A Student Veteran Center - Free Essay Example

Sample details Pages: 6 Words: 1925 Downloads: 2 Date added: 2019/04/15 Category Society Essay Level High school Topics: Veterans Essay Did you like this example? Abstract This paper explores ten published peer-reviewed articles, that examines stigmas associated with student veterans diagnosed with a mental health disorder. The research was conducted online through Texas Christian University (TCU) Library. The articles all varied in the research methods by: age, location, sample size, hypothesis, as well as the results. Don’t waste time! Our writers will create an original "A Student Veteran Center" essay for you Create order Some articles discussed the importance of student veterans receiving treatment after discharging from active duty and others focused on how the personal stigmas effects the student veterans daily life. This paper examines research conducted by numerous authors in relations to how to properly treat and support veterans with mental diagnosis on college campuses. Keywords: success rate of student veterans, student veterans with mental diagnoses, and challenges of student veterans. Practice Area There is an increase in the number of veterans returning from combat zones each year without receiving the proper treatment. Eventually, this creates more situations that can be critical to their untreated illness (Bull, Thandi, Chesnokov, 2015). The purpose of this research is to address the need for better services on college campuses, by giving them the appropriate resources to reduce the stigma associated with combat veterans receiving treatment. Over the past few years, there has been lack of adequate research studies to examine student veterans success rate. Due to the introduction of the Post 9-11 GI Education Bill, the number of student veterans who attend college has increased. It has given guaranteed financial security to student veterans, once they have separated from active duty (Eisenberg, Downs, Golberstein, 2009). With the Post 9-11 GI Education Bill covering college tuition and paying monthly housing allowance, more student veterans have chosen to pursue some form of college education to receive financial benefits. However, the problem at hand is that most student veterans have been diagnosed with a mental disorder and have not received treatment. Therefore this indicates that not enough resources is being implemented within the student veteran community, to ensure the most effective treatment. Student veterans that choose to seek treatment, will have a higher success rate in college and civilian life, than those who choose not to seek treatment. Also, recent studies revealed that two out of five student veterans experience substance abuse due to an untreated illness or disorder (Bennet Niv, 2017). Therefore, lacking the proper treatment can lead to other health complications or suicide (Vogt, 2011). Research Question What researches have been implemented to improve the availability of student veterans resource center on a college campus, for veterans with mental health disorders? Search Methods Majority of the literature for this research came from Texas Christian University (TCU) library database and EBSCO. The key phrases used to assist with finding articles and information on the stigmas of student veterans with mental health disorders was: success rate of student veterans, student veterans with mental diagnoses, and challenges of student veterans. The required factors for literature to be included in this research had to be peer-review articles, within 10 years of publication, and have research methods that described the effects of a student veteran not receiving treatment for a mental health disorder after separating from active duty service. Description of Articles Similarities All ten articles shared some similarities and was conducted by using exploratory research design. The post positivism paradigm was used, due to the researchers recognizing the possible impact of researcher bias in forming the questions in hopes to eliminate the bias (Maschi and Youdin, 2012). They all contained information of some of the most common student veteran disorders, which gave insight of how big of an issue this is nation wide. The articles also shared the comparison of the effects of not having a veterans resource center on both a university campus and community college, which allowed the researcher to recognize the importance of having a veterans resources center. Differences With the articles having an abundance of similarities, there was also some differences that clarified how this could affect the student veteran. One of the articles described, how many student veterans prefer to attend a community college because of the smaller campus and class size (Britt and Wright, 2012). However, the issue at hand with the community college is lack of resources for student veterans with mental health