Possessive of Proper Names Ending in S

Possessive of Proper Names Ending in S Possessive of Proper Names Ending in S Possessive of Proper Names Ending in S By Maeve Maddox Should one write â€Å"Jesus’ name† or â€Å"Jesus’s name†? Which is correct, â€Å"Travis’ friend† or â€Å"Travis’s friend†? The questions on the use of the apostrophe to form the possessive keep coming. This post is about how to form the possessive of a proper name that ends in -s. Most stylebooks agree that the rule for forming the possessive of a singular noun ending in -s is formed by adding ’s: the boss’s birthday the bus’s wheels the witness’s testimony When it comes to forming the possessive of a proper name that ends in s, guides disagree. Some stylebooks recommend a single apostrophe for Biblical or classical names like Jesus and Achilles, but ’s for names like James and Charles; others say, â€Å"Treat all names ending in s the same.† The Chicago Manual of Style once recommended a single apostrophe to form the possessive of Biblical or classical names: Moses’ tent Achilles’ helmet Jesus’ name Some guides still recommend this usage, but CMOS has changed its policy in a spirit of consistency; now it recommends that all proper names ending in -s form their possessive by adding ’s: Moses’s tent Achilles’s helmet Jesus’s name Travis’s friends Dickens’s novels Descartes’s philosophy Franà §ois’s efforts Tacitus’s Histories Kansas’s legislature Euripides’s tragedies the Ganges’s source Equally consistent, the Associated Press Style Book opts for a single apostrophe for all proper names ending in -s: Moses’ tent Achilles’ helmet Jesus’ name Travis’ friends Dickens’ novels Descartes’ philosophy Franà §ois’ efforts Tacitus’ Histories Kansas’ legislature Euripides’ tragedies the Ganges’ source The New York Times style manual generally agrees with CMOS, but adds this wrinkle: Omit the  s  after the apostrophe when a word ends in two sibilant soundsseparated only by a vowel sound:  Kansas’ Governor;  Texas’ population;  Moses’ behalf But when a name ends with a sibilant letter that is silent, keep the possessive  s:  Arkansas’s Disagreement on the issue of apostrophe s vs. plain apostrophe goes all the way to the Supreme Court. Justice Clarence Thomas believes that the possessive form of a name like his should be formed by adding only an apostrophe: â€Å"Justice Thomas’ opinion.† Referring to the case Kansas v. Marsh (2006), Thomas wrote â€Å"Kansas’ statute,† but his colleague Justice Souter wrote â€Å"Kansas’s statute.† If you write for publication, how you treat the possessive of proper names that end in -s will be determined by your employer’s house style. If you are free to choose which style to follow, keep in mind that the writer’s goal is to convey thoughts as clearly as possible to readers. Style guides exist to assist writers in this goal, but it seems to me that there are problems with the recommendations of all three guides mentioned above. I prefer the guidelines given in the Penguin Guide to Punctuation: A name ending in s takes only an apostrophe if the possessive form is not pronounced with an extra s. Hence: Socrates’ philosophy, Ulysses’ companions, Saint Saens’ music, Aristophanes’ plays. The reasoning behind this rule is that as we don’t say [sok-ru-teez-iz], there’s no reason to write â€Å"Socrates’s.† Punctuation is supposed to aid readers, not puzzle them. It’s no help to readers unfamiliar with English pronunciation to mislead them into trying to say [dick-inz-iz], or [u-rip-uh-deez-iz] by writing â€Å"Dickens’s novels† or â€Å"Euripides’s plays.† The bottom line is that stylebooks do not agree on whether to write â€Å"Jesus’ name† or â€Å"Jesus’s name,† â€Å"Travis’ friend† or â€Å"Travis’s friend.† Writers not bound by a specific style manual must make their own decision and be consistent with it. Personally, I’d write â€Å"Jesus’ name† and â€Å"Travis’s friend† because I would say â€Å"[jee-zus] name† and â€Å"[trav-is-iz] friend.† Related Post: Charles’s Pen and Jesus’ Name Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:20 Great Similes from Literature to Inspire YouAnyone vs. EveryoneTypes of Plots

