The System of Inquiry Essay Example for Free

The System of Inquiry Essay The basic framework of the system of inquiry is to eliminate bias in determining the appropriateness of the actions and decisions of social workers in NASW. It also includes the consideration for the welfare of the people to whom the services of the social workers are rendered without prejudicing the welfare of the social workers at the same time. In essence, the basic framework revolves around the idea of withholding judgment until all the pertinent facts are considered and the natures of the ethical situations are analyzed. This basic framework will be used because social workers oftentimes deal with ethical dilemmas where the ethically sound and valid decisions are difficult to identify. In some cases, the options available for social workers are ethically permissible and yet they are required to choose only one option. It is therefore imperative to choose the most suitable option with the least corresponding harmful consequences possible. Otherwise, the prudent act of choosing carefully from the possible ethical options becomes a futile undertaking. The system of inquiry will be applied only after the facts of the case are identified. Thereafter, the applicable sections of the NASW Code of Ethics will be used as bases for determining the ethical worth of the actions or decisions of the social workers under study. A selected panel will head the investigations of the cases, the results of which are still subject to appeal, after which the decision will be considered final and irrevocable. Thus, the NASW Code of Ethics will not only serve as an immediate guide for the members of the organization. It will also function as an objective â€Å"arbiter† during investigations of ethical complaints or breaches in the proposed ethical conduct of social workers. The System of Inquiry As far as the NASW Code of Ethics is concerned, the primary role of social workers is â€Å"to promote the wellbeing of clients† because â€Å"client’s interests are primary† (Code of Ethics of the National Association of Social Workers). Thus, social workers are expected to set aside their personal bias and other personal concerns when professionally dealing with their clients. Senior leaders in the profession are likewise expected to secure the professionalism of the social workers because these senior leaders â€Å"can create, maintain, or change culture† (Managing Business Ethics Chapter09, p. 230). In other words, the observation that senior leaders can influence the outlook of the organization and its members implies the responsibility to make sure that direction of the actions and decisions of the members are aligned with the policies of the organization including the NASW Code of Ethics. There are instances when social workers face the dilemma of whether or not to allow the request of their clients which social workers know are harmful or do not provide any benefits to their clients. As an example, some social workers in the health profession may face the situation where their patient requests that his life support system should be cut for personal or family reasons. It may be that the patient’s family can no longer shoulder the expenses of providing a life support system to their patient-relative. A variation of this situation is when the terminally-ill patient is no longer capable of making an informed decision on what he wants to be done as far as his medical needs are concerned. As a result, the relatives of the patients are prompted to act or decide on behalf of their terminally-ill family member. In such cases, there arises a conflict in the interests of the patient and the social worker. On one hand, the interest of the social worker is to promote the welfare of the client at all times as a primary concern and as far as the NASW Code of Ethics is concerned, specifically section 1. 01 otherwise known as â€Å"Commitment to Clients†. On the other hand, the interest of the patient or the relatives is to cease the life-support system of their relative who is terminally ill. Most often than not, the attending physician is prompted by the circumstances to consult with his immediate superiors. In this case, the superior of the attending physician will have to use the NASW Code of Ethics as basis for the decision. Section 1. 02 of the NASW Code of Ethics states that social workers should not only respect but also promote their clients’ rights to self-determination and assist their clients in their efforts to identify and clarify their goals† (Code of Ethics of the National Association of Social Workers). Taking into account this section of the Code, it is apparent that the superior should respect the decision of the patient or the relatives of the patient to cut-off the life-support of the terminally-ill patient. It is suggested that it is not within the boundaries of either the attending physician or the superior of the physician to force their clients to follow the decision of the social worker. Since it is the primary obligation of the social worker to promote the welfare of the client, it follows that the social worker should not insist to sustain the life of the patient. It is this instance that shows how the right to self-determination of the patient may override the duty of the social worker.