diagnoses. There was also a one article that discussed how most student veterans that attends a university is not considered a traditional college student and the challenges of adjusting to civilian life (Rusch and Thornicroft, 2014). Another major difference was the sample size and the demographics, in seven out ten articles. Most articles only selected college students with specific diagnosis, at community colleges only, and different locations which affected the research results. Review of Results The conducted research has implied that there is a higher number of student veterans, than traditional college students not receiving the appropriate treatments for mental health disorders.. The peer-reviewed articles indicated that themes impacting the student veterans well-being is averaged nationwide. Some of those themes includes: positive effects of seeking treatment, mental health affects on family members, and long term impact of having a mental health disorder. Positive Impacts of Seeking Treatment The positive impact of seeking treatment is the guarantee to receive treatment as a veteran. Studies has shown that out of 711, 986 veterans treated at a VA hospital, 367,749 are diagnosed with a mental health disorder (Bennet and Niv, 2017). The study also reports that out of that 367,749 diagnosed, only an estimate of 200,000 receives the proper treatment (Bennet and Niv, 2017). Out of of that 200,000, the success rate to receive the needed treatment is higher, especially with student veterans. Those that has received help decided be a statistic, but a success story (Eisenberg, Downs, Golberstein, and Zivin, 2009). Also, student veterans with a veteran resource center on campus had an even higher rate of success due to overcoming the stigma of not being a hero but someone who wants to live a healthy and happy civilian life (Caughill and Dunford, 2015). Mental Health Affects on Family Members The effects of mental health on the family is a difficult challenge for the student veteran also. Some systems put into place has not allowed the family member to receive proper support and the family members feel as if they do not belong in the recovery process (Albright and Pelts, 2015). Some family members also shows signs of guilt and feel like they are the ones to blame for mental disorder. Some articles have shown that theres confusion amongst the family member about the changed behavior, embarrassment, fear, and even in some cases resentment ( Rusch and Thornicroft, 2014). All families agreed that communication is the key to supporting each other during recovery but also protest how difficult it can be due to not understanding the severity (Vogt, 2011). Long Term Impact of Having a Mental Illness For student veterans that refuse to seek help, the mental illness will impact their life long term. Student veterans has to want the will to receive help and if those diagnosis goes untreated, then it will affect their social, physical, and mental well being even more. An untreated illness can cause stress, depression, anxiety, and chemical changes in hormones, just to name a few (Vogt, 2011). One study described how 1 in 4 student veterans cope with their disorders with substance abuse and even suicide (Albright and Pelts, 2015). However, for those student veterans that chose to seek treatment, has a higher rate of becoming more successful and in some cases, have become non-dependent on prescription drugs to cope with daily life (Caughill and Dunford, 2015). They have adjusted to civilian life and have allowed themselves to overcome being just another statistic. Discussion Practice Implications After exploring the research on the stigma of student veterans with mental health disorders, there is many resources and practices that college campuses can implement to increase the student veterans success rate. First, because adjusting to a new environment is always difficult, provide the student veteran with all campus resources as well as non-campus resources to feel supported. Second, because one in six student veterans have been diagnosed with a mental health disorder (Britt, Moore and wright, 2012), provide a center that is designated for that population, their families, and students that may have similar interest to want to learn about that population and how to better improve it for future student veterans. Finally, provide mandatory counseling throughout the semester to document each student veterans progress and continue improving the system for that population. However, there are some specialities that each veteran student resource center should include. First, have co unselors and therapists that have been in the military to provide the student veteran with services. This will allow the student veteran to feel comfortable and supported. Then, make sure each counselor has a file of the student to understand their background and trauma, which if goes untreated can cause the