Interview a supervisor Example

Interview a supervisor Example Interview a supervisor – Essay Example Interview summary One piece of advice that the interviewee wanted to give to a new supervisor was to understand the culture of the organization firstbefore taking over the charge fully. Most of the times, supervisors tend to use the same skills that they have demonstrated in the previous settings and expect the subordinates to submit to them the same way that they did in those previous settings. In reality, the attitude of the subordinates differs from one organization to another and the fundamental element driving their behavior is the organizational culture. In order to be effective and influential in a new setting, it is imperative that a new supervisor first understands the organization’s history and studies its norms, values, principles, codes, and culture, and then use his/her learning gained from past experiences to supervise the subordinates in context of the new setting. Without a firm understanding of the culture of the new organization, a supervisor may not be able to achieve his/her goals. The interviewee’s favorite part of being a supervisor was the respect he gained from the subordinates. Since he is the supervisor, it automatically occurs to the subordinates that they have to respect him, consider him superior, and give importance to his views and opinions since that is the requirement of the job. The interviewee likes the fact that he has the confidence and support of his subordinates and they tend to follow the rules established by him. They listen to him when he tells them to be disciplined. The interviewee is particularly fascinated by the fact that he is able to resolve the interpersonal issues of the subordinates; when they cannot settle the matters themselves, they approach him and then he decides it for them. He likes the fact that they accept his decisions, and this shows that they respect him. The interviewee said that a supervisor cannot gain respect by imposing just his/her own views and opinions upon the subordinates all the time; he/she should h ear their stance and then do as he/she deems is right. The interviewee’s least favorite part of being a supervisor is the difficulty he experiences in drawing a line between being a supervisor and a human. As a supervisor, he needs to be very strict in order to make sure that the subordinates do the work in a timely manner and follow the standard of quality. To achieve this, he cannot compromise upon the principles; the subordinates have to arrive on time, they have to wear the personal protective equipment, they have to finish the work on time, and they have to abide by all the rules. However, as a human being, he feels guilty sometimes when he has to impose fines upon a subordinate for arriving late as per the organization’s policy when he knows that the subordinate had been working till late in the night the previous day. As a supervisor, he also has certain responsibilities toward the owners of the organization. Drawing a balance between those responsibilities and his responsibilities toward the subordinates sometimes b ecomes challenging.

Risk management Literature review Example | Topics and Well Written Essays - 6500 words

Risk management - Literature review Example A probabilistic incident like oil spill event or oil spill contact to an environmentally responsive area cannot be forecasted; only an approximation of its likelihood can be quantified (Scarlett, Linkov and Kousky, 2011, p.20). Before applying the risk management practices; risk assessment should be done in order to know that what can go wrong at a definite time period and what the outcome will be if it does. Therefore, it is necessary to find out the probable occurrences that could lead to an oil spill, together with the feasible resulting impacts. (Imo, 2010, p.3). This paper will focus on the methodology and structure, purposes of risk management, application of risk management in oil exploration programs, identification of spillage risks, risk assessment of oil spillage risks, risk response planning for oil spillage risks and risk monitoring and control for oil spillage risks. 1.1. Aims and Objectives Aims: The aim of this paper is to develop a framework that will help the compan ies in order to control their oil spillage risks in oil exploration programs. Objectives: The objectives will be to investigate the nature of oil spillage risks; identify and summarize the existing understanding about oil spillage risk management; discover good practices in managing oil spillage risks and to provide a new framework that summarizes the findings and can be used further for managing oil spillage risks. Besides this, the paper has also focused on different methods used to manage the risk of oil spillage. 1.2. Background 1.2.1. The nature of oil spillage risk in oil exploration program The oil industry is concerned with a long history of spills on the North Slope and the probability of future spills is high. Indeed, there has been an oil spillage once a day, on... From this research it is clear that the oil industry is concerned with a long history of spills on the North Slope and the probability of future spills is high. Indeed, there has been an oil spillage once a day, on average, from the time when gas and oil development began on the North Slope. In order to make the subject worse, ocean currents move the chemicals and oil hundreds of miles. Further, in the Arctic Ocean, cleaning up oil spills would lead to enormous challenges. Suppression and recovery at sea hardly ever leads to the removal of more than a comparatively small fraction of a large oil spill, i.e. only 10-15% and often significantly less. Till date, no technology subsists in order to clean up oil in the sea ice circumstances and late-season spills would stay behind until the following year. Furthermore, cold water splits down oil much more slowly than the warm water. Climate change has considerably weakened the basis on which Arctic ecosystems function. Species mainly at ris k include polar bear, walruses, ringed seals, beluga and bowhead whales and coastal birds. So, it is found that the environmental risk is associated with the oil exploration programs. Oil spillage refers to an unintentional release of oil in a water body due to human activity and is regarded as form of pollution. Oil spillage occurs due to release of crude oil from underwater wells and pipeline, or offshore drilling rig, or a tanker, frequently presenting a danger to marine life and environment.

