proven by violent or criminal activities. Some young people could also be somewhat seduced by the romantic notion of belonging to a group of people who all stand for the same thing and would give their lives for the cause and each other. To curb the danger related to gangs and gang violence and to protect young people from being coerced into gangs, parents, educators, and government officials need to be aware of the various reasons why a young person would join a gang, the most insidious, violent, and dangerous of which is arguably coercion. Open and hone st communication between parents and their children could be seen as the first important platform from which to fight the continuous threat of gang membership and violence. According to Carlie (2002), coercion has been used by gangs to recruit members for as long as gangs have existed. Generally, this method is most often used by large gangs who are active in cities known for their gangs. Motivated by stress factors such as gang conflict or the need to generate money, coercion is used to createShow MoreRelatedGang Violence And The United States1470 Words   |  6 PagesGangs have been a part of American culture in the United States since the early 19th century when immigrant youth organized themselves into street gangs as a means of urban and economic survival. Today, gang violence has reached an almost catastrophic level in the United States. Criminal street gangs have become one of the most serious crime problems in California. Gang violence accounts for one of the largest personal threats to public safety for nearly all the cities in this state. Salinas, CaliforniaRead MoreProblem Solution Essay1641 Words   |  7 PagesZamparelli English comp Problem solution essay Final Draft. GANG VIOLENCE IN AMERICAN SCHOOLS There are approximately 27,900 gangs, with 774,000 members, impacting towns, cities, and communities across the United States. According to a recent bulletin released by the Office of Juvenile Justice and Delinquency Prevention, 23 percent of students aged 12 through 18 years reported presence of street gangs in their schools. Almost half (46%) of students in public schools reported street gang presence. In additionRead MoreGun Violence1218 Words   |  5 Pagesï » ¿The Gangs In Our Communities By: Adam Taylor What set do you claim? Isn’t that a question we all hear at some point in our school years and maybe sometimes even after. Well I remember being in elementary school and not having to worry about nothing but recess. Those were the days of no worries and no stress. Then came middle school and that’s when things begin to change. Middle school is more about who you hang out with and how you dress. That’s where most of it starts. At the level of middleRead MoreThe Los Angeles Intervention Approach895 Words   |  4 PagesLos Angeles intervention approach produces positive and negative attributes to combating gang related criminality. Gangs in society today, are problematic in many aspects. There are many different avenues city officials can take to combat or reduce gang related crime. Various methodologies have been used to take on this problem and have had successful results (Spergel,1986). â€Å"The general idea is that if gang members will not respond to ordina ry social agency programs, then the programs must moveRead MoreRacial Segregation Of Chicago And Explosive Gang Related Crime1671 Words   |  7 Pagescontributed to the racial segregation of Chicago and the explosive gang related crime in the present day south side of Chicago. Just like African Americans formed gangs to protect themselves against Chicago s white gangs, the Latin Kings formed in Chicago with the same intent. In Chicago Mr. Sanchez a member of the Latin Kings gang shared in an interview: How the Latin Kings were originally formed decades ago to protect the Puerto Rican community against racist whites, only to see them turn on their ownRead MoreThe Prevalence Of Gun Violence Essay1457 Words   |  6 PagesPrevalence of Gun Violence In African American Communities Introduction Each year homicide and assault-related injuries result in an estimated $16 billion in combined medical and work loss (http://www.huffingtonpost.com/2012/10/17/education-gun-violence-presidential-debate-2012_n_1974740.html). Gun violence may be broadly defined as a category of violence and crime committed with use of a firearm, it may or may not include actions ruled as self defense, actions for law enforcement. Gun violence is prevalentRead MoreYouth Participation In Gangs Essay1141 Words   |  5 PagesYouth participation in gangs actually decreased from 1996 to 2004, but the violence within these gangs has not. Homicides committed by youth gang members still remain as a monumental problem across the United States of America. The Office of Juvenile Justice and Delinquency Prevention reported in its 2004 survey of youth gangs that there were an estimated 760,000 gang members that year. Many of the kids affiliated with gangs come from lower income, single parent homes; therefore, t he youths of AmericaRead MoreEssay about Children and Gangs1455 Words   |  6 PagesChildren and Gangs      Ã‚  Ã‚   Gang violence is a huge problem in America today. More and more children are joining gangs every day. It has become evident that these gangs made up of young people are causing numerous problems. Gang violence and gang activities impact all of those around the gang members. The kids in these gangs are hurting themselves, each other, their families, and the communities around them. Those who are associated with the gangs through family ties or just those who areRead MoreA Case Of The Present Module Essay1120 Words   |  5 Pagescombat with the gang. For example like the police gang unit ( Decker, 2007) . or POP ( Braga,2008), or â€Å"The Gang Resistance Education and Training (G.R.E.A.T.) program is a gang- and delinquency-prevention program deliv- ered by law enforcement officers within a school setting. â€Å" (Esbensen et al., 2011) â€Å"Each of these studies documents the finding that being in a gang increases the level of criminal and delinquent involvement.† (Decker, 2007) Naturaly increase â€Å"urban gun violence problems [...] â€Å" provoquedRead MoreDrug Trafficking877 Words   |  4 Pagesfight the trafficking of illicit drugs in the United State. With all the money spent to prevent drug trafficking Americans need to understand the harmful effects. Drug Trafficking is causing harm to the United States economically, brings violence to communities, and puts law enforcement in unnecessary danger. The economic strain put on the United States because of drug trafficking unquestionable. Since 1971, the United States government has spent one-trillion dollars during the War on Drugs campaign

Strategic marketing plan - Amazon.com with SWOT and PEST

Executive summary Because of the globalization of the marketplace, marketing is more and more important. It becomes a key which help companies or organizations open different markets in different countries or maintain their products as a leader. Before that, it has to make the marketing plan that is the soul of marketing. Therefore, this report will first indicate the definition of strategic marketing plans. Then it will look at how important the strategic marketing plan is and the role that it plays in a firm or in a strategic business unit (SBU). After this, it will examine the process to make a strategic marketing plan that starts with mission statement. Finally, there will be an analysis of how to control the plan and implement it.†¦show more content†¦And it competed directly with eBay through its Amazon Auctions. (www.lukew.com) Business mission: The first phase of planning strategic marketing plan is to define the business mission. As Jobber (2001) states Business mission is a broadly defined, enduring statement of purpose that distinguishes a business from others of its type. Briefly, business mission is to give the direction, which presents the unique scope of business, its vision and specific competence competitive advantages, and to tell employees, consumers, and shareholder what a company is and what kind a company employees are in. It is like a face of a company or an organization that represents all of it. In addition, business missions are based on four core concepts, namely purpose, strategy, standards and behaviors, and company values. Nokia always communicate the concept that their products are connecting to people to their consumers. They emphasize design, and that every function should fit everyone, because technology is humanitys invention. Furthermore, business missions may be influenced by three factors. The re are companys competence, environment change, and resource respectively (Jain, 2000) Amazon.coms mission is to leverage technology and expertise to provide the best buying experience on the Internet. To become the largest selection of select retail categories, the goal is for people to come to Amazon.com, find whatever they want, discover things they didnt know they wanted, andShow MoreRelatedStrategic Analysis Of Zappos.com : Strategic