Diploid Cell Definition and Example

Diploid Cell Definition and Example A diploid cell is a cell that contains two sets of chromosomes. This is double the haploid chromosome number. Each pair of chromosomes in a diploid cell is considered to be one  homologous chromosome  set. A single chromosome set consists of two chromosomes, one of which is donated from the mother and the other from the father. Humans have 23 sets of homologous chromosomes. Paired sex chromosomes are the (X and Y) homologues in males and the (X and X) homologues in females. The somatic cells in your body are diploid cells. Somatic cells include all of the cell types of the body, except for the gametes or sex cells. Gametes are haploid cells. During sexual reproduction, gametes (sperm and egg cells) fuse at fertilization to form a diploid zygote. The zygote develops into a diploid organism. Diploid Chromosome Number The diploid chromosome number of a cell is the number of chromosomes in the cell nucleus. This number is commonly abbreviated as 2n, where n stands for the number of chromosomes. For humans, this equation would be 2n46. Humans have 2 sets of 23 chromosomes for a total of 46 chromosomes. Autosomal chromosomes (non-sex chromosomes): 22 sets of 2Sex chromosomes: 1 set of 2 The diploid chromosome number varies depending on the organism with most containing between 10 and 50 chromosomes per cell. Examples of organisms and their diploid chromosome numbers include: Organism Diploid Chromosome Number (2n) E.coli Bacterium 1 Mosquito 6 Lily 24 Frog 26 Humans 46 Turkey 82 Shrimp 254 Diploid Cell Reproduction Diploid cells reproduce by the process of mitosis. In mitosis, a cell makes an identical copy of itself allowing its DNA to be replicated and distributed equally between two daughter cells. Somatic cells go through the mitotic cell cycle, while gametes are reproduced by meiosis. In the meiotic cell cycle, four daughter cells are produced instead of two. These cells are haploid containing half the number of chromosomes as the original cell. Polyploid and Aneuploid Cells The term ploidy refers to the number of chromosome sets found in a cells nucleus. Chromosome sets in diploid cells occur in pairs, while haploid cells contain half the number of chromosomes as a diploid cell. A cell that is polyploid has extra sets of homologous chromosomes. The genome in this type of cell contains three or more haploid sets. For example, a cell that is triploid has three haploid chromosome sets and a cell that is tetraploid has four haploid chromosomes sets. A cell that is aneuploid contains an abnormal number of chromosomes. It may have extra or missing chromosomes or may have a chromosome number that is not a multiple of the haploid number. Aneuploidy occurs as a result of chromosome mutation that happens during cell division. Homologous chromosomes fail to separate correctly resulting in daughter cells with either too many or not enough chromosomes. Diploid and Haploid Life Cycles Most plant and animal tissues consist of diploid cells. In multicellular animals, organisms are typically diploid for their entire life cycles. Plant multicellular organisms, such as flowering plants, have life cycles that vacillate between periods of a diploid stage and a haploid stage. Known as alternation of generations, this type of life cycle is exhibited in both non-vascular plants and vascular plants. In liverworts and mosses, the haploid phase is the primary phase of the life cycle. In flowering plants and gymnosperms, the diploid phase is the primary phase and the haploid phase is totally dependent upon the diploid generation for survival. Other organisms, such as fungi and algae, spend the majority of their life cycles as haploid organisms that reproduce by spores. Key Points Diploid cells are cells with two sets of chromosomes. They have twice the chromosome number of haploid cells.Somatic cells (body cells excluding sex cells) are examples of diploid cells.The diploid chromosome number is the number of chromosomes within a cells nucleus.The diploid chromosome number is represented as 2n and varies among different organisms.A diploid cell replicates by mitosis and preserves the diploid chromosome number by making identical copies of its chromosomes and distributing them equally between two daughter cells.Animal organisms are typically diploid for the entirety of their life cycles.Plant life cycles alternate between diploid and haploid stages.