student veterans probable success rate to decline. As of now, there is not much current research on studies to prove if any of these implications have been conducted or effective. Future Directions Currently there is not much research pertaining to the effectiveness of having a student veteran center on a college campus (Bennett and Niv, 2017) and if it has military affiliated personnel as counselors. It would also be beneficial for all parties involved to conduct their own campus study on the effectiveness of a student veteran center and possibly go from there. Since, majority of the most up-to-date research has focused on veterans with combat related mental disorders, maybe implement an idea that would also be supportive of veterans without combat related illnesses. This will allow more participants to be involved in the process for future studies. Finally, researches should analyze how a student veteran center have affected not just the veterans but their entire support system. This will allow researchers the appropriate approach to improving the overall recovery process. References Britt, T. W., Wright K. M., Moore, D. (2012). Leaderships predictor of stigma and practical barriers toward receiving mental health treatment: A multilevel approach. Psychological Services, 9, 26-37. doi:10.1037/a0026412 Bull, S., Thandi G., Keeling, M., Chesnokov, M. (2015). Medical and Welfare Officers beliefs about post-deployment screening for mental health disorders in the armed forces: A qualitative study. BMC Public Health, 15, 338. doi:10.1186/s12889-015-1695-4 Caughill, A., Dunford, D. (2015). A psychiatric mental health nurse practitioner program: Meeting the needs of the community and veterans as students as well as care recipients. Issues in Mental Health Nursing, 36( 10), 836-839. doi:10.3109/01612840.2015.1057784 Coleman, S. J., Stevenlink, S.A., Hatch, S. L., Denny, J. A. (2017). Stigma-related barriers and facilitators to help seeking for mental health issues in the armed forces: A systematic review and thematic synthesis of qualitative literature, Psychological Medicine: Cambridge 47(11), 1880-1892. doi:10.1017/s0033291717000356 Eisenberg, D., Downs, M. F., Golberstein, E., Zivin, K. (2009). Stigma and help seeking for Mental health among college students. Medical Care Research and Review, 66(5), 522-541. doi:10.1177/1077558709335173 Niv, N., Bennett, L. (2017). Veterans mental health in higher education settings: Services and clinician education needs. Psychiatric Services, 68(6), 636-639. doi:10.1176/appi.ps.201600065 Pelts, M. D., Albright, D. L. (2015). An Exploratory Study of Student Service Members/Veterans Mental Health Characteristics by Sexual Orientation. Journal of American College Health, 63(7), 508â€Å"512. https://doi-org.ezproxy.tcu.edu/10.1080/07448481.2014.947992 Rusch, N., Thornicroft G. (2014). Does stigma impair prevention of mental disorders. British Journal of Psychiatry, 204, 249-251. doi:10.1192/bjp.bp.113.131961 Seidman, A., Wade, N., Lannin, D., Heath, P., Brenner, R., Vogel, D. (2018). Self-affirming values to increase student veterans intentions to seek counseling. Journal of Counseling Psychology, 65(5), 653-660. doi:10.1037/cou0000289 Vogt D. (2011). Mental- health related beliefs as a barrier to service use for military personnel and veterans: A review. Psychiatric Services, 62, 135-142. doi:10.1176/ps.62.2.pss6202_0135

Comparing Jesus Of Nazareth, A Beautiful Movie Recapping...

Jesus of Nazareth was a beautiful movie recapping the life of Jesus Christ. This film had no bareness, no vulgarity, and no sex scenes. It was ideal for both the young and the older audiences. I do not recall anything that may have gone against the word of God. Jesus of Nazareth embellished the birth, life, ministry, death and resurrection of Jesus Christ. It remained true to the four New Testament Gospels of Matthew, Mark, Luke and John. Despite the fact, there have been many movies, actors, accounts and descriptions of the life of Christ this was by far the best representation of the life of Jesus Christ according to the four gospels. Before becoming a Christian my main three purposes in life were to serve, know and love God. After watching this episode of Jesus of Nazareth, I felt I was working towards the accomplishment for each of them. For example, during the year of 1977; I was only six years old living at home with my mother when Jesus of Nazareth movie first broadcasted. My mom insisted that we watch this movie with her. The main cast of this series was led by a British actor, Robert Powell, who portrayed the role of Jesus. Due to the fact, that I was only a kid at the time, I didn’t really understand what this movie was all about. Then approximately, six years ago, it aired again on the History Channel and I watched it with my church family. I was older and much more mature; I realized the significance of knowing Jesus of Nazareth through this movie.