Analysis3424 Words   |  14 PagesStrategic Analysis of Zappos.com Zappos.com, established in 1999, has rapidly become a strong competitor in online apparel and footwear sales. With the original corporate vison of offering the absolute best selection in shoes; the vision has evolved over the past several years to include the goal of being the retailer that â€Å"provides the absolute best service online -- not just in shoes, but in any category† (Zappos, 2014). The online retailer stocks millions of reasonably priced footwear products;Read MoreAnalysis of Marketing Strategy of Lg4402 Words   |  18 Pagesuke ssays.co m http://www.ukessays.co m/essays/marketing/analyis-o f-the-marketing-strategy-o f-lg-marketing-essay.php Analyis of the Marketing Strategy of LG T his is a study to analyse the Marketing Strategy of LG, one of the most popular brands in Consumer Electronics, f ocusing specif ically on its Television Products. T his study f inds about the status of Consumer Electronic industry and its segmentation. T hen which part the industry the LG is targeting. Also some of the leading competitorsRead MoreMarketing Analysis and Strategy Essay7735 Words   |  31 PagesCanGo Marketing Analysis and Strategy The General Environment Currently the inflation rate is stable at three percent or less per year, and the consumer price index is steady with approximately 1.5-2 percent change per year.    A stable economy without significant inflation will likely maintain the strong spending power of the consumer. The consumer’s dollar will be stretched further allowing them to purchase more goods. Low inflation rates will also persuade the Federal Reserve Board to keepRead MoreThe World Of Internet Shopping Essay4728 Words   |  19 Pagesv Amazon.com Introduction: Amazon.com named after one of the mightiest River on Earth or One of the most dangerous Forests of Mother Nature (Amazon, 2015). It is considered as the multi-national brand name in the world of internet shopping that has been taken by the world storm in a very short period of time (Amazon, 2015). It has been satisfying its customers with almost everything available in the international online markets. The Amazon.com was founded in 1994, in Seattle, Washington (AmazonRead MoreMarketing in a Global Economy: Identifying Growth Opportunities for Australian Video Game Developers in South Korea3903 Words   |  16 PagesProduct Launch †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2.2 Plan for Entering South Korean Market †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3. Situation Analysis †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.... 3.1 Macro-Environmental (PEST) Analysis †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3.2 Micro Analysis †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3.3 SWOT Analysis †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 3.4 Justification for Product Launch †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 4. Market Segment(s) to be Targeted and Positioning Strategy †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5. Three-Year Demand Forecast for the New Product †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 6. Marketing Mix Strategy †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Read MoreBusiness Skills for E-Commerce6864 Words   |  28 Pages.............................................................................. 19 Impact of introducing an e-commerce system to the Dinapala group of company ................. 20 SWOT Analysis ................................................................................................................... 21 PEST Analysis ..................................................................................................................... 24 Market potential for the proposed e-commerce systemRead MoreCase Analysis: Leadership Online: Barnes Noble vs. Amazon.Com3556 Words   |  15 PagesMsc. Management (FT) Strategic Management (2007) Assignment Case Analysis: Leadership Online: Barnes Noble vs. Amazon.com Answer all three questions. All questions carry equal marks. Q1. Based on your own experience of traditional bookselling and your exploration of online bookselling, compare willingness-to-pay for books supplied by these two business models. In the US, the traditional bookselling had a market of about 26 million dollars in the year 1996 and had grown to about 33 millionRead MoreEbay Company Analysis4028 Words   |  17 Pagesefficiently eBay is at collecting the outstanding debt. The turnover ratio has virtually steadily increased over four years. This, in turn, implies that Days’ sales would be declined. This means that eBay is receiving cash faster than previously. Amazon.com is currently proving much more efficient when it comes to collecting receivables. Financial Leverage Analysis | eBay | Amazon | | 2007 | 2008 | 2009 | 2010 | 2009 | 2010 | Total debt to equity | .312 | .307 | .335 | .439 | .162 | .174 | Read MoreEbay Case Analysis9299 Words   |  38 Pages14 BUYERS 14 THREAT OF NEW ENTRANTS 15 INTERNAL AUDIT: 17 EXTERNAL AUDIT 19 INTERNAL FACTOR ANALYSIS: 21 EXTERNAL FACTOR ANALYSIS: 23 THE INTERNAL-EXTERNAL (IE) MATRIX 26 Space Matrix: 30 Competitive Profile Matrix(CPM): 32 STRATEGIC RECOMMENDATIONS AND IMPLEMENTATION 35 CURRENT SCENERIO 38 EBAY FINANCIAL ANALYSIS (CURRENT FIGURES) 40 ACKNOWLEDGEMENT We express gratitude from the core of our heart to Allah, the Almighty God of the universe who enabled us to undertakeRead MoreStaples Case7761 Words   |  32 Pages........................................................... Current Information................................................................................. 2 4 7 11 15 17 19 24 30 31 SWOT Analysis.................................................................................................... PEST Analysis..................................................................................................... Corporate Level Strategy........................................................

Gender Identity Gender And Masculinity Essay - 1509 Words

Gender plays an enormous role in every society around the world. There are debates about whether gender is defined by strictly biological characteristics or social attributes. Others argue that gender is a spectrum, rather than the dichotomy of male and female. Masculinity and femininity are sets of attributes, roles and behaviors that are associated with men and boys and girls and women, respectively. Both masculinity and femininity have specific traits that are both biologically and socially defined. People are expected to conform to these traits depending on their biological sex. However, there are people who do not relate to either masculine or feminine traits, and do not feel that they are a â€Å"man† or a â€Å"woman†. This is when the topic of gender identity comes into the discussion. In the past decades, more research and on gender identity have been conducted. Gender identity is significant in how people are viewed and treated in society. Gender identity can be defined as â€Å"a person’s acceptance of the roles and behaviors that society associates with the biological categories of male and female† (Berger 461). This process of formulating an identity usually â€Å"begins with the person’s biological sex and leads to a gender role that society considers inappropriate† (Berger 461). All societies differentiate between male and female roles. Gender roles have evolved overtime and vary across different cultures. In the United States, for example, men were supposed to be theShow MoreRelatedGender Identity : Gender And Masculinity1285 Words   |  6 PagesWhat is gender? Most people feel as though gender consists only of the terms â€Å"boyâ€Å" â€Å"girlâ€Å" , but it’s so much more than that. Gender is a very complex reality that is not just about what genetalia you have. In this paper I will explore all the subcategories and misconceptions of gender. The range of characteristics pertaining to and differentiating between masculinity and femininity is the definition of gender. We usually associate gender with genetalia and in our society, we like to stuff everyoneRead MoreHow Gender Operates Within The Setting Of An Olivia Vacation1481 Words   |  6 PagesMinor Essay OPOL216 – Sex and Gender Matters Allysen Stewart 32579398 â€Æ' Assignment 1 – Minor Essay OPOL216 – Sex and Gender Matters This essay will critically discuss how gender operates within the setting of an Olivia Vacation (https://www.olivia.com), drawing from personal experiences from a recent trip to a Hawaiian Resort. The paper will focus on personal observations of the underlying forces involved in the reproduction and disruption of gender relations, and their resultingRead MoreGender Masculinity : The Brony Fandom997 Words   |  4 Pagestraditional understandings of masculinity cannot take into account. Connell and Messerschmidt establish through hegemonic masculinity the development of hierarchy within the constructs of gender formations. Their framework provides the negotiations regarding the desirable masculine traits for a given society, thereby creating