Big Mountain High School Case Study Analysis Education Essay

Big Mountain High School serves over 1450 pupils in grades 10-12. Large Mountain is the lone high school in the county, and besides the largest high school in the province. Its geographical location is known for its wilderness and beauty. Because of its location it is mostly a rural territory where many of the attending pupils commute more than 30 stat mis every twenty-four hours to have day-to-day direction. The population of the school ranges from diverse socio-economic backgrounds. As evidenced in the instance, 40 % of the pupils will travel on to go toing 4-year colleges, while 20 % of the pupils attend 2-year colleges. For pupils that are non college edge, as an excess educational option, the territory provides them with a vocational plan ( Smith A ; Louis, Winter 1999 ) . The Superintendent of the territory is Mr. Bob Carpenter a indigen of the territory. He has been the overseer for four old ages and he is described as being magnetic, a individual who makes determinations and gets things done. He is extremely respected amongst the instructors and staff because he meets straight with the instructors and listens to what they have to state. Mr. Carpenter is besides described as utilizing a bottom-up leading manner doctrine. The chief Mr. Vogel has held the place for 15 old ages. He is known as being a dedicated manager, candid and carnival to his staff. Mr. Vogel besides adopted a bottom-up leading manner doctrine. Some nevertheless, see him to be â€Å" crusty and impersonal † and even unapproachable. He makes hiring determinations, nominates the section chairs, normally communicates with instructors in short staff meetings, and maintains that disposal has full authorization over the processs and policies in the school. The sections at Big Mountain high school were given entire authorization and liberty as how they distribute the instruction assignments, how course of study and direction is designed and they besides make the determinations on budget allotments. Meetings between the principal and section caputs are non regular events, they normally meet one time every three hebdomads and the meetings are normally really short. Finally, there are the instructors. The territory ranks the highest paid among other territories in the province, supplying the territory with a big pool of extremely qualified appliers. Teachers at Big Mountain command how they teach, have small or no treatments over learning methods, the type of direction, and have small or no input in the determination doing procedure that takes topographic point in the school. Faculty is divided and with really small interdisciplinary engagement. There are several leading issues present in the instance. The major issues revolve around the ability of the leading to expeditiously take the school during a much needed alteration. In the instance of the mandated course of study alteration as required by the province, the treatments of the new course of study raised personal and pedagogical differences amongst the module. If the end of the leading is to further growing and alter the way in which the school is traveling, it would be wise for the leading to take a human resource frame attack as discussed in Bolman A ; Deal, where under the human resource frame, leaders provide and foster equal engagement in the determination devising ( Bolman A ; Deal, 2008 ) . At Big Mountain, the caputs of section have a significant sum of influence and authorization, and are perceived by the module as decision makers and determination shapers. These differences in power have led to a deficiency of interdisciplinary engagement between section caputs and module members where Hargreaves A ; Fink refer to as, traditional power blocks ( Hargreaves A ; Fink, April 2004 ) . This deficiency of interdisciplinary engagement and the misinterpretation of a collaborative leading, as become a top-down hierarchy leading, instead than a sensed bottom-up leading as expressed by the chief Mr. Vogel. It is obvious that the principal in this school will non be developing meaningful relationships with the staff. His neglect for the sentiments of the instructors during his short module meetings, along with his important leading manner resemble what Fullan ( 2001 ) describes as coercive and bossy leading. As the freshly appointed caput for the Language Arts Department, Mr. Chester non merely appointed to the commission merely those who agree with him, he besides restricted the engagement from the instructors that will be implementing the course of study. By making so, he derailed Bolman A ; Deal ‘s model attack, and the construct of the structural frame where the attempts of groups and persons are coordinated, and besides the human resource frame, where affecting others gives them a sense of belonging and ownership ( Bolman A ; Deal, 2008 ) . Even though ab initio the principal shared the determination devising with the commission, he rapidly reversed that determination and decided to do the determinations