Cricket World Cup free essay sample

World Twenty20) is the international championship of Twenty20 cricket. Organised by crickets governing body, the International Cricket Council (ICC), the tournament consists of 12 teams, comprising all ten ICC full members and two other ICC members chosen through the ICC World Twenty20 Qualifier. The event is generally held every two years, and all matches are accorded Twenty20 International status. The 2014 event will be a host to 16 nations. See the full list below. The inaugural event, the 2007 ICC World Twenty20, was staged in South Africa. Pakistan were originally selected to host it. It ran from 11–24 September 2007. The tournament was won by India, who became the first World T20 Champions after defeating Pakistan by 5 runs in the final at the Wanderers Stadium in Johannesburg. The second event, the 2009 ICC World Twenty20 took place in England from 5–21 June 2009. This tournament was won by the previous runners-up Pakistan who defeated Sri Lanka by 8 wickets in the final at Lords, London. We will write a custom essay sample on Cricket World Cup or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 3][4] The third tournament, the 2010 ICC World Twenty20 was held from 30 April–16 May 2010 and hosted by the West Indies. The winners were England who defeated Australia by 7 wickets in the final at Kensington Oval, Barbados. This was the first ever ICC tournament won by England. The fourth tournament, the 2012 ICC World Twenty20, was held from 18 September to 7 October 2012 and was hosted by Sri Lanka. The winners were West Indies who defeated Sri Lanka by 36 runs, their first appearance in a World cricket final since 1983 and their first victory since 1979. Cricket World Cup free essay sample Professional cricket player. Largely considered crickets greatest batsman, Sachin Tendulkar was born April 24, 1973 in Bombay, India, to a middle-class family, the youngest of four children. His father was a professor while his mother worked for a life insurance company. Named after his familys favorite music director, Sachin Dev Burman, Tendulkar wasnt a particularly gifted student, but hed always shown himself to be a standout athlete. He was 11 years old when he was given his first cricket bat and his talent in the sport was immediately apparent. At the age of 14 he scored 329 out of a world record stand of 664 in a school match. As his accomplishments grew, he became a sort of cult figure among Bombay schoolboys. After high school Tendulkar enrolled at Kirti College, where his father also taught. The fact that he decided to go to the school where his father worked was of no surprise. We will write a custom essay sample on Cricket World Cup or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Tendulkars family is very close and years after hed achieved stardom and cricket fame, he continued to live next door to his parents. Professional Play Tendulkar made his debut in international competition at 16 with a match against Pakistan in Karachi. He wasted little time matching the expectations surrounding his arrival on the professional field. At the age of 18 he scored a pair of centuries in Australia, then in 1994 racked up a score of 179 in a match against the West Indies. FSachin Tendulkar was born April in Bombay India. Given his first cricket gat at the age Tendulkar was just when he became india youngest Test Cricketer. In he became the firtst Cricketer to score centuries runs in a single innig in Test play. In Tendulkar reched another major milestone, becoming the first player to recortd runs in one-day international play. Early Years Professional cricket player . Largely considerd cricket greatest BGatsman, SachimTendulkar was Born April in Bombay, India to a middle class family, the youngest of four children. His fat her was a professor while his mother worked for a life insurance company, named after his family’s bavourite music Director, Sachin Dev Burman, Tendulkar wasn’t a particularly gifted student, but he’d but he’d always shown himself to be a standout athlete. He was years himself to be a old when he was spot was immediately apparent. At the age of he scored out of a world record stand of in a school match. As his accomplishments gewe, he became a sort of cult figure among Baombay schoolboys. After high school Tendulkar enrolled at Kirit College , whre his father also taugh. The fact that he decided to got to the school where his fat her worked ws of no surprise. Tendulkar’s family is very close and years after he’d achieved stardom and cricket fame, he continued to live next door to his parents. Aprofessional Play Tendulkar made his de but in international competition at with a match against Pakistan in Karachi. He was wasted little time matching the expectations surrounding his arrival on the professional field. At the his arrival on the p rofessional field. At the age of he scored a pair of centuries in Australia, then in racked up a score of in a match aginst the West Indies. ? Tendulkar was just 23 when he was named captain of his countrys team for the 1996 World Cup. While the tournament proved to be a disappointment for his club, Tendulkar did nothing to diminish his own standing as one of the worlds dominant players. He finished out the World Cup as the events top scorer. In India, Tendulkars star shined even brighter. In a country reeling from troubled economic times, the young cricketer was seen as a symbol of hope by his countrymen that better times lay ahead. On national newsweekly went so far as to devote an entire issue