New Zealands Government Drug Policy

New Zealands Government Drug Policy HOW THE EXISTING POLICY STARTED AND HOW IT WORKS New Zealand Government’s drug policy was enclosed in the National Drug Policy 2007 – 2012. This policy was first approved in 1998 to give direction for drug policy in Aoteoroa New Zealand as a whole. Within the framework provided by this policy, local government, non- government agencies and organizations that are part of the drug and alcohol sector developed their respective programs and set priorities. The National Drug Policy admits that drug use is mainly a health issue; therefore it should be addressed through health- based actions. New Zealand Drug policy was also created based on the principle of harm minimization. The main goal of NDP is to minimize the economic, social and health harms due to misuse of alcohol, tobacco and other drugs. In addition, the update of the National Drug Policy was built on the existing method (the three pillars) adapted by the government such as reducing demand, helping people with drug and alcohol problems and controlling drug supply. Significantly, the drug policy will also allow a larger support which will be given to the families and communities of those who misuse drugs as well as for children affected by alcohol and drugs living in households (Ministry of Health, 2013). ALCOHOL AND DRUG USE IN AOTEAROA NEW ZEALAND Existing research shows that drug use is high in Aotearoa New Zealand compared to other countries, predominantly for amphetamine, new psychoactive substances and cannabis. Alcohol is also considered by far the most significant leisure drug in New Zealand, when it comes to widespread use and misuse. Recent surveys shows that 95% of adult New Zealanders (aged 16- 64 years) also outlined drug related harm, drug use and had consumed alcohol at some point of their lifetime. This includes recreational drug use aside from tobacco and alcohol, together with prohibited drugs and drugs that are used for illegal purposes like diverted pharmaceuticals. Furthermore, almost half or 49% of all respondents had used any drugs for recreational purposes at some stage of their lives, roughly 1,292,700 people (Ministry of Health, 2010). The New Zealand government has responded to these issues of drug use by presenting different approaches that attempt to diminish drug use and other drug related harms. The first National Drug Policy in New Zealand covered the period 1998- 2003, since then it continuously provides guidance for the governments’ activities through to 2006. During that time, the National Drug Policy in collaboration with other government agencies and the Ministry of Health, reviewed the existing program until, the second National Drug Policy was implemented comprising the period 2007- 2012. OBJECTIVES AND THREE PILLARS OF THE NATIONAL DRUG POLICY New Zealand’s National Drug Policy presents Governments’ policy and legislative aims for alcohol, tobacco and prohibited drugs. The policy was built on the value of harm minimisation which covers a broad and combined approach to minimising the impairment or injuries caused by drug use comprising of the three ‘pillars’. First is the Supply control that aims to regulate and limit the availability of drugs. Second is the demand reduction, which involves a wide variety of activities that will restrict the use of drugs of individuals, which also includes abstinence. Lastly, the problem limitation which will reduce the harm that arises from existing drug use. The National Drug Policy makers believe that there is a wide range of harm linked with how drugs are being use and that there is no single strategy or tactic that can address the problems instead, a continuum plans are needed. This will require an improvement of a particular plan that is not just receptive, but also culturally suitable in addressing the necessities of Maori, Young and Pacific people provided the over representation of these groups in terms of many drug related problems THE POLICY MAKERS AND INTEREST GROUPS THEY REPRESENT The Minister of Health and the Chair of the Ministerial Committee on Drug Policy (MCDP) (National Drug Policy, 2007) in collaboration with other Ministerial colleagues, The (IACD) or Inter- Agency Committee on drugs and Expert Advisory Committee on Drugs (EACD) are the policy makers of NDP. As mentioned above, there is a wide range of issues concerning drug and alcohol usage in New Zealand. The NDP is one way of ensuring that these organizations that are involved in these issues take constant action in addressing them. In the past and even today, NDP primarily focuses or represents specific