representations of a dominant gender construct. However, it is not the sole creator of masculine identity. â€Å"The concept of hegemonic masculinity is not intended as a catchallRead MoreGender As A Primary Cultural Frame1517 Words   |  7 Pagesexample of such categories of differences is gender. For that very reason, Cecelia L. Ridgewood (2009) defines gender as a primary cultural frame. It not only shapes our interactions and but also how we organize social institutions, â€Å"Thus, difference and inequality codetermine each other in our shared gender beliefs, and coordination on the basis of them produces social relations of inequality as well as difference† (Ridgeway 2009:149). These shared gender beliefs are socially constructed differencesRead MoreTaking a Closer Look at Gender1311 Words   |  5 PagesFrom the beginning of their lives, individuals are associated with a specific gender, influencing behaviour, opportunities and expectations. The basic inequalities and disparities between men and women are generally seen as the result of the innate, essential differences between the two biological sexes. This theory presumes that each and every member of the female gender is identical, and that the same ca n be said for males but â€Å"not all women are the same, just like all men aren’t the same† (TarrantRead MoreThe Effects Of Traditional Masculinity On Gender Equality1318 Words   |  6 PagesEffect of Traditional Masculinity on Gender Equality The idea of â€Å"doing gender† was introduced by West and Zimmerman in 1987. They conceptualize gender as a routine accomplishment that is created and maintained through everyday interaction. Instead of seeing masculinity as something that just happens to men or is done to men, masculinity is seen as something that men do. Specific patterns are learned through the socialization process that appropriately represents masculinity (West, Zimmerman). ThisRead MoreSexual Identity And Gender Expression1399 Words   |  6 PagesTo conceptualise sexual identity and gender expression, Judith Butler (1990) proposes a poststructuralist perspective; that gendered behaviour (masculinity and femininity) is learned, a performative act, and that gender is constructed through a ‘heterosexual matrix’. She describes this as [A] hegemonic/epistemic model of gender intelligibility that assumes that for bodies to cohere and make sense there must be a stable sex expressed through a stable gender (masculine expresses discursive male, feminineRead MoreA Critical Discussion On Gender, Masculinity, Power, And Gender Politics1656 Words   |  7 Pageson the Ways in Which Sociologists Attempt to Study Aspects of Gender In order to study gender, sociologists must adopt particular research methodologies and examine certain theoretical perspectives when conducting research in gender. The study of gender is broad and consists of many different aspects regarding masculinities and femininities including hegemonic masculinity and the concept of ‘doing/undoing gender’. These aspects of gender and the methodologies adopted by sociologists to study thesesRead MoreThe School s Policies For Boys And Girls980 Words   |  4 Pagesclothing, hairstyles, tattoos, piercings, or even gender swapping. For a short time, the question of letting women wear pants was denied because of the stereotype that women should wear dresses and skirts to exude their femininity. In modern days, women’s equality has advance greatly in the world. For instance, women wearing pants is not the issue however, man’s wearing skirts has been stigmatizing throughout the time, because it shows a lack of masculinity. Boys in schools should have the freedom to wearRead MoreThe Effects Of Queer Theory On Post Secondary Sport Teams1397 Words   |  6 Pagescontroversial. Through queer theory, it enables one to challenge traditional and heteronormative assumptions regarding gender and sexuality by reconstructing labels used for sexual identification, emphasizing both physical and mental strength and skill among British male university students and rejecting the notion of stable sex and that subject’s positions as disciplined constructions of identity in sporting environments such as post-secondary youth sporting teams. This paper will explore that through the

The Escape †Creative Writing Free Essays

string(38) " happen no matter how much I pleaded\." I couldn’t breathe. I could feel a large weight on top of me but when I looked there was nothing there. It was getting heavier and heavier. We will write a custom essay sample on The Escape – Creative Writing or any similar topic only for you Order Now I tried to scream but every time that I tried I felt a shooting pain in my chest. All that I could do was wait and pray. I thought that it was unlikely that I would be found and I kept going over what had happened and couldn’t understand how a life so perfect could go so wrong as easily as it had. It wasn’t right. I looked down and released a ear splitting scream†¦ The previous month I had just been a normal teenager, going to school and going shopping at the weekend. Then it all changed. I came home from school to find that a large wagon was parked in front of our house and a man was carrying out our belongings. I saw my TV, stereo and Game cube being carried out of the front door by two large men. At first I thought that we were being robbed but then I saw my mum and dad appear at the front door. My mum was in floods of tears and my dad was stood with another man and signing papers. It never occurred to me what was happening. I ran across the garden and threw my arms around my mum. Although I didn’t know what was going on I started to cry. I thought that I should try to be brave as my mum was so upset but it was the only time that I had ever seen her cry. I knew that something must be seriously wrong. I released her gently from my arms and gently asked her what was happening and who the men were. She said that my dad would explain everything when he had signed the papers. It was about five minutes, but seemed like a lifetime, before my dad could come and explain what we were going to do next. As my dad started to talk I became speechless. How could this happen? We hadn’t done anything wrong yet we were the ones that were being punished. I couldn’t take in what was being explained to me. It was so unfair that because my dad had done the right thing we were going to have to move out of our house and leave our life that my parents had built up for me. What had happened was that my dad had been involved in a robbery at work, the men had been captured but my dad had been asked to give evidence in court in order to get them put in prison. My dad had done this willingly but the thing that he had not realised was that the men who he had helped to send to prison were part of a large gang who were very violent. The other gang members were now out for revenge, with my dad. He had been receiving silent phone calls; evil text messages and he had even been sent death threats through the post. But what had happened the previous day was too much for anyone to cope with. Someone had burst into his office to try to attack him. It could have all gone horribly wrong for my dad if it hadn’t been for a meeting being called at the last minute and him leaving his office to join it. I felt awful, it had been the previous day that I had been moaning because I wasn’t allowed to go out with my friends. I could now understand that they had done it for my safety and the same men that had wanted to kill my dad could have killed me. I hadn’t thought at any point in my life that I would have to be careful where I go and who I go with for the risk of my life. It all seemed so unreal. I had watched TV programmes and horror films about things like this happening but I never thought about what it must be like for people to be put in this situation. I felt disappointed in myself because I remembered when I was at a sleepover and I had joked that this sort of thing would never happen and that if it did the person who was on the run must have done something wrong. Even when I had this explained to me I didn’t expect to hear what they told me next. We were being put in the ‘Witness Protection Programme’. I didn’t fully understand what this meant. I thought that all it meant was that we had to move away from our home in order to get away from the people that were chasing us. As my parents continued to talk I realised that it meant that we were going to get a new identity and that we were not allowed to tell anyone what we were going to do. That was the hardest thing that I had to cope with. I said bye to my friends when I left school that day but it never entered my head that it was the last thing that I would be saying to them. I had always been popular at school and I couldn’t understand why something like this would happen to me. Why couldn’t it happen to Laura and her family? No one liked her and she didn’t have any friends so there wouldn’t be anyone who would miss her. I knew that it was a horrible thing to think but I couldn’t help myself. What would my friends think if I didn’t