himself. However, subsequently he decided to name Chester to take the new alterations commission to implement the new course of study. One once more his rushed determination was made without the engagement and the input from the instructors, go forthing it small room to win and showing the deficiency of communicating and alliance edifice, necessary when turn toing alteration ( Kanter, Summer 1999 ) . As the overseer, Bob Carpenter was non of much aid to the principal in set uping and developing a successful civilization of committed members within the organisation. Although important and magnetic, his strong interaction accomplishments, the ability to construct relationships while run intoing with instructors and listening to their concerns when the principal was non supportive, have earned him the regard of the instructors, minimising the authorization of the principal. As the overseer, Bob failed as a function theoretical account, and a wise man to the principal. He came across as holding his ain political docket, showing the deficiency of his leading qualities. Qualities required when constructing a successful organisation. Recommendations for Improvement Inspiring leaders have the ability to turn schools about. On the other manus mediocre leaders can alter the civilization of a school and hinder the patterned advance of successful enterprises that may be ongoing within an organisation driven by its members. â€Å" A civilization of alteration consists of great celerity and nonlinearity, on one manus and every bit great potency for originative discoveries on the other. The paradox is that transmutation would non be possible without attach toing muss † ( Fullan, 2001, p. 31 ) . It is obvious that muss is in the hereafter of Big Mountain. Changes are inevitable, and a complete restructuring of the school is recommended. From the overseer, to principal, to section leaders, and to instructors, all fail to develop a collaborative and cohesive work environment. In the instance, the prostration was initiated from the top-down where is lacked sustainable leading. Hargreaves ( 2009 ) describes five obstructions that impede effectual leading and should be addressed in the restructuring procedure of Big Mountain. The obstructions impede the successful execution of the restructuring when sequence is ill planned, sequence passages are severely managed, sequence is frequently on the incorrect frequence, sequence planning fails to see the emotional facets, and in conclusion sequence is non treated as a systemic job. Sequence in leading is an of import facet when reconstituting an organisation and it is frequently overlooked, weakening the long term alterations for a successful turn-around. Large Mountain could profit of an increased stableness in leading. It was evident that neither the overseer nor the principal were wholly dedicated to the school and its vision. The overseer and the principal could hold been more proactive in edifice and set uping a common vision for the school. Constructing a systemic leading is another of import facet that should be taken into consideration. The overseer should work on developing unfastened lines of communicating with other successful schools in the territory, and develop partnerships with the other schools where information is shared, and thoughts are exchanged leting schools to assist each other and ultimately addition accomplishment. Another recommendation involves the development of a distributed leading and the creative activity of managers for the new leading. Bolman A ; Deal ( 2008 ) depict the human resource frame, where the overseer and the principal would put more accent on constructing personal relationships, and the sc hool would profit from the constitution of an unfastened and true bottom-up leading manner doctrine. Because more and more disposal is comprised of first-time leaders, giving support to new leaders will relieve the emotional emphasis associated with the place. Supplying good back uping managers will assist the new leaders with the troubles that come with the new administrative function. A concluding option is to maintain the position quo of the school. However, without alterations in leading, the instability that exists amongst the staff will stay and will go on to decline. Leadership stableness can be improved by leading sequence, and this may be accomplished by administering successful leaders across schools in the territory and developing a support web that will help overseers, principals and instructors throughout the territory. â€Å" Successful sequence is about turning and linking leading throughout a system, non merely happening the right tantrum for single leaders. † And â€Å" Permanent betterment seldom exists without leading stableness or successful sequence. Effective sequence is a strategic challenge but non an unsurmountable 1 † ( Hargreaves A ; Fink, April 2004 ) . Mentions Bolman, L. G. , A ; Deal, T. E. ( 2008 ) .Reframing organisations. San Francisco: Jossey-Bass. Fullan, M. ( 2001 ) .Leading in a civilization of alteration. San