groups such as Maori, Pacific People and Young New Zealanders. Migrants in New Zealand are also considered as contributory factor because every community group has its own habits, attitudes and beliefs that can be very different from those of New Zealand’s culture and mainstream society. (Ministerial Committee on Drug Policy, 2007) BEHIND THE POLICY, STRATEGIES AND ACHEIVEMENTS The Ministry of Health, in association with other government and non-government organizations have their respective role on how to reduce and prevent harm caused by alcohol and other drugs. The NDP brings these diverse range of people, different agencies and stakeholders to work in partnership to be able to develop interventions, mechanism and right approach for the development of the policy. The publication of the first National Drug Policy in 1998, was also the release of several other significant national alcohol and drug policies, plans and strategies over the past years, such as National Strategic Framework for Alcohol and Drug Services in 2001, The National Alcohol Strategy in 2001 (NAS), Action Plan on Methamphetamines in 2003, The Action Plan on Alcohol and Illicit Drugs in 2004, In 2005 the Te Tahuhu (Mental Health and Addiction Plan), The Te Kokiri (Mental Health and Addiction Action Plan) in 2006 and the release of the second National Drug Policy in 2007 ( Ann Flintoft, 2008). Since the release of the first NDP there have been several significant achievements as well, these includes, the founding of the National Drug Policy Discretionary Grant Fund in 2004 which provides pool of funding research for latest projects to fill up gaps in all drug policy work. Aiming to provide funding for high cross- departmental projects, for a quick response to changes in current and developing drug trends. Alcohol Advisory Council (ALAC) with the primary objective of promotion and encouragement of moderation in the liquor use, reduction and discouragement of the misuse of liquor and minimization of the economic, social and personal harm that emanated from misuse of liquor, with the aim of change for all New Zealanders drinking culture. Community Action on Youth and Drugs (CAYAD) is a national project which involves partnership with communities, aiming to decrease harm to young people/ families/whanau from illegal drugs and alcohol. Smoke-free Environments Amendment Act 2003 , an amendment from the Smoke-free Environment Act of 1990, banned tobacco from buildings, school grounds, even licensed premises such as bars, sports clubs, cafes, restaurants and other workplaces became smoke-free indoors. Restrictions to the displays of tobacco products in retail outlets and further restrictions of access for those under age 18, herbal smoking products also has been banned under this act (Ministerial Committee on Drug Policy, 2007). KEEPING WHAT WORKS AND MAKING IT BETTER, TOWARDS A NEW DIRECTION We commend the Ministry of Health and all the policy makers of the NDP on their robust focus on reducing inequalities in the recent NDP. We believe that addressing the social determinants of health and reducing harm should continue to be the main principle of the National Drug Policy. We also applaud their past and recent achievements and support their plans by building on and just updating the policy from the previous NDP rather than changing it. In the previous policy, it focuses on interventions for those who are alcohol and drug users. It cannot be denied that this has been important for alcohol and drug user prevention with good effect for the broader community. However, we strongly believe that this policy can be updated for the better. We do believe that the existing policy is good, but it would be an advantage or would be better if the next National Drug Policy will expand or develop its definition of â€Å"harm† to give a greatly importance on the harm that other drugs and alcohol cause to the others aside from the users itself. The outdated National drug Policy focuses on prevention and reduction of harm between people who are alcohol and drug users. However, policy makers should also focus or give importance to communities, families and society that are greatly affected by the harm triggered by alcohol and drugs misuse, which can be in a form of ensuring that the involved groups (communities, families and soc iety) are protected by the policy. Furthermore, we also recommend that the new policy would focus more on the â€Å"outcomes† rather than just mentioning or educating people/society about certain substances and how to properly use these substances. The policy makers may talk or may emphasize about the ideal outcome