say anything before I left? I pleaded with my mum to let me phone them, I even said that one would be enough and that they could pass on the message to the others. This wasn’t going to happen no matter how much I pleaded. You read "The Escape – Creative Writing" in category "Papers" They explained that it was for my safety. If I had told my best friend and she said something to my other friends, someone could overhear what she was saying and this problem could start over again. I did understand what they were saying but it seemed so undeserved. After we had the conversation I decided that I would have one last look inside the house. I was really surprised. The house still had the wallpaper and the carpets but the rest of the house was so bare. I climbed the stairs to where my bedroom was. It was weird knowing that it was the last time that I would be in my room again. It still looked like my room with the carpets and the poster but everything else was bare. I felt a tear fall down my face. I was trying to be strong but there was nothing that I could do, I just couldn’t stop the tears from continually falling. I slowly walked down the stairs and quietly sat in the car. The large wagon started to drive off down the street and I knew then that it was the end of what I knew as my life. As my parents got into the car a policewoman came to sit in the back. It all felt so strange and I couldn’t take the chance of looking behind me because I didn’t know how I would react. When we turned the corner onto the main road my phone started to bleep to tell me that I had a message so I reached into my bag to get it out. It was no sooner that I had the mobile in my hand that the policewoman snatched it off me. She was sympathetic with me but she said that it would be best if I didn’t read what it said because it may upset me to know that I was unable to respond to whatever was said. As we pulled onto the motorway it struck me that I did not know where we were going. I had been so wrapped up in my thoughts that we could have been going abroad and I wouldn’t have known. I asked my dad but he said that he would tell me when we had arrived. It seemed to me as if I was being kept in the dark about everything that was going on. Did my parents not realise how much this was affecting me? My whole world was being turned upside down and they wouldn’t tell me anything about what was happening. It wasn’t as though I wouldn’t understand; I was a teenager so why wouldn’t they trust me. I didn’t have any way that I could contact anyone so I couldn’t put us in any danger from these people who were chasing us. We slowed down and I noticed a sign that was in welsh and as soon as I saw it I knew where my parents were taking me. We had been on holiday here the previous year and my parents had expressed how much they loved it her. I was really angry now. They were messing up my whole life and they were making me stay in this place. They knew how much I hated it because of how much there was to do. There were fields all around, no shops and no one who was near my age. I couldn’t see how I was going to cope in a place like this. My life would revolve around school because there was nothing else to do. If we had to move why couldn’t we move to a large town like London or Birmingham? This was going to be my worst nightmare, nothing to do but walk up hills and go to school. I had never realised how great my life was before. It makes me understand how true the saying ‘you never appreciate what you have until its gone’ is. The amount of times my parents had said this I hadn’t really understood it, I just assumed that if you lost something you would be able to get used to your life without it. I would never get used to this. We drove into the village and there was nobody about even though it was a Friday night. There were always people about when you wanted to go out. I hadn’t even seen one person here. We pulled up in front of this tiny cottage. They couldn’t seriously think that this was big enough for three people but when I looked round it seemed to be one of the biggest cottages in the area. I hesitantly walked through the front door to find that it seemed bigger on the inside than it looked from the outside. I knew that there was nothing that I could do now to change their mind so I returned outside and took one of the suitcases out of the boot of the car. As I turned around I noticed that there was a boy and a girl walking towards me. They seemed friendly and they looked about my age. I said hello and introduced myself. It seemed weird when I had to introduce myself by a different name. They didn’t seem to notice the uneasy tone in my voice because they both introduced themselves to me. They said that they both lived down the road and that they went to the school that I would be going to. I told them that I had to take my things inside but I would hopefully see them later. They said bye and walked off. Things looked much better than I had originally thought that it could be. I slowly got used to living in a quiet village and by the end of the second week I had lots of new friends and I had told then why I had moved here-The made up version obviously. Everyone seemed nice but because it was so secluded there was only six people in my class. It was strange to begin with and I would go home upset because of how few people there are but after I thought about it I realised that it was much better for my education. It was as though I was having one to one tuition, which meant that I was learning much more than I did at my previous school. I still missed all my friends and in a strange way some of the teachers. After we had been at our new home for a month things started to go wrong for us. Someone had found out my mums new mobile number and she was getting prank phone calls and silent phone calls. We notified the police but they assumed that it was my fault and that I had been in contact with someone from my old school. Nobody believed me when I said that I hadn’t done anything that I wasn’t supposed to do and I was kept off school to be questioned and to ‘learn a lesson’. I hadn’t realised that it was so serious if I had spoke to someone from my old school. I hadn’t and that was what upset me, no one believed me. I stormed out of the house my eyes full of tears and a lump in my throat†¦ †¦ My scream rang through the dark lane and my chest hurt even more. I couldn’t believe what I was seeing. My white T-shirt had turned red with the blood that was pouring out of my chest. I tried to think what had happened to me. I didn’t know how long I had been here for. I didn’t know how much longer I would be here. I heard a car engine in the distance. I tried to move but I found that no matter how hard I tried my legs would not move. I couldn’t believe that I was going to be rescued but my luck changed. The car turned down a small lane. If only I had waited with my parents I wouldn’t have been in this situation. Why didn’t I wait at home and try to explain further? I didn’t know what to do. I had no way of phoning home and I didn’t know where I was. In the very far distance I saw a small yellow dot that was becoming larger with every second. I realised that it was someone on a bike. I wanted to scream for help but each time I tried there was only a small noise that escaped. I could only wait and hope that the bike wouldn’t turn. It was coming straight towards me. My eyes closed and everything went dark. As I opened my eyes I could hear lots of noise and see lots of people hurrying around me. I was in a total daze. I could hear lots of people saying my name and asking if I could hear them. I could, I just couldn’t respond. It was as though I was watching these people with someone else and there was nothing that I could do. I felt someone grab hold of my hand so I squeezed the hand as much as I could. When I had done this I heard the reassuring voice of my mum. It was saying â€Å"Everything will be okay. I wont let anything happen to you ever again. There is no-one that can harm you now. † I believed every word that she was saying to me. I knew that I would be okay from now on. How to cite The Escape – Creative Writing, Papers

Diversity in Literacy and Language Development