Francisco: Jossey-Bass. Hargreaves, A. ( 2009 ) . Leadership Succession and Sustainable Improvement.School Administrator, 66 ( 11 ) , 10-15. Retrieved from ERIC database. Hargreaves, A. , A ; Fink, D. ( April 2004 ) . The Seven Principles of Sustainable Leadership.Educational Leadership, 61 ( 7 ) , 8-13. Kanter, M. ( Summer 1999 ) . The Enduring Skill of Change Leaders.Leader to Leader Journal( 13 ) , 15-22. Smith, B. , A ; Louis, L. ( Winter 1999 ) . Case 2: Changes at Big Mountain High School [ Abstract ] .Journal of Cases in Educational LeadershiP, 2 ( 1 ) , 1-2. Big Mountain High School Case Study Analysis Education Essay Big Mountain High School serves over 1450 pupils in grades 10-12. Large Mountain is the lone high school in the county, and besides the largest high school in the province. Its geographical location is known for its wilderness and beauty. Because of its location it is mostly a rural territory where many of the attending pupils commute more than 30 stat mis every twenty-four hours to have day-to-day direction. The population of the school ranges from diverse socio-economic backgrounds. As evidenced in the instance, 40 % of the pupils will travel on to go toing 4-year colleges, while 20 % of the pupils attend 2-year colleges. For pupils that are non college edge, as an excess educational option, the territory provides them with a vocational plan ( Smith A ; Louis, Winter 1999 ) . The Superintendent of the territory is Mr. Bob Carpenter a indigen of the territory. He has been the overseer for four old ages and he is described as being magnetic, a individual who makes determinations and gets things done. He is extremely respected amongst the instructors and staff because he meets straight with the instructors and listens to what they have to state. Mr. Carpenter is besides described as utilizing a bottom-up leading manner doctrine. The chief Mr. Vogel has held the place for 15 old ages. He is known as being a dedicated manager, candid and carnival to his staff. Mr. Vogel besides adopted a bottom-up leading manner doctrine. Some nevertheless, see him to be â€Å" crusty and impersonal † and even unapproachable. He makes hiring determinations, nominates the section chairs, normally communicates with instructors in short staff meetings, and maintains that disposal has full authorization over the processs and policies in the school. The sections at Big Mountain high school were given entire authorization and liberty as how they distribute the instruction assignments, how course of study and direction is designed and they besides make the determinations on budget allotments. Meetings between the principal and section caputs are non regular events, they normally meet one time every three hebdomads and the meetings are normally really short. Finally, there are the instructors. The territory ranks the highest paid among other territories in the province, supplying the territory with a big pool of extremely qualified appliers. Teachers at Big Mountain command how they teach, have small or no treatments over learning methods, the type of direction, and have small or no input in the determination doing procedure that takes topographic point in the school. Faculty is divided and with really small interdisciplinary engagement. There are several leading issues present in the instance. The major issues revolve around the ability of the leading to expeditiously take the school during a much needed alteration. In the instance of the mandated course of study alteration as required by the province, the treatments of the new course of study raised personal and pedagogical differences amongst the module. If the end of the leading is to further growing and alter the way in which the school is traveling, it would be wise for the leading to take a human resource frame attack as discussed in Bolman A ; Deal, where under the human resource frame, leaders provide and foster equal engagement in the determination devising ( Bolman A ; Deal, 2008 ) . At Big Mountain, the caputs of section have a significant sum of influence and authorization, and are perceived by the module as decision makers and determination shapers. These differences in power have led to a deficiency of interdisciplinary engagement between section caputs and module members where Hargreaves A ; Fink refer to as, traditional power blocks ( Hargreaves A ; Fink, April 2004 ) . This deficiency of interdisciplinary engagement and the misinterpretation of a collaborative leading, as become a top-down hierarchy leading, instead than a sensed bottom-up leading as expressed by the chief Mr. Vogel. It is obvious that the principal in this school will non be developing meaningful relationships with the staff. His neglect for the sentiments of the instructors during his short module meetings, along with his important leading manner resemble what Fullan ( 2001 ) describes as coercive and bossy leading. As the freshly appointed caput for the Language Arts Department, Mr. Chester non merely appointed to the commission merely those who agree with