for people and societies, such as aiming on reducing people’s access to cannabis and also try to decrease the number of young people being expelled from school because of drugs and alcohol violations. Lastly, we do support that the new policy uphold the principle of harm minimization and the three pillars of demand control, problem limitation and supply reduction. We believe that the existing structure is well aligned to what other countries do and guarantees that it is suitable for the purpose of reducing harm in New Zealand. References: Ministerial Committee on Drug Policy (2007). The National Drug Policy. Retrieved from http://www.health.govt.nz/system/files/documents/publications/national-drug-policy-2007-2012.pdf Ministry of Health (2013) The National drug Policy. Retrieved from http://www.health.govt.nz/our-work/mental-health-and-addictions/drug-policy/national-drug-policy Ann Flintoft (2008), How Good is New Zealand’s Alcohol and Drug Policy?. Addiction Treatment Research News, Volume 12. Retrieved from http://www.otago.ac.nz/nationaladdictioncentre/pdfs/atrn38v12.pdf At the heart of the matter. NZ Drug Foundation. Reshaping New Zealand’s Alcohol and other Drug Policy. Retrieved from http://www.drugfoundation.org.nz/wellington-declaration/declaration

Breast Implants, Breast Augmentation, and American Culture Essay

Breast Implants, Breast Augmentation, and American Culture Breast augmentation is rapidly becoming a common procedure among women in the United States. Shows detailing the surgery on TV station such as MTV and VH1 show mothers and their daughters getting implants together and teenage girls thrilled with their new 34-D chests. What most of these shows don't mention are the possible risks and painful recovery that come with the procedure. That breast implants are becoming more and more an accepted part of popular culture raises several questions. Are implants as safe and easy as they seem? Are women getting implants because they expect them to radically change their lives? More importantly, does our culture really believe that breast implants somehow improve a woman's quality of life? There are two kinds of breast implants. Silicone implants, currently under review for re-approval by the FDA, consist of a silicone pouch filled with a silicone gel. Saline implants, currently the only implants available unless a woman is part of a medical trial, are simply a silicone pouch that is filled with saline solution once it is implanted in the woman ((1)). The risks associated with both kinds of implant include implant rupture, capsular contraction (where the scar tissue around the implant tightens), calcium deposits in the tissue surrounding the implant, infection, hematoma, delayed wound healing, a possible atrophy of breast tissue and an increased difficulty for medical professionals when reading mammograms ((2)). Rupture and capsular contraction are fairly common with both kinds of implant, and require that the patient undergo surgery to correct the problem. In fact, about 20% of women who sought breast implants for augmentation,... ...srisks.php 6)FDA Advisor: Ignore Breast Implant Vote, Details the concerns that the FDA advisory board chair has about silicon implants. http://www.cnn.com/2003/HEALTH/11/05/breast.implants.ap/index.html 7)Suicide Risk May Be Lower Than Expected, from the American Society For Aesthetic Plastic Surgery. http://www.asaps.org/press/news-psyc-08.asp 8)Silicone Breast Implants Redux http://www.usatoday.com/news/health/2003-10-03-breast-implants_x.htm 9)Silicone Breast Implants Could Make a Comeback After FDA Hearings, Talks about the rise in the number of breast augmentation surgeries. https://registration.mercurynews.com/reg/login.do?url=http://www.mercurynews.com%2Fmld%2Fkentucky%2Fnews%2Fnation%2F7002595.htm 10)Breast Enhancement For the Modern Woman, Article written by a plastic surgery http://www.breastimplants411.com/articles/modern_woman.htm

Depression and Antidepressants Essay -- Chemistry Depression Papers