What Did the Internment of Japanese Americans Mean Essay

What Did the Internment of Japanese Americans Mean - Essay Example In her account titled â€Å"Confinement and Ethnicity†, Eleanor Roosevelt gives us a vivid picture of the events that took place during that period. Mrs. Roosevelt visited the Gila River Relocation Center in Arizona in 1943 and spoke to different people in an effort to understand clearly what had taken place. The source she used was first hand information and reports from the visits she had made there. Therefore these sources are considered authentic in relating Historical facts. Alice Yang Murray is associate professor of history in the University of California. She had done a lot of research and has authored books like â€Å"Historical Memories of Japanese American Internment and the struggle for Redress†( 2004) â€Å"Major Problems in Asian American History† (2003)and another book titled â€Å"What did the Internment of the Japanese mean† (Alice Yang Murray, 2000) This book is a collection of works by five various historians who were in pursuit of a greater and better understanding of the internment of the Japanese American people during World War II. Murray’s brief yet comprehensive account lays down the causes and the impact it had on internment. Alice Yang Murray is currently doing research on transnational memories of World War II, between 1945 and 2005 in the Pacific. The International context, in addition to class, gender and generation, has helped to shape the political and cultural experiences of the Japanese Americans. During World War II, sociologists and anthropologists participated in research work on Japanese Americans whom the Federal Government had incarcerated. How the Japanese American field Assistants carried out their research, how they collected data regarding the Internment, the difficulties and pressures that they faced, and how they responded to political and ethical issues that they came across are some of the issues dealt with. Alice Yang Murray’s collection begins with

Conceptual Cognition and Problem Solving Styles Essay Example for Free

Conceptual Cognition and Problem Solving Styles Essay The article â€Å"Thinking† found in the Northeastern University Website presents insights regarding conceptual cognition and problem solving skills. It claims that although people may have similar concepts, we differ from each other by our conceptual cognition and problem solving styles. To elaborate, the author cites how people define concepts. It shows that people have similar concepts of things especially those perceived by sight. For instance, features including two eyes, four legs, two ears, one tail, barking, sharp teeth, etc., would definitely pertain to a dog. Likewise, a photo of a child smiling is an indication of a happy child, not a sad one. However, there are also some concepts in our society that have changed a bit but not entirely. Although they are modified through time, a certain degree of people’s cognition of the original concept remains the same. Take for example, marriage. In the past, the concept of marriage is limited to a man and a woman, but now the concept allows man to man marriage, so although the concept is altered a bit, the concept of togetherness and commitment still holds truth. Concepts are arranged into hierarchies. For instance, a bedroom is smaller than a house, and a block is smaller than a neighborhood. Applying it in the school context, there are students under one teacher, and there are teachers under one director, etc. Similarly, in the corporate scene, there are subordinates and supervisors. Moreover, concepts are formed by definition and prototype. We learn concepts as the environment define them for us. For instance as children, we were familiarized by our parents with the things in the house, such as a table and a chair. Later on when we went to our neighbor’s, we realized that tables can be in different forms or colors, but the role they play remains the same. Through definition and prototype, we obtain similar concepts of things around us. The issue of cognition is not much of a problem but problem solving styles are. The three methods to solve a problem include: trial and error, algorithms, and heuristics. In trial and error, one is bound to use more effort and time to arrive at the right answer. This method requires several trials and shortcuts, and does not guarantee giving the right answer. The second method is algorithm. An algorithm is a step-by-step procedure usually involving computations. Unlike trial and error, it is methodical and guarantees arriving at the correct answer. However, since it requires a procedure, it is more time consuming than the other. The third method used to solve a problem is heuristics. This method requires â€Å"speculative formulation†¦as a guide in the investigation or solution of a problem.† (Answers.com, n.d.). It posits that the background of the matter, ie religion, society be investigated upon in order to arrive at a conclusion. Although this method is not accurate and does not guarantee a definite answer, it leads to a certain conclusion or information related to the problem. Each of the methods has its own advantages and disadvantages. When combined, the three methods will help one arrive at a valid answer. For instance, when conducting research, it is not enough to present statistics of people experiencing a specific problem. One needs to dwell on observations, surveys, interviews, etc. to obtain a full view of the situation. Applying this to the classroom scenario, students should be taught how to apply and combine the three methods in order to facilitate problem solving tasks. Particularly, when teaching research, teachers should incorporate teaching and application of the three methods so that students will not only have options but arrive at definite and valid conclusions for their study. References Algorithm. Retrieved 5 August 2008, from http://www.answers.com/topic/algorithm Heuristic. Retrieved 5 August 2008, from http://www.answers.com/heuristic