Question: Discuss about the Diversity in Literacy and Language Development. Answer: Introduction The early childhood stage is an integral stage in the overall growth and development of a child. At a tender age, childrens brain development is at its fastest and most complex and the neural pathways aiding and boosting growth in the later years of learning and growth are largely defined in the early years of a child (Shonkoff Phillips, 2000).In designing the early childhood program, care givers should use diverse learning experiences that adopt a socially just and anti-bias teaching approach that enable children to interact freely with people of diverse linguistic ability ( Edwards Forman, 1998). Some of the learning experiences to be employed include; storytelling, imitation, demonstration, drama and role play. Various resources and teaching/learning activities should be employed during the program. An effective curriculum should be learner centred as opposed to teacher centred approach. The designers of the curriculum ought to be aware of the childrens individual abilities and strengths to enable them devise ways to engage and expand them (Maamouri, 1998). One way of doing this could be by organizing for a rich variety of learning experiences appealing to the visual, auditory and physical senses. Another way could be by alternating individual, partnered, small group and large group activities to enable children experience the various kinds of social interaction (Coleman, 1967). Materials and resources to be used Flashcards Paper cut outs Charts Pictures Audio-visual materials Drawings Grammar books Porcelain Yarn and string Pipe cleaners Finger paint Develop familiarity with the forms of alphabet letters, awareness of print, and letter forms Make drawings of alphabetical letters of different sizes to accommodate children of varied visual capabilities. Draw letters in different colours (red, yellow, orange, green, blue and purple) on manila papers and place them where each child will see clearly. In cases of dual language learners, use visual cues as this will help them function in the classroom and know what to expect in the course of the lesson. This can be done by displaying photographs to emphasize the classroom schedule and in some cases the classroom rules. It can also be done by displaying the pupils work and helper charts plus other organizers that are used in the classroom. Pictures of children participating in daily activities should be drawn as this will boost their morale as they enter the classroom and encourage them come to school as they are able to associate the classroom with themselves as they see their pictures. For instance, pictures of children holding brooms can be drawn and under the picture post the word sweeping. This increases their memory as they are able to know the daily routine even if they do not comprehend the meaning of the word. Start with vowels in capital letters and then followed by small letters and ask the children to pronounce properly. Draw alphabetical letters and ask each child to read loud. From the various letters, form words beginning with simple ones to complex ones. Draw pictures of various animals and assign them names both in capital and small letters. From simple names, form sentences (Morrow, 2001). Drawings and symbols serve to provide visual context for dual language learners. For instance, a drawing of a boy on a recipe card with the word boy below it helps the child connect between the symbol and the word. Place the children into groups; mixing slow learners and fast learners with each fast learner having to teach the slow learner. Involve the children in word play by cutting pieces of letters and let each child ask the partner to select the named letter. The children could then put the letters together to form various names of selected animals and letter formed sentences. The alphabets should be displayed at the childrens eye level to test their visual capability. Laminate alphabetical letters printed in different fonts and ask the children to differentiate a lower case from an upper case. Design letters with finger paint, thread, string, yarn, porcelain and pipe cleaners. Use materials printed in the home language of the children. For instance, display song lyrics, poems, rhymes, chants and other materials that children are familiar with in the home language (Edwards Forman, 1998). Also, create a housekeeping area where materials such as food containers with names printed in the childrens home language are displayed. To accommodate children with visual impairness, the formed letters ought to be enlarged and placed at a strategic distance to enable children with both short sighted and the long sighted cases see and read the letters. For the blind children, the letters should be read out loud and brought closer for them to feel. In some cases apply the use of braille machine to aid the blind. Dictate the words to tell various stories. This enables children build awareness that different words can be assembled together to construct sentences. To boost children morale and encourage better performance, reward those who correctly put letters together to form words and sentences with gifts such as candies. I involved the children in word play to take away boredom and to break the monotony of creating letters and sentences. This also enables one identify children with special talents. It also helps boost self-esteem and confidence. In order to do this, use puzzles where you request the children to complete the missing words in the puzzle. These words once filled, leads to creation of names of the common animals children see at home or on TV and as a result, it is fun playing with words. Listen to, recite, sing, and dramatize a variety of age-appropriate literature Sing familiar songs that the children are conversant with. In line with this, also employ the use of audio, visual and audio-visual materials such as radio, TV programs. Moreover, provide cassettes and cassette recorders to parents so that they can record the songs and lullabies that their children listen to at home to be played in the classroom. Also, employ the use of musical instruments from the various childrens cultures in the classroom. To capture the attention of all children from diverse backgrounds, use religious songs from all religions; Islam, Christian, Hindu and traditional lullabies while at the same time selecting songs accompanied by simple musical instruments. Play music in the language spoken by members of the classroom. The songs used should be repetitive in nature to enhance quick learning and mastery. The songs used should have a positive message such as those encouraging positive values like honesty, generosity, hard-work and discipline, while at the same time discouraging anti-social vices such as theft and bullying. At the same time, demonstrate correct and creative movements such as melody, rhythm, and tempo of the song so that children could imitate. Through the use of their bodies such as dancing, children increase their understanding by having consistence and increasing complex experiences with the music. After singing, aske the children to identify the message in the song and allow them perform the song (Bodrva, 2010). Children learn best by observation and practice. For the deaf and dump, employ the use of sign language to enable them get the message in the song. Singing enables one capture the childrens attention and arouse their interest in class activities. It also helps during transition from one activity to another, for instance, when transitioning from letter formation to word and sentence formation and when introducing a story. Some songs, for instance religious songs, usually help the children to respect Supreme Being and promote their spiritual and moral well-being. In composing songs, the following considerations ought to be emphasized (Bredekamp Rosegrant, 1992); Ensure that lyrics to the common songs sung by the children can be adjusted to be socially just, non-biased and more inclusive. Ensure that children are able to identify with the people and the experiences in the song while at the same time being in a position to comfortably discover and discuss differences. Ensure a thoughtful selection of songs that are able to represent diversity and broaden the experiences of the children. Assign children roles to play in drama. All children have to participate and more emphasize should be put on shy kids to encourage them and instil confidence in them. To ensure gender equality and empower children of both genders, both girls and boys should be assigned roles to play in the drama (Gonzalez-Mena Eyer, 2007). Use themes that appreciate diversity of culture, gender and social issues and those that enable children to adjust to be more inclusive. Use costumes and dolls that reflect the diversity of the children in the classroom. Ensure that children are able to see their skin tone and different facial features in the materials used in drama such as dolls (Stipek Byler, 1997). This is very essential as it will promote childrens social and emotional development while at the same time boosting and encouraging language development as children are naturally likely to engage in pretend play if they use materials such as dolls that look like them (Wood Attfield, 2005). Moreover, in setting the drama theme, chose themes that are able to represent and appreciate diversity and enhance childrens experiences. Through drama, the children are able to associate with issues of the day and identify with the experiences and characters in the play. Drama takes away boredom and enables breaking of the monotony. It also enables one identify special talents among children. Recite stories to children. Invite families of the children into the classroom to record stories that can be shared among the children in the classroom. This not only serves as a way of including all families in nurturing children but also helps families who