Depression and Antidepressants Specifically the serotonergic hypothesis and the action of Prozac The cause of Clinical depression has long been a mystery to physicians and researchers. Many different theories have been proposed, but no conclusive evidence has been put forth. However, most of what we know about depression stems from the results of certain drugs which have been successful in treating the clinically depressed. These anti--depressants have led to the assumption that depression is most likely due to a chemical imbalance (of neurotransmitters) which somehow leads to the symptoms of depression. To try and write a paper on all the theories of depression would be endless, as would be a study on all the different types of anti-depressants. Therefore I have tried to focus my paper on the serotonin hypothesis for depression, and more specifically how the serotonergic anti-depressants have backed up this theory. Of course, Any paper on serotonin-based anti-depressants must include the popular Prozac. Because of the excitement And controversy surrounding Prozac, I decided to channel most of my paper into the action of this so-called "wonder drug". Fluoxetine is a second-generation anti-depressant which was developed and marketed as PROZAC by the drug company Eli Lilly. This drug is increasingly being prescribed by physicians as the primary anti-depressant when a patient requires pharmacotherapy. This is mainly due to fluexotine’s reduced side affects as compared with the older tricyclic anti-depressants. Fluoxetine is known to act as a selective serotonin reuptake inhibitor in brain synapses where serotonin is the neurotransmitter. However, an exact mechanism has not born elucidated. Information about serotonin synaps... ..., June 1992, 89(6):445-446. (cited as 9) Hyman, S. E. & Nestler, E. J. The Molecular Foundations of Psychiatry. Washington Amer. Psych., 1993. (cited as 7 & 8) Nathan, R. S., Perel, J. H., Pollock, B. G. & Kupfer, D. J. The role of neuropharmacologic selectivity in antidepressant action. Journal of Clinical Psychiatry, Sept. 1990, 51(9): 367-372. Price, L. O., Charney, D. S., Goodman, W. K., Krystal, J. H., Woods, A. N. & Heninger, G. R. Clinical data on the role of serotonin in the mechanism of action of antidepressant drugs. Journal Clinical Psychiatry, April 1990, 51: 44-50. (cited as 5) Richelson, E. Antidepressant and brain neurochemistry. Mayo Clinic Proc., Sept. 1990, 65(9): 227-236. Somni, R. W., Crismon, M. L. & Bowden, C. L. Fluoxetine: a serotonin-specific, second-generation antidepressant, Pharmacotherapy, Jan.-Feb. 1987, 7(1): 1-15. Depression and Antidepressants Essay -- Chemistry Depression Papers Depression and Antidepressants Specifically the serotonergic hypothesis and the action of Prozac The cause of Clinical depression has long been a mystery to physicians and researchers. Many different theories have been proposed, but no conclusive evidence has been put forth. However, most of what we know about depression stems from the results of certain drugs which have been successful in treating the clinically depressed. These anti--depressants have led to the assumption that depression is most likely due to a chemical imbalance (of neurotransmitters) which somehow leads to the symptoms of depression. To try and write a paper on all the theories of depression would be endless, as would be a study on all the different types of anti-depressants. Therefore I have tried to focus my paper on the serotonin hypothesis for depression, and more specifically how the serotonergic anti-depressants have backed up this theory. Of course, Any paper on serotonin-based anti-depressants must include the popular Prozac. Because of the excitement And controversy surrounding Prozac, I decided to channel most of my paper into the action of this so-called "wonder drug". Fluoxetine is a second-generation anti-depressant which was developed and marketed as PROZAC by the drug company Eli Lilly. This drug is increasingly being prescribed by physicians as the primary anti-depressant when a patient requires pharmacotherapy. This is mainly due to fluexotine’s reduced side affects as compared with the older tricyclic anti-depressants. Fluoxetine is known to act as a selective serotonin reuptake inhibitor in brain synapses where serotonin is the neurotransmitter. However, an exact mechanism has not born elucidated. Information about serotonin synaps... ..., June 1992, 89(6):445-446. (cited as 9) Hyman, S. E. & Nestler, E. J. The Molecular Foundations of Psychiatry. Washington Amer. Psych., 1993. (cited as 7 & 8) Nathan, R. S., Perel, J. H., Pollock, B. G. & Kupfer, D. J. The role of neuropharmacologic selectivity in antidepressant action. Journal of Clinical Psychiatry, Sept. 1990, 51(9): 367-372. Price, L. O., Charney, D. S., Goodman, W. K., Krystal, J. H., Woods, A. N. & Heninger, G. R. Clinical data on the role of serotonin in the mechanism of action of antidepressant drugs. Journal Clinical Psychiatry, April 1990, 51: 44-50. (cited as 5) Richelson, E. Antidepressant and brain neurochemistry. Mayo Clinic Proc., Sept. 1990, 65(9): 227-236. Somni, R. W., Crismon, M. L. & Bowden, C. L. Fluoxetine: a serotonin-specific, second-generation antidepressant, Pharmacotherapy, Jan.-Feb. 1987, 7(1): 1-15.