Essay --

The Racist atmosphere in the South back in the 1920s was exceptionally oppressive. Due to that racist atmosphere many problems arose. In Ernest J. Gaines's â€Å"A Lesson Before Dying†, the two protagonist’s self-perceptions are affected by the racist atmosphere. Jefferson’s self-perception is affected by the racist atmosphere. In chapter One, Jefferson’s defense attorney tries to win the jury by claiming that Jefferson has diminished capacity to reason. He tries to reach the jury’s heart and mind by implying it would be a cruel act to kill a man whose intelligence and moral are no greater than those of a hog. The attorney expresses the ugly belief, held by many Southern whites, that blacks are somewhat beneath whites. Jefferson becomes disturbed by the idea and begins acting like a hog, angrily refusing to talk and going through his food like a hog. Miss Emma realizes the impact the attorney’s words have on Jefferson and makes it her goal to ensure Jefferson dies like a man not like an animal. When Jefferson decides to die with dignity, he shakes off the spiteful stereotypes placed on him by whites. â€Å"Gentlemen of the jury, look at this----this----this boy. I almost said a man, but I can’t sa y man. Oh sure, he has reached the age of twenty-one, when we, civilized men, consider the male species has reached manhood, but would you call this---this---this a man? No, not I†,(Gaines, 7). This quote reveals how even Jefferson’s defense attorney from the start had a stereotype opinion held by many Southern whites, a negative opinion that blacks are inferior to whites. From that point on Grant’s mission in the book is to show Jefferson’s hope, dignity, and self-respect, and to prove to whites and blacks are alike, that i... ...white people because they believe you’re inferior to them. That quotes clearly reveal and describes why Jefferson and Grant were in the situation that they were in. It is unquestionably true that the real individuality, the real human nature can be revealed in extreme situations, when the human life is at stake. This work represents an attempt to show that each individual has an opportunity to change his/her life completely, to make it really humanistic and do something good even if it is the last thing he/she can do in his/her life. A Lesson Before Dying suggest the audience to reevaluate its views on life and realize that everything may be changed. At the same time, it is never late to change the life for better and reveal positive traits of character or even commit some heroic or humanistic acts even if it threatens to end the entire life of the individual.

The Great Gatsby Conversation

In Gatsby’s conversation with Nick, Gatsby, who has many belittling rumors surrounding him, tries to get Nick to sympathize with him by describing himself as a nice person who has gone through â€Å"hard† times, but his attempts are unsuccessful. Because of the rumors, Nick wants to know more about Gatsby because, â€Å"[He] had talked with him perhaps six times in the past month and found, to [his] disappointment, that [Gatsby] had little to say,† which led Nick to believe there was something suspicious about Gatsby. 64) Over the past month or so, Nick had heard many rumors about Gatsby having â€Å"killed a man† (49) and being a â€Å"German spy during [World War I]† (44). Gatsby’s behavior during the conversation strengthened these rumors in Nick’s mind. During their conversation, Gatsby â€Å"hurried the phrase ‘educated at Oxford,’ or swallowed it, or choked on it, as though it had bothered him before† which le d Nick to wonder â€Å"if there was something sinister about him† (65). Whenever Oxford was mentioned, Gatsby was hesitant to continue that conversation, which seemed as though Gatsby was lying about his past and that made Nick even more suspicious. Furthermore, Gatsby did not help erase the rumors from Nick’s mind when Tom and Gatsby, â€Å"shook hands briefly, and a strained, unfamiliar look of embarrassment came over Gatsby’s face,† and when â€Å"[Nick] turned toward Mr. Gatsby, [he] was no longer there† (74). This behavior proved to Nick that Gatsby is trying to hide something from his past and is very uncomfortable discussing it. Although there are topics about his past that make Gatsby uncomfortable, he freely explains his past to Nick. In order to make a good impression on Nick, Gatsby always speaks elaborately and is very nice to Nick. Gatsby says, â€Å"‘Good morning, old sport. You’re having lunch with me and I thought we’d ride up together’† (64). Gatsby explains that he lives like a â€Å"rajah,† but that he has had some hardships and is â€Å"trying to forget something very sad that had happened to [him] a long time ago† (66). Although Gatsby is wealthy, he explains that he has personal problems in order to get Nick to sympathize with him. Then, Gatsby tries to explain his war experience by saying, â€Å"‘It was a great relief, and I tried very hard to die, but I seemed to bear an enchanted life† because he was sad about his incident and by saying he wanted to die, he could get Nick to sympathize with him and forget about the rumors surrounding him, but Nick never does (66). Another way Gatsby tries to explain to Nick he is not a bad person is by showing Nick his accomplishments from the war. The photograph which Gatsby carried around with him read, â€Å"‘Major Jay Gatsby [†¦ ] For Valour Extraordinary’† (67). By doing so, Gatsby proves that he supported the Americans thus trying to erase the rumor of him being a German spy. Although there are many strong rumors around Gatsby, he tries to convince Nick, who believes in those rumors, that he is an innocent, normal man because he is in love with Daisy and wants Nick, Daisy’s cousin, to set him up. Though Gatsby discusses very personal issues that make him seem like the â€Å"common man,† his actions around Nick like having a gambler for a friend and acting suspiciously whenever anything related to Daisy came up, cause Nick to believe that Gatsby was guilty of something.