speak a language in which there are not enough learning resources and also serves as a way to promote the oral tradition of storytelling (Cleave, 2005). Through storytelling, one gets an opportunity to explore the various ideas held by the children and asked them questions. It will be noticed that children never lack stories to tell every day ranging from family to peer stories. Through storytelling, children are able to see the world through their own lenses and by learning the experiences of other people, children are able to live in a diverse world and see themselves and everyone around them as important and belonging. In reciting, use interesting stories from books. prepare a list of all the essential facts that children could recall after they had listened to a book story read aloud. From this list, create an original piece of nonfiction work, for instance, make a big book on a topic that you notice that children had really enjoyed and developed a special interest in (Bodisch, etal, 2006). To ensure inclusivity of all the children of diverse ability, describe the various ideas of the stories both verbally and through drawings. Use stories that reflect the language and culture of the children in your classroom as this will not only make the children feel welcomed in the class but also boost their social and emotional development. Include the language of the children in the written materials that you display around the room as this will serve to motivate the children as they move and see pictures of themselves on the wall. Childrens social and emotional development is boosted and supported whenever they see items and images from their home included in school and in the end they develop a sense of belonging and connectedness to the school environment (Frost, etal, 2008). Engage actively in read-aloud activities by asking questions, offering ideas, predicting or retelling important parts of a story or informational book Provide the children with picture books; mostly pictures of items they interact with in their daily lives and ask them to identify them. This employs the look and say method and the inductive approach in child learning. Let the children identify the pictures of their families which are usually taken on their first day of school and displayed in the classroom to ease childrens transition. The family pictures and those of animals are then used to make a book. Lead the children in reading the books a loud and ask them to identify those in the picture and name the animals in the pictures. Read out stories to the children without illustrations and later ask them question on the story to enable them make pictures in their minds. Ask each individual child to read out a book and find out what they are able to remember. Let the children read the stories in groups at varying speeds to factor in both the fast learners and the slow learners. Provide a quiet area where children can have adequate time to read and memorize books so that they can answer questions thereafter (Graham, 2010). For the children who are dual language learners, they need a quiet and peaceful environment to be able to understand whatever they read. Select vocabularies and write them on flash cards. Lead children into reading them aloud. Thereafter, chose learners one after the other to come at the front of the class and lead his/her fellow learners into reading the words aloud. This boosts the confidence of the children and self-esteem. After reading the story, guide the children into retelling the stories one after the other (Obidike Enemuo, 2013). For fun, breaking monotony and testing childrens abilities and talents, introduce the use of tongue twisters, rhymes and poetry. Encourage the children to ask questions and read stories in their languages. Assign children the task of reciting family stories. Invite various family members to act as resource persons by sharing family stories and their experiences. Read out stories written in home languages of children. Involve parents to help you identify books with the best stories (Morrow,2001). Parents can make for their children homemade books with highlighting family stories which when read aloud promotes common identity among the children. Ensure that the children in the classroom are able to see themselves reflected in some of the stories read out in the classroom. However, the various illustrations that you employ ought to represent authentic images and not stereotypical representations (Campbel, etal, 2001). Conclusion A good curriculum for Early Childhood Development should be reflective of the childs family language, cultures and customs. Such a program creates a welcoming classroom environment for children as they are able to feel at home while in school (DoDEA Education, 2001). Families serve as the best source of information when creating a curriculum that incorporates culture and language throughout the environment. Even though some families may share a common ethnic background, each is unique in how it lives. This makes it essential to incorporate each in the formulation of the classroom curriculum (Nyaga, 2013). Obtaining feedback from all families and not just from families of dual language learners helps the teacher create a socially just and anti-bias teaching approach that is inclusive of all the children and also bridges the gap between the home and school environment (Derman-Sparks, 1989). References Nyaga, S. K. (2013). Managing linguistic diversity in literacy and language development: an analysis of teachers' attitudes, skills and strategies in multilingual Kenyan primary school classrooms (Doctoral dissertation, Stellenbosch: Stellenbosch University). Maamouri, M. (1998). Language Education and Human Development: Arabic Diglossia and Its Impact on the Quality of Education in the Arab Region. Bodrova, E., Leong, D. (2010). Curriculum and play in early child development. Encyclopedia on early childhood development, 1-6. Gonzalez-Mena, J., Eyer, D. W. (2007). Infants, toddlers, and caregivers: A curriculum of respectful, responsive care and education. Boston, MA: McGraw-Hill Higher Education. Bodisch Lynch, K., Uhl, M., Reece, J., McGuire Buck, D., Gilles, D. L. (2016). Impact of a statewide early childhood curriculum enhancement initiative on community college faculty and paraprofessional students. Journal of Early Childhood Teacher Education, 37(3), 245-259. Mbatha, T. Teaching Literacy in Linguistically Diverse Foundation Phase Classrooms in the Mother Tongue: Implications for Teacher Education. Editor Associate Editor Johannes A Smit (UKZN) Judith Ltge Coullie (UKZN) Editorial Assistant: Beverly Vencatsamy, 236. Patrick, S. Effectiveness of the Early Childhood Development Programme on Grade One Performance in Mathematics and English Language in Mzilikazi District (Bulawayo). Graham, B. E. (2010). Mother tongue education: necessary? Possible? Sustainable?. Language and education, 24(4), 309-321. Samkange, W. Examining the role of music in the growth and development of the child: a focus on the role of the teacher. Obidike, N. D., Enemuo, J. O. (2013). The role of teachers of young children in ensuring developmentally appropriate practice in early childhood education curriculum implementation. Journal of Emerging Trends in Educational Research and Policy Studies, 4(5), 821. Cleave, P. L. (2005). Services and programs supporting young childrens language development: Comments on girolametto, and Thiemann and Warren. Encyclopedia on early childhood development Bredekamp, S., Rosegrant, T. (1992). Reaching Potentials: Appropriate Curriculum and Assessment for Young Children. Volume 1. National Association for the Education of Young Children, 1509 16th St., NW, Washington, DC 20036-1426. Stipek, D. J., Byler, P. (1997). Early childhood education teachers: Do they practice what they preach?. Early Childhood Research Quarterly, 12(3), 305-325. Stipek, D. J., Byler, P. (1997). Early childhood education teachers: Do they practice what they preach?. Early Childhood Research Quarterly, 12(3), 305-325. Morrow, L. M. (2001). Literacy development in the early years. Needham Heights, MA. DoDEA, U. S., Education, E. C. (2002). The Creative Curriculum for preschool. Frost, J. L., Wortham, S. C., Reifel, R. S. (2008). Play and child development. Upper Saddle River, NJ: Pearson/Merrill Prentice Hall. Campbell, F. A., Pungello, E. P., Miller-Johnson, S., Burchinal, M., Ramey, C. T. (2001). The development of cognitive and academic abilities: growth curves from an early childhood educational experiment. Developmental psychology, 37(2), 231. Wood, E., Attfield, J. (2005). Play, learning and the early childhood curriculum. SageDerman-Sparks, L. (1989). Anti-bias curriculum: Tools for empowering young children. National Association for the Education of Young Children, 1834 Connecticut Avenue, NW, Washington, DC 20009-5786. Coleman, J. S. (1967). The Concept Of Equality Of Educational Opportunity. Edwards, C. P., Gandini, L., Forman, G. E. (1998). The hundred languages of children: The Reggio Emilia approach--advanced reflections. Greenwood Publishing Group.