to the young cricketer, dubbing him The Last Hero for his home country. His style of play—aggressive and inventive—resonated with the sports fans, as did Tendulkars unassuming off the field living. Even with his increasing wealth, Tendulkar showed humility and refused to flaunt his money. Tendulkars dominance of his sport has continued, even as hes moved well into his thirties. He scored his record-breaking 35th century in Test play in December 2005 in a match against Sri Lanka. In June 2007 he set another mark when he became the first player to record 15,000 runs in one-day international play. In January 2010 he again moved into the record books when became the first batsman to score 13,000 runs in Test play. Just one month later he registered another first, a double century in a match against South Africa. That same year he was named the 2010 International Cricket Council Cricketer of the Year. In April 2011 Tendulkar chalked up another milestone when he led India to a World Cup victory, his first in his long career. During the tournament, the batsman again showed why hes one of the sports greatest athletes by becoming the first batsman to score 2,000 runs and six centuries in World How to Cite this Page: Sachin Tendulkar Tendulkar was just when he was named captain of his coutry’s team for the world cup. While the tournament proved to be a di for his club, Tendukar did nothing to diminish his own standing as one of the world’s dominant his own standing as one of the world’s dominant players. He finished out the World Cup as the event’s to p scorer. In India , Tendulkar’s star shined even brighter. In a coutry reeling from troubled economic times , the young cricketer was seen as a symbol of hope by his countrymen that bet ter times lay ahead . On national newsweekly went better times lay ahead. On national newsweekly went so far as to devote and entire issue to the young cricketer dubbing him The Last Hero for his home country His style of play aggressive and inventive resonated with the sport’s fans, as did Tendulkar’s unassuming off the field living Even with his increasing Wealth, Tendulkar showed humility and refused to flaunt his money . Tendulkar’s dominance of his sport has continued, even as he’s moved well into his thirties. He scored his record breaking the century in Test play in December in a match against Sri Lanka. In June he stet another mark when he became the first player to record runs in one day international play  in January he again moved finto the record bookds when became, again moved into the record books when became the first batesman to score runs in Test play. Just one month later he registered another first, a double century in a match against South Aftica. That same year he was named the International Cricket Council Cricketer of the Year. In April Tendulkar Chalked up another Milestone when he led india to a World Cup victory , his first in his long career. Duting the tournament, the batsman again showed why he’s one of the sport’s greatest athletes by becoming the first batsman to \sxore runs and six enturies in World Cup play.

The Civil Rights Movement Oppressing the Black Population

Between mid 1950s and late 1960s, civil rights movements in America were at its peak. The civil rights movement was sparked by various factors that undermined and oppressed the black population. As a matter of fact, blacks were treated like half citizens, and they had no right to complain.Advertising We will write a custom essay sample on The Civil Rights Movement: Oppressing the Black Population specifically for you for only $16.05 $11/page Learn More For instance, the South had devoted their energy in stabilizing and perfecting the Jim Crow ideology that required blacks to be segregated and separated from the white people. As a result, there was the lack of decent education, poor jobs and rampant poverty among the blacks. In response, the black citizen resorted to fighting for his rights; thus, the rise of the civil rights movement. During this era, there were key events that eventually led to a breakthrough in the fight for civil rights. Some of these events are described briefly in the following paragraphs. Dr. Martin Luther King Jr. was a spokesman for African Americans in the struggle for equal rights during the era. However, King received stern opposition from whites such as Governor George who was the symbol for opposition to racial interlink. King asserted that civil rights movement was more of a human rights movement than just a movement for black rights. According to King and other Black leaders, as long as Blacks were denied their full rights America could not be free. Under his leadership, key events such as the Brown vs. Board of Education case, the Montgomery Bus Boycott, and the 1960s Sit-Ins gained momentum. Overwhelmed by the poor quality of their school, students at Moton High School resorted to taking the matter to court (Robinson, 2005). The main cause of poor education facilities in the African American schools was the segregation laws. In 1954, the Supreme Court declared its verdict that segregation of White and Black Schools was unconstitutional (Robinson, 2005). As a result, segregation was phased out of schools and Black children had the right to attend white schools and receive a quality education. This key event enabled all citizens to explore education to the highest level regardless of race or color.