Work Ethics in Cosmetology

When starting a career in cosmetology, it is imperative to develop a strong code of work ethics. Having a strong work ethic shows that a person is self motivated, conducts themselves in a professional manner, and is able to self evaluate. It is necessary to possess these qualities because they will determine how successful one can become in this industry. The first important fundamental of a strong work ethic is self motivation. Self motivation is the ability to satisfy a desire, expectation, or goal with out being influenced to do so by another person. Having this motivation is important in the work place because it allows one to stay focused and perform tasks to the best of their ability. A person who lacks self motivation is someone who is â€Å"lazy† or simply does not care. This could negatively affect the way a salon is run. An unmotivated receptionist for example, may not take down an appointment correctly. This could potentially disrupt a stylists entire schedule for the day, upset the client, and make the entire salon look bad. Another key element to having a strong work ethic is having a positive attitude. Having a positive attitude makes a person enjoyable to be around. This allows for a pleasant work environment and creates a professional atmosphere for clients. It is also important to maintain a positive attitude when learning a new technique or skill. For instance, when learning a new updo, it is very difficult to make it look perfect on the first attempt. Someone with a negative attitude would get frustrated and give up. A progressive thinker would stay positive and try to reevaluate the situation and learn from their mistakes. Lastly, when first starting out in this industry it is important have the ability to self evaluate in order to grow. Self evaluation requires one to assess his or her own work to find strengths and weaknesses. This would help a new stylist learn which areas they need to improve in. For example, if one struggled with foils, they could ask a more experienced co-worker for constructive criticism to find out what they are doing wrong. This will allow the stylist to correct their mistakes and learn from them. Developing a code of work ethics does not happen over night. It takes years of hard work to build on these skills to become a true professional. However, with the right attitude, determination, and the eagerness to learn, one can become extremely successful in the cosmetology industry.