Assessing Learners Needs in Education Essay example -- essays research

Units 101 &105 In this essay I shall be examining the importance of accurate initial assessment of learner’s needs. In order to do this it is necessary to correctly identify my learners so that appropriate teaching methods can be structured for them. From there, I shall explore how to best support learners throughout their period of study, both in terms of educational support, and in terms of developing their self confidence. The students I teach are studying toward a 2 year diploma in Creative Sound Engineering & Music Technology at Deep Blue Sound (DBS). It is common for the learners to come from a fairly narrow section of society. Broadly speaking, learners are male, and fall into the 16-25 age range, although there is also at least one learner in his late forties. Group sizes average between 8 and 14. The learner’s first point of contact, and assessment, comes through their application. This will provide us with clues to the potential needs of the student, including their age (and need for supervision), current understanding of the subject, and any appropriate experience or qualifications they may have. From here candidates are invited to an interview, where they are given a full tour of the facilities along with an overview of the structure of the course. The interview stage allows us to assess both their suitability for the course, both in terms of attitude and ability, and gives us an insight into their expectations and requirements, and their potential barriers to learning. For example, those who are not school leavers may well have obstacles to learning that their school-leaving counterparts do not share. As Armitage (1999) observes: â€Å"(Having a continuous learning experience from the age of 5) is generally not the case for the adult learner who may not have been involved in a formal education experience for some time and whose knowledge and expectations of education may only be based on their own school experience. Equally, the adult re-entering the education system at any level has many more outside responsibilities and pressures than the younger FE or HE student.† Applicants will also be tested at this stage for computer literacy. During the enrolment procedure, learners are assessed for literacy using the Smog Readability Formula (McLaughlin, G. 1969: 639-646), in order to bring to light, amongst other things, potential learning dif... ...o all handouts and project briefs in electronic format, so that his computer is able to read them back to him. Once this trust has been established, the line of communication between student and teacher becomes much more free-flowing, effectively facilitating the tutor’s ongoing assessment of the class. In conclusion, in order for us to guarantee a successful and enjoyable learning experience for the student, we must accurately assess the individual needs of the learner, and be aware of how dynamic these needs can be. Through maintaining open channels of communication between students and staff, and by providing the student with a safe place to learn, we can adapt our teaching styles to grow with the changing needs of the learner, as well as providing helpful and meaningful support for them, ensuring they receive the most effective training possible whilst studying on the course. Bibliography Armitage, A. (1999) Teaching and Training in Post-Compulsory Education, 2nd Ed, King’s Lynn: OUP. P63 McLaughlin, G. (1969), SMOG grading: A new readability formula. Journal of Reading, 12 (8) 639-646 Petty, G. (2004), Teaching Today, 4th Ed, Cheltenham: Nelson Thornes Ltd. P201

Prom Nights from Hell Chapter Twelve

Miranda, dressed in the blue uniform, pushed aside the man she'd just hit over the head with the clock to reach Sibby. She still had handcuff bracelets around her wrists, each dangling a piece of chain. Her wrists, her hands, were shaking. She lifted the unconscious girl gently. â€Å"Sibby, come on, open your eyes.† It wasn't supposed to have taken so long. The plan had been simple: She and Sibby would switch identities by switching outfits. When Deputy Reynolds double-crossed them, like Miranda knew he would, it would be Miranda disguised as Sibby he'd hand over to his crew, and she'd deal with them, then come back and rescue Sibby. At least, that's how it should have gone. â€Å"Okay, Sib, time to wake up,† Miranda said, carrying the girl now, cradling her pressed against her chest as she moved as quickly as possible. She could hear Sibby's heartbeat, but it was faint, and slow. Getting fainter. This is not happening. â€Å"Rise and shine, Sibby,† she said, her voice cracking. â€Å"Up and at 'em.† Miranda hadn't expected to find all five of Deputy Reynolds's goons waiting for her-shouldn't someone have been in the getaway car? – and especially hadn't anticipated the woman he'd picked up from the airport having rhinestone-studded brass knuckles. The blow to the head had given them time to cuff Miranda to a pipe and made her a little weak, so it had taken her longer than it should have to knock them off with a series of roundhouse kicks and one side scissor, then break the chain on the cuffs and free herself. Giving Deputy Reynolds more time with Sibby's esophagus than she'd planned. A lot more. The heartbeat was getting softer, harder to hear. â€Å"I'm so sorry, Sibby. I should have gotten here sooner. I tried my best, but I couldn't get the handcuffs off and I was too weak and I failed and-† Miranda was having trouble seeing and realized she was crying. She stumbled but kept running. â€Å"Sibby, you've got to be okay. You can't go. If you don't come back, I swear I'll never have fun again. Not once.