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More Another key event is the Montgomery Bus Boycott that took place between 1956 and 1957. According to the segregation rules in public transport vehicles, Blacks were supposed to leave their seats for white travelers (The Henry Ford, 2002). In 1955, however, a lady called Rosa Parks refused to leave her seat for a white traveler and was fined by the court of law for misconduct. â€Å"Thereafter, fifty Black leaders organized a â€Å"Montgomery Bus Boycott† to demand a more humane transport system† (The Henry Ford, 2002). 381 days later, a federa l court ordered the buses to drop the rules and allow for equal rights of travel. Martin Luther King participated in this boycott that resulted in equality among all Montgomery users. â€Å"In another scenario (1960), four college students organized a sit-in in a lunch counter to protest Woolworth’s idea of excluding Blacks† (Cozzens, 1998). The students had bought some goods in other areas of the store, kept the receipts and during the lunch hour they asked to be served. The students were not served; hence, they produced their receipts and demanded to know why they make decisions against them. Since then, Sit-Ins became rampant in several states and the message was effectively delivered. This trend led to the creation of student committees that eventually led to the freedom rides in 1961(Cozzens, 1998). In conclusion, these key events helped to reinforce the African American struggle for equal right rights, and finally, the light was found. References Cozzens, L. (199 8). Sit-Ins. Retrieved from the Waston.org Website: http://www.watson.org/~lisa/blackhistory/civilrights-55-65/sit-ins.html Robinson, S. (2005). Brown vs. Board of Education. Web. The Henry Ford. (2002). The Story Behind the Bus. Retrieved from Thehenryford Website: https://www.thehenryford.org/explore/stories-of-innovation/what-if/rosa-parks/Advertising We will write a custom essay sample on The Civil Rights Movement: Oppressing the Black Population specifically for you for only $16.05 $11/page Learn More This essay on The Civil Rights Movement: Oppressing the Black Population was written and submitted by user Graysen Floyd to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Ken Kesey Essays - Counterculture Of The 1960s, Ken Kesey

Ken Kesey During the course of the last fifty years, society has changed significantly. In modern society a great emphasis is placed on individualism and diversity within a society. It is rare that an individual would be ridiculed or forced to change simply for not complying with what society views as "normal". This has not always been the case though. The nineteen fifties were much different. This was an era of social conformity. The members of society who were intent on maintaining this social state ostracized individuals who were considered "abnormal". Such "abnormal" individuals just simply accepted the fact that they were not part of this normal society. Because of society's influence, these people sought help in psychiatric wards in attempts to better themselves and thus fit into society. By doing so, they let society conform and mold them into what was thought as "normal". Ken Kesey was a man in this era that did not believe in social conformity. Kesey, along with his followers set off on a mission to open the minds of people who were focused on maintaining this status quo. Ken Kesey's journey led him to write One Flew Over The Cuckoo's Nest. This novel focuses on the struggle between individuals who are intent on keeping things the same with those who are considered "different". Harding is a character in the novel that is limited by opposing forces of society and who in turn, seeks refuge in hopes to be accepted. With the influence of McMurphy, Harding changes from an apprehensive "rabbit" to a self-assured man. This change illustrates Kesey's view that an individual can realize the worth of their life through self-acceptance and reliance on ones self rather than conforming to social norms. Harding admits himself in the psychiatric hospital because he is "abnormal" in a society that highly values normality. "[He] discovered at an early age that [he] was...different? ...[He] indulged in certain practices that...society regards as shameful"(pg. 294). Admitting himself in the hospital is Harding's way of succumbing to the forces of society. He simply accepts the fact that without help he will never fit in the "real world". Harding knows that "This world belongs to the strong..."(pg.62). For this reason he felt that is why he belonged in the hospital. The hospital is a place where "[a] good strong wolf like the Nurse [could] teach [them their] place"(pg.62). Initially with no self-esteem, Harding lets the Nurse and the other hospital staff tell him how to live. When initially questioned of his abnormal life by the other patients and the staff, "Harding [had] his thin shoulders folded nearly together around himself...his hands trapped between his knees...trying to look calm-but he's chewing his cheeks...not calm at all" (pg.54). Harding is a nervous man who finds it difficult to deal with his differences and simply follows society's commands in order to keep things easy. Harding's views and behaviors start to change slowly as he associates more with Randle McMurphy. McMurphy enters the ward involuntarily and has a much different outlook on life than the other patients. McMurphy places a great influence on being an individual and goes to great extents to be just that. He is a leader and not a follower. His straightforward tactics and self-confidence allow him to freely express his values. Along with these attributes, McMurphy also treats