Free Essays on Homecoming

Homecoming by Cynthia Voigt MAIN CHARACTERS: Dicey Tillerman – a thirteen-year-old girl in the novel, yet her hair cut makes her look like a boy. She seems to hold the family together, being the oldest child of her mother who is mentally sick. After her mother dropped her and her siblings in a parking lot in Rhode Island, she is willing to do anything to keep the remainder of her family together and well protected. James Tillerman – is the twelve-year-old brother to his sister Dicey. James is the opposite of Dicey, intelligent and he takes things more serious. James often got teased in school about his family and since he wasn’t able to stand up for himself, he ended up dropping out. Maybeth Tillerman – is the eight-year-old sister. She is very quiet and shy which is a problem in school and leads to her getting held back a grade. Though she can see people’s true emotions almost instantly. Sammy Tillerman – is the six-year-old brother. He is very stubborn and is the mothers’ favorite, which makes him very upset when his mother leaves them. Momma – she is the mother to all the Tillerman’s. She decided never to marry, but when she was having her fourth child, the father left her. She eventually can’t take the pressure raising four kids on her own and abandons them. * There are many other characters as the book goes along. These are brief summaries of the minor characters. * Aunt Cilla – lives in Bridgeport, CT, where the family was going to visit with t heir mother. Edie & Louis – runaway couple the children met in a park. They stole their money Stewart & Windy – two Yale students who take the children in for the night and give them a ride the next morning to Bridgeport. Eunice – lives in Aunt Cilla’s house because she has passed away. Would adopt the children but considers splitting them up. Abigail Tillerman – the grandmother to the children, takes them in at the end of the book after m... Free Essays on Homecoming Free Essays on Homecoming Homecoming by Cynthia Voigt MAIN CHARACTERS: Dicey Tillerman – a thirteen-year-old girl in the novel, yet her hair cut makes her look like a boy. She seems to hold the family together, being the oldest child of her mother who is mentally sick. After her mother dropped her and her siblings in a parking lot in Rhode Island, she is willing to do anything to keep the remainder of her family together and well protected. James Tillerman – is the twelve-year-old brother to his sister Dicey. James is the opposite of Dicey, intelligent and he takes things more serious. James often got teased in school about his family and since he wasn’t able to stand up for himself, he ended up dropping out. Maybeth Tillerman – is the eight-year-old sister. She is very quiet and shy which is a problem in school and leads to her getting held back a grade. Though she can see people’s true emotions almost instantly. Sammy Tillerman – is the six-year-old brother. He is very stubborn and is the mothers’ favorite, which makes him very upset when his mother leaves them. Momma – she is the mother to all the Tillerman’s. She decided never to marry, but when she was having her fourth child, the father left her. She eventually can’t take the pressure raising four kids on her own and abandons them. * There are many other characters as the book goes along. These are brief summaries of the minor characters. * Aunt Cilla – lives in Bridgeport, CT, where the family was going to visit with t heir mother. Edie & Louis – runaway couple the children met in a park. They stole their money Stewart & Windy – two Yale students who take the children in for the night and give them a ride the next morning to Bridgeport. Eunice – lives in Aunt Cilla’s house because she has passed away. Would adopt the children but considers splitting them up. Abigail Tillerman – the grandmother to the children, takes them in at the end of the book after m...

New Meaning for Ingest

New Meaning for Ingest New Meaning for Ingest New Meaning for Ingest By Maeve Maddox A reader has alerted me to a new use of the verb ingest: Feed is a suite of tools to assist in preparing content for ingest into HathiTrust. I found additional examples of this incomprehensible use of ingest in what are clearly technical contexts: High Speed Smart Data Ingest into Hadoop Fedora digital objects can be encoded in several XML formats for ingest and export. I was ingesting with the cli interface by creating a file that is cli commands Since the 17th century, ingest has been used in English with the meaning â€Å"to take in food.† Substances other than food are also said to be ingested. In reference to human beings, ingest is a clinical term for â€Å"to eat† or â€Å"to swallow.† In figurative usage, it can be simply to â€Å"to take in† or â€Å"to absorb.† For example, birds are said to be â€Å"ingested† by jet engines. A student â€Å"ingests† information.† Here are some examples that illustrate the usual meaning of the verb and its different forms: Children ingest considerable amounts of soil Foreign body ingestion is not uncommon in clinical practice, and it may occasionally lead to penetration injuries. The Nature of the Ingested Protein Has No Effect on Lean Body Mass During Energy Restriction in Overweight Rats American Academy of Pediatrics (AAP) gives important instructions about what to do if a child has ingested poison. ‘Miami Zombie’ Didn’t Ingest Bath Salts Confirms Autopsy In the context of computer science, ingest seems to have acquired a meaning similar to input. I found this definition of the term â€Å"data ingestion† at TechTarget: Data ingestion is the process of obtaining, importing, and processing data for later use or storage in a database. This process often involves altering individual files by editing their content and/or formatting them to fit into a larger document. I often have the feeling that some of the changes in usage like this unfamiliar meaning for ingest are driven by non-native English speakers who translate words from their own languages into English words that don’t necessarily have the same meaning in English. For example, the German verb einnehmen can be translated as â€Å"to partake of a meal,† but it also means â€Å"to get, receive, collect,† meanings that certainly go along with the definition of â€Å"data ingestion.† Apart from computer jargon, ingest still means â€Å"to swallow, to consume, to take by mouth.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:Useful Stock Phrases for Your Business EmailsThat vs. WhichMay Have vs. Might Have