† The heartbeat was just a whisper now, the girl in her arms a pale ghost. Miranda choked back a sob. â€Å"God, Sibby, please-â€Å" Sibby's eyes flickered. Color surged into her cheeks and her heart picked up. â€Å"Did it work?† she whispered. Miranda swallowed the huge lump in her throat and resisted the urge to crush her. â€Å"It worked.† â€Å"Did you-â€Å" â€Å"Clocked him with the clock, as requested.† Sibby smiled, reached her hand up to Miranda's cheek, then closed her eyes again. They didn't reopen until they were in the car with the historical society behind them. She sat up and looked around. â€Å"I'm in the front seat.† â€Å"Special occasion,† Miranda explained. â€Å"Don't get used to it.† â€Å"Right.† Sibby worked her neck back and forth. â€Å"That was a good plan. Trading outfits so they'd think you were me and not worry so much about restraints.† â€Å"They still went all out.† Miranda pushed the cape back. â€Å"I broke the chain, but I can't get the bracelets off.† Thinking for some reason of Kenzi at the prom saying, Are you ready to unshackle yourself from the insecurities of your youth? Are you ready to own your future? â€Å"What happened to Plant Boy?† â€Å"I called in an anonymous tip telling them where to find him and the bodies of the guards he shot. He should be on his way to jail.† â€Å"How did you know you were right? That he was trying to trick us?† â€Å"I can tell when people are lying.† â€Å"How?† â€Å"Different things. Little gestures. Mostly by listening to their heartbeats.† â€Å"Like if they speed up, they're lying?† â€Å"Everyone is different. You need to know how they react when they're telling the truth to know how they react when they're lying. His heartbeat gets slower, more even when he lies, like he's trying to be extra careful.† Sibby looked at her more closely. â€Å"You can hear people's heartbeats?† â€Å"I hear a lot of things.† Sibby took that in. â€Å"When Plant Boy was strangling me because he thought I was you? He called me Princess. And said some people thought you had superpowers like a teen Wonder Woman or something.† Miranda felt her chest get tight. â€Å"He did?† â€Å"And he said there was a bounty on your head. Alive or dead. Although I'm sorry to say that I'm worth ten times as much as you are.† â€Å"It's not nice to brag.† â€Å"Is it true? That you're Wonder Woman?† â€Å"Maybe the lack of oxygen went to your head but Wonder Woman is a comic-book character. Made up. I'm a real, normal person.† Sibby snorted. â€Å"You are definitely not normal. You're totally neurotic.† A pause. â€Å"That wasn't an answer. Are you really a princess with superpowers?† â€Å"Are you really a sacred prophet who knows everything that is going to happen?† Their eyes met. Neither of them said anything. Sibby stretched, sprawling out over the front seat, and Miranda turned up the radio and they drove on in silence, both of them smiling. After a few miles Sibby said, â€Å"I'm starving. Could we stop for a burger?† â€Å"Yeah, but we're on a schedule, so no kissing strange guys.† â€Å"I knew you were going to say that.†

Organization Knowledge Essay

Managing information in today’s growing world is a tedious task. With excessive amount of data coming into systems daily, it has become imperative for knowledge organizers to follow certain guidelines if they are to ensure quick and easy retrievals later on. The purpose of this paper is to explore the different techniques using which knowledge in a public library can be organized. For this purpose, I m assuming that I have been employed by a public library and have been designated the task of organizing their knowledge. Organization of knowledge in a public library is a more delicate task than organization of knowledge at any other school or college library. Fact is that there are a greater number of users in a public library with all sorts of personalities. (ALA/PLA) Students, teachers, retirees, civilians, knowledge-seekers, tourists, etc are some of the different categories of users of a public library. Since all of these categories hold different perceptions as to the organization of knowledge and would expect a different kind of classification, it is important to use standardized organization techniques to address a maximum number of users in an appealing way. Classification of knowledge is a very ambiguous job. There are no pre-defined rules or any set criteria that govern the classification of knowledge. It is to the discretion of the librarian or the manager operating in the situation to decide by them the way of organizing their knowledge. Given the task of organizing knowledge at the public library I would begin by classifying and sorting out the different books according to the subject material they deal with. For example, books on art, literature, politics, religion, music and science can all be identified into separate groups and thus can easily be sorted. This would be the preliminary and perhaps one of the most critical steps in the entire process. Having effectively carried out a thorough classification during the first process would mean simplification and reduced errors in the oncoming steps. Organization of Knowledge) The next step is to assign labels or bar tags to these bags in an intelligent manner. Books in a library need