the other patients normal and does not treat them how society does. By treating them as equals and by instilling into them his views and ethics, they are able to see the world differently. McMurphy's concern with the music that "dulls the senses" shows another side of him as well. It shows his concern and consideration for his peers. A more important feature of McMurphy is that he shows no shame. This shows the patients, including Harding, that there is no need to fell shame for being who they are. Amongst these things, McMurphy teaches the patients the power of trying and believing in ones self. McMurphy attempts to lift the panel in order to try to escape and he fails. Even though he failed in the end, he still had enough confidence to try. The lesson is learnt that it is far better to try and fail than to never even try. Looking at McMurphy's actions and values shows that he is perceptive and sensitive to others. He is able to see the men's weaknesses and attempts to build them up. He hopes that in the end they will see Big Nurse's strategy and be able to stand on their own feet and fight

Srs for Bank Management Essays

Srs for Bank Management Essays Srs for Bank Management Essay Srs for Bank Management Essay EXPERIMENT NO: 2 AIM: To document Software Requirement Specification for Dance Academy. THEORY: 1) Introduction: 1. 1) Purpose: This document gives detailed functional and non-functional requirements for Dance Academy. The purpose of this document is that the requirements mentioned in it should be utilized by software developer to implement the system. 1. 2) Scope: This system allows the bank employee to maintain a record of all the customers who have account in the bank. With the help of this system, the employee should be in a position to search the records of a particular customer, provide him detailed account information and delete and update the customer information as and when required. 1. 3) Overview: This system provides an easy solution to the bank employee to maintain customer as well as employee records and maintaining a record of all the transactions that take place. 2) General Description: This Bank Management System replaces the conventional, traditional file and record based system with the help of which a lot of paper work will be reduced. Thus the manual work of maintaining files which are subjected to physical wear and tear can be avoided. The employee must be able to view all the information of customers such as name, account number, date of birth, gender, address, initial balance. Also it must be able to record different transactions such as withdrawal, deposit or transfer of funds from one account to another. The employee can also add new staff members to the system providing them direct access to the database and thus enabling them to provide services to the users. The employee can also change his password to follow security constraints. 3) Functional Requirements: 3. 1) Description: The identity of each customer is verified and only then changes are made to the records each customer. After proper verification, the bank employee can bring proper changes to the database as per the requirements of the user. Also the system maintains an employee database thus keeping a record of all the members of bank as well as keeping the records of the transactions which take place daily. 3. 2) Technical issues: The system should be implemented in . NET. 4) Interface Requirements: 4. 1) GUI: GUI 1: The first form provides login page for the employee. GUI 2: After successful login, there are different actions that can be performed i. e. change password, sign-out, add customer, delete customer, add details, view details etc. GUI 3: For adding customers, all the required information is taken and the submit button is selected for making corresponding changes into the database. GUI 4: Once the changes are made into the database, on clicking the view details icon, the details of the customer can be obtained. GUI 5 and 6: The details of the customer can be updated with the help of form 5. A particular customer can be removed with the help of delete customer option. GUI 7,8 and 9: These forms record the different transactions such as withdrawal, deposit, transfer. 4. 2) Hardware Interface: Hardware Interface 1: The system should be embedded in each PC of the bank and in all of its branches. 4. 3) Software Interface: Software Interface 1: Bank Management System. Software Interface 2: The staff and employee database should maintain necessary records. ) Performance Requirements: The system should work concurrently on multiple computers during the working hours of bank. The system should support 50 users. 6) Design Constraints: The system should be designed in 2 months. 7) Other Non Functional Attributes: a) Security: Each employee is provided with a user ID and password to log into the system. Only then he can manipulate the database. b) Availability: The system should be available during ban k working hours. c) Maintainability: There should be a facility to add or delete customers as and when required. ) Reusability: The same system must be used in every financial year. 8) Operational Scenarios: There will be an employee database and customer database. The employee database contains personal information of all the employees. The customer database contains personal as well as account related information. 9) Preliminary Schedule: The system has to be implemented in 2 months. CONCLUSION: Thus we have documented Software Requirement Specification for Bank Management System (BMS).