Retention Strategies for Nurse Retirees Essay Example | Topics and Well Written Essays - 1000 words

Retention Strategies for Nurse Retirees - Essay Example A more experienced nurse is in a better position to handle the needs of such patients. A multidisciplinary hospital like ours can derive benefits from the experience of such nurses. They can be used as senior educators, mentors or shapers of a new generation of outstanding nurses (RWJF, 2006). Thus, to utilize the services of the older nurses, the hospital must consider retraining for these nurses apart from discouraging policies that allow for an early exit from the profession. There should be no negative attitudes towards the aging workforce or their capabilities and lifelong learning should be encouraged. Mentoring is a concept that is used by all businesses and involves a mentor and a protà ©gà © engaged in a long-term relationship (NLN, 2006). Individuals who experience mentor-protà ©gà © relationship advance faster in their career and earn higher salaries at an early age. The new recruits at the hospital often feel a lack of support and recognition by colleagues but collaboration with others helps them to overcome this feeling of isolation. A personalized supportive relationship has positive outcomes for both the mentor and the mentee. The new faculty member learns community norms as well as the skills, strategies, and practices of teaching. If the role of a mentor is assigned to those that are about to retire, they would benefit from a mentoring relationship as they enter new roles in an academic setting. Through their experience, it would be easier for them to identify potential leaders in nursing and nursing education. They will be in a better position to cultivate a relatio nship in the best of interest of all concerned which includes the hospital, the mentor and the nurse herself. The mentor gets an opportunity to share her/his wisdom, knowledge and experience. The mentor also derives satisfaction from mentoring/guiding others in attaining self-clarity while also developing his/her own skills.  

Solution to Campus Rapes across the US Research Paper

Solution to Campus Rapes across the US - Research Paper Example Solving campus rapes and sexual abuse has been one of the most difficult tasks due lack of evidence beyond reasonable doubts as most of the evidence presented are always scenarios of one’s word against those of the other. This policy papers seeks to establish the possible solutions available to address the college rape menace within legal boundaries and how to provide lasting solutions to the college administrations. In doing this, this proposal will highlight some of the empirical evidence available on college rapes and how the available solutions have failed to correct the anomaly. Introduction This is a policy paper that seeks to highlight some of the steps that should be taken to help eliminate the escalating levels of college rapes and sexual abuses. In describing the way forward, this paper will highlight some of the statistical data available on college rapes and how the vice has escalated in our universities. The weaknesses of the available laws and administrative agen das in mitigating this vice will also be highlighted to enables readers understand the magnitude of the vice. Finally, the paper will provide the solutions that should be adopted to help mitigate the vice and increase the safety of the students within our campuses. According to the analysis of campus rape and sexual assault report of 2011, of all the rapes reported in the states of Massachusetts, 4% occurred within colleges and campus residential areas. Out of this total, 74% were females who were sexually victimized in campus and their males colleagues accounted for over 99% of the perpetrators. A large percentage of the victims were white students followed distantly by blacks and the Hispanic Americans (Elizabeth 34). This demonstrates the level of the vice in our institutions and how the college administrations have been unable to adequately address the menace. Psychologist however points to another avenue of concern in trying to develop a lasting solution to this vice in our ins titution. According to this report, the victim and the offender have been shown to be either close friends, acquaintances, or strangely enough, boyfriends/girlfriends (Tolman 231). Most of these incidences, as the data indicates occur during the weekends and especially during the midnight hours towards dawn. Of all the rapes, 81% occurred in the college dormitories or students’ official residences, followed by out of campus houses or apartments at 9% and finally the fraternity at 4%. Weapons and force are used to carry out these activities and this was demonstrated in report which indicated that 60% of the rapes that were reported occurred as a result of the use of force or a weapon to intimidate the victim (Christopher 64). Campuses and colleges should be a safe ground for our children and relatives to pursue higher education upon which their future success is pegged. The environment that encourages and fruitful interaction of students should be devoid of any form of threat to the students either from outside or from within the institution. Rape has been shown by a number of psychological reports as one of the major causes of suicide, depression and low morale among the youths. Rape victims find it hard to forgive themselves for what happened to on that fateful night or day and this affects their studies and concentrations. Most rapes also occur in the absence of any form of