a unique identification number that comes in hand at the time of borrowing and return. These identification numbers would be distributed on the basis of their category with no discretion within each category. Since new books would be coming into the library every now and then, the identification numbers cannot follow a rule. This is because every time new book comes in, it would require other books’ labels to be re-assigned. This would not only be an impossible task, it would also negate the integrity of the data contained in the library. Therefore, it is far more important to ensure that these books are given intelligent tags identifying their category and a corresponding number so that the identification number is a composite field made up of characters and numbers. After successful grouping or rather preliminary classification of the books in the library, I would no focus on ordering the books within each subset using the alphabetical order. Alphabetical order is a very tricky pattern to follow. There is no way a strict alphabetical order can be followed. Instead the name of the book and the author’s name are both used for alphabetical ordering. For example, a book written by P. Gerrard titled â€Å"On the Economics of War† can be classified under the â€Å"P† category or the â€Å"O† category. However, it depends on the librarian as to what is considered more important for him. I, being employed in a public library, would list this book under the â€Å"P† section due to the fact that the title of the book starts with an insignificant word, in terms of a title. The word â€Å"on† has no significant literary value when expressing a book title. Thus, listing this book under the â€Å"P† category would make life easier when it comes for searching. Similarly, placing the book titled â€Å"In the Eye of the Mist† by Pete K. Moss under the â€Å"I† category would have no intelligence associated with it. Intelligent categorization calls upon this book to be placed under the â€Å"P† category owing to the first name of the author starting with this alphabet making it easier to trace this book around the library. The discretion with which similar groupings will be done depends to a great extent upon the title of the book. Unless the title of the book opens with a relatively rare word or with a noun, the categorization will be done using the name of the author. Although, this may look to b a relatively easy task to perform, it should be noted that often there are several authors of a book or either their name does not start with a single initial. Such cases are often perplexing and it creates the problem of a uniformed strategy to follow. Ensuring uniformity in the organization of knowledge means that there would be fewer chances of not finding a book in the place it was thought to be in. (Organization of Knowledge)It also makes life easy for regular users of a library. Since public libraries serve the general public, there re several reads bound to be using the library on a routine basis. Such users get accustomed to the organization technique used within a library and after a considerable amount of time spent using the library, they themselves become equipped with the knowledge of finding a book easily. Often it has been seen that such people are there helping other naive users around the library when the librarian is not around or perhaps busy with another user. Moving on, since all of the books would by now be organized in their respective categories, it would be no longer confusing as to where a particular book should be placed. (What is Knowledge Organization? ) The next step would be to ensure that these books are all fed into a centralized system along with their shelf numbers. Inputting the identification numbers would be a time-consuming task. Normally libraries have added information about books contained in a database. Inputting such information along with the identification number would mean several days’ hard work. Thus, the general recommendation is to scan the identification numbers on the book along with their location tag. The location tag is like the identification number. It informs the reader as to which shelf this book will probably be placed on. Logically numbering the shelves and then placing the correct shelf tag on the book according to its position would eliminate a great deal of manual input. Scanned data will contain the label of the book and the location. Librarians in their free time can then update their database with additional information about these books. Thus, the final step would be to correctly place these books in the shelves that have been labeled onto them. Incorrect placement of these books will result in wasted activity during the organization of knowledge steps. Thus, it is imperative to ensure that these books are placed back in their respective shelves even after they are returned by an issuer. In conclusion, I would like to assert the fact that knowledge organization is a hefty, yet significant task when it comes to using a library. The books in a library are pretty much arranged in a very logical and orderly manner. It is this fact which makes a library usable and books accessible. Online entries of the locations of books into computers also assist librarians only because they know that the proper place of that book is the one pointed out by the computer. Librarians face a tough task ahead of them when they join public libraries and attempt to organize the knowledge there.