Avail online Free Sample solution for Nursing Australian Society

Question: What type of support surface is the most effective in preventing pressure ulcers in patients admitted to the acute care setting? Answer: Background The Australian society is diverse as it comprises of a variety of populations experiences regarding different diseases. One of the most prevalent conditions of illness is due to the occurrence of pressure ulcers (McInnes et al. 2015). It is a wound in which the death of the skin and the underlying tissues occurs due to the pressure which is not relieved. There are several factors that contribute to the progression of pressure ulcers. A pressure ulcer can develop within twenty four hours of the preliminary pressure. It is very painful and causes immense suffering to the patient. The patients quality of life gets affected. The treatments of ulcers might require surgical methods like colostomies, amputations and debridement (Demarr et al. 2013). Therefore, the healthcare sector has categorized the patients from the non-English backgrounds, as the patients who belong from the background which is culturally and linguistically diverse and particularly includes the Indigenous and migrant ba ckgrounds. It is quite annoying and challenging for the nursing experiences and it is quite complex for professionals of nursing to tackle the patients who are suffering from pressure ulcers and are admitted to the acute care setting in Australia (Engels et al. 2016). The explicit and severe challenges that are experienced by the nursing professionals include barriers of language, delivery of quality care, bureaucratic system of healthcare, relationship with the patient and the nurses, together with dealing with their personal and family stress. Attaining the knowledge of treatment is considered necessary for the nurses in all the aspects. This can be performed by the recognition on the basis of knowledge in the place of work and comprises of the sources such as health workers, the patients as well as their families, who can extensively assist in attaining the knowledge (Schoeps et al. 2016). This assessment is concerned with the nurses who face acute challenges while working with t he patients suffering from pressure ulcers and includes a systematic review of significant literature. Research Question What type of support surface is the most effective in preventing pressure ulcers in patients admitted to the acute care setting? A question of research characteristically assists to direct and guide a program of research. Hence, it has to be clear as well as focused and it should encompass the combining of the different resources for presenting the argument. Formulation of a question that is associated with research should encompass the execution of preliminary research for obtaining a general idea of the subject, based on the journals which are peer-reviewed. In order to formulate question, the framework of PICO has been utilized (Mallah et al. 2015). The PICO framework is applied in the evidence-based practice for framing the questions which are associated with the healthcare sector. It is also used to develop the strategies of literature search. The acronym of PICO is as follows: P- Population or Patient I- Intervention C- Comparison O- Outcomes The questions that are clear and well-focused are necessary to search the significant evidence and identify the correct resources. Hence, the framework of PICO assists in the identification of the most important elements associated with the questions and makes the statement of the question relevant (Chaboyer and Gillespie 2014). In this assessment, the comparison is not included due to lack of its scope. Therefore, the framework utilized in this assessment is PIO framework, which only considers the patient/population, intervention and outcome. The PIO acronym utilized for this assessment is as follows: P- Patients admitted to the acute care setting I-Support surface O- Preventing pressure ulcers The development of a research question is involved with the concept of developing a research hypothesis. Predictions were made about the phenomenon of research examination which forms the research foundation. Specific predictions were made with the help of hypothesis with respect to the direction and nature of the association that exists in the between two different variables. In order to draft the Question of research in the assessment, insight was given to the research hypothesis that stated the acute challenges that are faced by the nurses while tacking the patients suffering from pressure ulcers on a daily basis. The testable and quantifiable parameters were evaluated and included the individuals of different population. At the end, the experience of the staff was taken into consideration that helped to draft the final question, integrating the other two hypotheses and resulted in the stating of the research question What type of support surface is the most effective in preventin g pressure ulcers in patients admitted to the acute care setting? Importance of Research Question The process of research is initiated by having an interest in a particular or specific topic. Though, the familiarity with the subject defines the correct question of research. The scarcity of the apparent knowledge raises the question within the area of study and the importance of the research question is defined by investigational research. It is necessary to identify the boundary between the lacks of knowledge and the apparent knowledge that assists to find out the clinical doubts rationalizing the significance of the research question. In this assessment, the importance of the research question lies in the actuality that it assists to find the type of support surface is the most effective in preventing pressure ulcers in patients admitted to the acute care setting. According to the framework of health service for the patients admitted to the acute care setting in Australia, it has been discovered that a large number of individuals are suffering from pressure ulcers. These figures are expected to increase further in future as well as present challenges for the providers of healthcare service with respect to requirements of support and devices that are safe in terms of all the aspects (Fleming 2015). Because of the larger diversity populations residing in Australia, a variety of challenges come into view for the professionals of nursing that are persuaded by the appropriate responses and individual goals of health. The explicit factors of challenging include the cultural, environmental, spiritual, social, economic and emotional that intertwines across the diverse profiles of healthy in a variety of ways to influence the behavior of the patients together with their family members and verify the role of the nursing professionals in supporting the t reatment and providing care (Lachenbruch et al. 2016).. The challenges that are faced by the nurses while providing care to the pressure ulcer patients of different backgrounds encompass the patients together with their families. The major challenges comprises of communication, assessment, restrictions of working with the interpreters and the provision of holistic care. Privacy and education are the issues that were associated with the patients. Aggression and visiting were the issues with the family members of the patients who are admitted to the acute care setting. Types of workers of health, obligation of the health officials as well as flexibility of the organization are the issues with the system of healthcare (Huang et al. 2015). The willingness of commitment and the stipulation of care are the keys to the care of the patients who are admitted to the acute care setting. The nurses have a conventional sight of the patient. In order to improve the proficiency of the nurses with respect to the care of the patients with ulcers and provide them the treatments like static support surfaces and dynamic support surfaces to a much more extent. Experience could assist the nurses in this aspect by developing knowledge within the episodes of care by facing inconsistent challenges. By means of a proper training along with education, the development of understanding and knowledge of care for the patients who are suffering from pressure ulcers is essential (Barry and Nugent 2015). Search Strategy The search strategy is initiated with the searching of a database from which the data is gathered in a structured manner. The available data is arranged in terms of a model that supports the processes and it requires collection of information. In this assessment, the collected of data has been done with the help of PubMed. It is a free search engine along with the accessing of the MEDLINE database of references and abstracts. The database is maintained by the United States National Library of Medicine in association with the National Institutes of Health for retrieval of information. The next step of the search strategy is involved with the identification of the keywords. This assessment utilized the PIO strategy for the database search string along with its implementation. Appropriate keywords were utilized in variety of combinations as indicated by the framework for searching the database and extracting the research articles that are required for answering the articles of research. The identification of relevant keywords was performed by utilizing the PICO framework and it assisted comprehensively to combine the appropriate search terms with respect to the research articles. The role of connecting words has been played by the Boolean operators that are positioned between the search terms to narrow or expand the search. In this assessment, the Boolean operators utilized are AND, NOT and OR. AND helps to find the citations that are comprised of all of the specific keywords. NOT assists to find the citations that contain specific keywords. OR helps to find the citations that contain either of the keywords that are specific. A stepwise guide to use the Boolean operators and keywords for searching the selected database is search string. The search strings like? and * have been utilized on a trial and error basis for searching the appropriate articles. Truncation