Comparing Of The Main Heroes Of Driving Miss Daisy Essay

Comparing Of The Main Heroes Of Driving Miss Daisy - Essay Example Colburn comes to the light as Daisy’s chauffeur following a driving mishap that renders her an inadmissible client to insurance companies as noted by Hoke: â€Å"The truth is, you just cost the insurance company $2,700. You're a terrible risk. Nobody's gonna issue you a policy after this† (Backrags par 6; Uhry 3). Although hesitant to get herself driven by a chauffeur, Daisy gradually accepts Boogie in his capacity as a chauffeur. The story of Daisy, her small family, and her chauffeur is punctuated with a lot of similarities and contrast in so far as the characters and their traits are concerned. The two main characters in the plot Daisy and Colburn, particularly display a lot of contrast and similarities. The paper will focus on the two characters considering the central role that they play in the development of the plot. Character Backgrounds Mrs. Daisy Werthan is presented as a retired schoolteacher â€Å"I taught some of the stupidest children God ever put on the face of this earth, and all of them could read well enough to find a name on a tombstone† (BookRags par 13). Having been a school teacher, Daisy is presented as a knowledgeable woman -someone who ought to be respectable in society. Hoke Colburn, on the other hand, comes to the scene as an African American who is illiterate deserving of a lowly life after his career as a driver for a local judge ends. After meeting Daisy, Hoke gets to learn from the old Widow how to read at the age of 60. While Daisy is an old Jewish widow as can be seen from Hoke’s statement â€Å"Yassum. Mist’ Sig’s grave mighty well tended. I believe you the best window in the state of Georgia† (Fulton Theatre 4), Hoke is of African antecedent and no so less of an old man. The story presents, therefore, two characters from different worlds in terms of cultural backgrounds although having a common point in that they are both old. Being non-whites at a time when racial segregation i s rife in the setting, the two characters witness a lot of discrimination as they go about their activities. This is practically seen at the point in the plot where highway patrolmen comment loudly referring to them as Old Jew Woman (for Daisy) and old Nigger (for Hoke) â€Å"[watching Daisy and Hoke leave after checking them out] An old nigger and an old Jew woman takin' off down the road together... that is one sorry sight!† (BookRags par 3). Perceptions In a society dominated by whites, Daisy and Hoke are presented as outsiders in the society. Hoke cannot understand why her employer is so backward as not to understand the changes that are sweeping the social setting at the time. Mrs. Daisy, on the other hand, fails to appreciate the reason why Hoke’s people are so resentful. Only when they are separated by circumstances do the two characters truly appreciate that they are pals and longtime kindred spirits. In particular, this is seen when Daisy finds herself confine d to a home for the old while Hoke retires from his work. Hoke is a person who is patient, caring, dignified and tolerant as can be seen from the way he treats his employer, Daisy. He does not fear to air out his views respectfully and in a calm way whenever he has a point to state. Furthermore, He stands for his rights whenever he feels that his rights are at stake. On the other hand, Daisy is clearly prejudicial, although this comes to change with time as she continues to interact with Hoke.