was utilized for expanding the process of search as it helped in the identification of variations in the words. The symbols utilized for the search were?,*and $ as nurs*for retrieving nurse and nurses. In the search process, abbreviations used was PPU for patients with peptic ulcers. Wildcards were utilized for trying different spellings for patient skin colour and color were searched with the ? symbol. These all were implemented on a trial and error basis but could not retrieve relevant results of the search. Table: Searched Keywords P Population / Problem I Intervention O Outcome Patients with Pressure Ulcers Acute challenges Communication challenges Responsibility of the Nurses Capabilities Support surface Nursing knowledge proficiency Professional ethics Moral values Patient care Patient compliance Patient contentment Efficient care Respect and dignity A detailed account of the search strategy and the results has been provided in the appendix. Results The appropriate research articles retrieved by means of the search keywords have been provided below. Alanen, J. and Muli, R., 2015. ASSESSMENT TOOLS FOR PRESSURE ULCERS. Barker, A.L., Kamar, J., Tyndall, T.J., White, L., Hutchinson, A., Klopfer, N. and Weller, C., 2013. Implementation of pressure ulcer prevention best practice recommendations in acute care: An observational study.International wound journal,10(3), pp.313-320. Gillespie, B.M., Chaboyer, W.P., McInnes, E., Kent, B., Whitty, J.A. and Thalib, L., 2014. Repositioning for pressure ulcer prevention in adults.The Cochrane Library. Lawrence, P., Fulbrook, P. and Miles, S., 2015. A Survey of Australian Nurses' Knowledge of Pressure Injury/Pressure Ulcer Management.Journal of Wound Ostomy Continence Nursing,42(5), pp.450-460. McInnes, E., Jammali-Blasi, A., Bell-Syer, S., Dumville, J. and Cullum, N., 2012. Preventing pressure ulcersAre pressure-redistributing support surfaces effective? A Cochrane systematic review and meta-analysis.International journal of nursing studies,49(3), pp.345-359. Article No. Reference Study Design Population P Intervention I Outcomes O 1. Alanen and Muli (2015) Survey questionnaire Survey conducting nurses with six ethnic groups of patients in the US in 15 focus groups of patients with pressure ulcers Assessment of the cultural and ethnic preferences among the patients with pressure ulcers and the influence of the nursing intervention Nurses face acute challenges and dilemma while caring for the patients with pressure ulcers 2. Barker et al. (2013) Qualitative study 20 nurses in 4 focus groups with 5 7 participants in each group Patterns of Communication between the nurses and the patients with pressure ulcers who are admitted to the acute care setting Cultural and linguistic factors directly affect the beliefs of the nurses for pain treatment for the patients having pressure ulcers 3. Gillespie et al. (2014) Qualitative survey 120 students of nursing with 60 junior and 60 senior nursing students Question-based research was performed to gather the experience of the nursing students regarding the nursing intervention for pressure ulcers Summing up the student experiences for proficiency and improving their knowledge for their future profession 4. Lawrence et al. (2015) Survey questionnaire 20 nurse managers involved in nursing practice Exploration of the perception of the nursing managers involved in the care of patients suffering from pressure ulcers Language barriers have been identified as the most important and complex problem in the patient nurse association 5. McInnes et al. (2012) Systematic review of literature Advanced practice nurses providing cancer care to the patients having pressure ulcers Decision making for cancer care is influenced by the cultural belief systems Requirement of nursing education program for addressing the needs of the patients having pressure ulcers who are admitted to the acute care settings. Discussion This research assessment has enhanced my understanding regarding the evidence-based practice for nursing. The identification of related research articles and writing a research question has helped me enormously in understanding the challenges that are faced buy the professionals of nursing. It has helped me to discover the ways to deal with the challenges that are faced by the nurses in acute care and long-term settings for the care of the patients having pressure ulcers. Besides this, I have learned the methods of database search by utilizing the key features of Abbreviation, Boolean, Wildcard and truncation. I have developed a comprehensible knowledge of the process of inclusion as well as exclusion of the key search words and finding out the appropriateness of the searched literature. My understanding has intensified and my skills have been enhanced concerning the search string for the literature that explains the profile of nursing care for the patients suffering from pressure ul cers, who are admitted to the acute care settings. The experiences of the nurses with these patients sought for the knowledge required to offer care oriented around an individual and conventional viewpoint. The nurses faced a number of challenges and quandaries with the patients as well as their families while working with these patients (Flood et al. 2015). For accommodating the patients who are suffering from pressure ulcers, it was considered that adequate knowledge and guidance is necessary. To prepare the future nursing professionals to face this challenges efficiently, they should be exposed to the present situation and train them to make them capable enough to face these acute challenges. Besides all these, the healthcare system should enhance its flexibility, the number of health workers must be augmented and interpreters should be easily available (Ozyurek and Yavuz 2015). Sometimes the issue of communication gap arises as a hurdle in the treatment and care of the patients and as a result, the relationship of the patient and the nurse is never developed. An improper communication leads to gaps in the process of treatment and care and it sometimes becomes critical if the patients are suffering from long-term diseases (Cullum et al. 2013). The nurses possess sympathy for the patients and have an optimistic attitude towards facing the acute challenges associated with the care of the patient. In order to enhance the effectual treatment of the patients, the nurses reveal the readiness to augment their knowledge for learning the cultural diversity (Moore et al. 2014). They strive constantly to attain the capability to work within the perspective of the patient. They work on the efforts to become more well-informed and aware that makes easy the communication with the patient population together with their families. Since this investigational learning occurred in a variety of workplaces, there were possibilities of spreading of the erroneous cultural information (Barry and Nugent 2015). This raised the actuality that there is a necessity of programs of staff improvement that provide opportunities to the nurses as well as the nursing managers to talk about the concerns of patient care (Lachenbruch et al. 2016). As the worldwide mobility of the population of patients increases in the facilities of acute care in Australia, its population has become more ethnically diverse than ever. The professionals of nursing staff are required to work with the patients (Schoeps et al. 2016). Consequently, it is becoming gradually more challenging to the nurses to provide acute care to the individuals who are suffering from pressure ulcers and provide them with support surface such as static or dynamic support surfaces depending on the condition of the patient (Engels et al. 2016). The recognition of the experiences of the nurses for the caring of the patients who are in the acute care settings has a noteworthy contribution towards the knowledge of nursing (Chaboyer and Gillespie 2014). This can be performed by the recognition on the basis of efficient knowledge in the place of work and comprises of the sources such as health workers, the patients as well as their families, who can extensively assist in att aining the knowledge in an efficient manner. References Barry, M. and Nugent, L., 2015. Pressure ulcer prevention in frail older people.Nursing Standard,30(16), pp.50-60. Chaboyer, W. and Gillespie, B.M., 2014. Understanding nurses' views on a pressure ulcer prevention care bundle: a first step towards successful implementation.Journal of clinical nursing,23(23-24), pp.3415-3423. Cullum, N., Ciliska, D., Haynes, B. and Marks, S. eds., 2013.Evidence-based nursing: an introduction. John Wiley Sons. Demarr, L., Verhaeghe, S., Van Hecke, A., Grypdonck, M., Clays, E., Vanderwee, K. and Beeckman, D., 2013. The effectiveness of three types of alternating pressure air mattresses in the prevention of pressure ulcers in Belgian hospitals.Research in nursing health,36(5), pp.439-452. Engels, D., Austin, M., McNichol, L., Fencl, J., Gupta, S. and Kazi, H., 2016. Pressure Ulcers: Factors Contributing to Their Development in the OR.AORN journal,103(3), pp.271-281. Fleming, E., 2015. An exploration of the patient and family or carer experience of implementing the pressure ulcer prevention care bundle (known as SSKIN) within a regional quality improvement collaborative. Flood, K.L., Booth, K., Pierluissi, E., Danto-Nocton, E.S., Kresevic, D.M. and Palmer, R.M., 2015. Acute Care for Elders. InGeriatrics Models of Care(pp. 3-23). Springer International Publishing. Huang, L., Woo, K.Y., Liu, L.B., Wen, R.J., Hu, A.L. and Shi, C.G., 2015. Dressings for Preventing Pressure Ulcers: A Meta-analysis.Advances in skin wound care,28(6), pp.267-273. Lachenbruch, C., Ribble, D., Emmons, K. and VanGilder, C., 2016. Pressure Ulcer Risk in the Incontinent Patient: Analysis of Incontinence and Hospital-Acquired Pressure Ulcers From the International Pressure Ulcer Prevalence Survey.Journal of Wound Ostomy Continence Nursing,43(3), pp.235-241. Mallah, Z., Nassar, N. and Badr, L.K., 2015. The effectiveness of a pressure ulcer intervention program on the prevalence of hospital acquired pressure ulcers: Controlled before and after study.Applied Nursing Research,28(2), pp.106-113.