him, he besides restricted the engagement from the instructors that will be implementing the course of study. By making so, he derailed Bolman A ; Deal ‘s model attack, and the construct of the structural frame where the attempts of groups and persons are coordinated, and besides the human resource frame, where affecting others gives them a sense of belonging and ownership ( Bolman A ; Deal, 2008 ) . Even though ab initio the principal shared the determination devising with the commission, he rapidly reversed that determination and decided to do the determinations himself. However, subsequently he decided to name Chester to take the new alterations commission to implement the new course of study. One once more his rushed determination was made without the engagement and the input from the instructors, go forthing it small room to win and showing the deficiency of communicating and alliance edifice, necessary when turn toing alteration ( Kanter, Summer 1999 ) . As the overseer, Bob Carpenter was non of much aid to the principal in set uping and developing a successful civilization of committed members within the organisation. Although important and magnetic, his strong interaction accomplishments, the ability to construct relationships while run intoing with instructors and listening to their concerns when the principal was non supportive, have earned him the regard of the instructors, minimising the authorization of the principal. As the overseer, Bob failed as a function theoretical account, and a wise man to the principal. He came across as holding his ain political docket, showing the deficiency of his leading qualities. Qualities required when constructing a successful organisation. Recommendations for Improvement Inspiring leaders have the ability to turn schools about. On the other manus mediocre leaders can alter the civilization of a school and hinder the patterned advance of successful enterprises that may be ongoing within an organisation driven by its members. â€Å" A civilization of alteration consists of great celerity and nonlinearity, on one manus and every bit great potency for originative discoveries on the other. The paradox is that transmutation would non be possible without attach toing muss † ( Fullan, 2001, p. 31 ) . It is obvious that muss is in the hereafter of Big Mountain. Changes are inevitable, and a complete restructuring of the school is recommended. From the overseer, to principal, to section leaders, and to instructors, all fail to develop a collaborative and cohesive work environment. In the instance, the prostration was initiated from the top-down where is lacked sustainable leading. Hargreaves ( 2009 ) describes five obstructions that impede effectual leading and should be addressed in the restructuring procedure of Big Mountain. The obstructions impede the successful execution of the restructuring when sequence is ill planned, sequence passages are severely managed, sequence is frequently on the incorrect frequence, sequence planning fails to see the emotional facets, and in conclusion sequence is non treated as a systemic job. Sequence in leading is an of import facet when reconstituting an organisation and it is frequently overlooked, weakening the long term alterations for a successful turn-around. Large Mountain could profit of an increased stableness in leading. It was evident that neither the overseer nor the principal were wholly dedicated to the school and its vision. The overseer and the principal could hold been more proactive in edifice and set uping a common vision for the school. Constructing a systemic leading is another of import facet that should be taken into consideration. The overseer should work on developing unfastened lines of communicating with other successful schools in the territory, and develop partnerships with the other schools where information is shared, and thoughts are exchanged leting schools to assist each other and ultimately addition accomplishment. Another recommendation involves the development of a distributed leading and the creative activity of managers for the new leading. Bolman A ; Deal ( 2008 ) depict the human resource frame, where the overseer and the principal would put more accent on constructing personal relationships, and the sc hool would profit from the constitution of an unfastened and true bottom-up leading manner doctrine. Because more and more disposal is comprised of first-time leaders, giving support to new leaders will relieve the emotional emphasis associated with the place. Supplying good back uping managers will assist the new leaders with the troubles that come with the new administrative function. A concluding option is to maintain the position quo of the school. However, without alterations in leading, the instability that exists amongst the staff will stay and will go on to decline. Leadership stableness can be improved by leading sequence, and this may be accomplished by administering successful leaders across schools in the territory and developing a support web that will help overseers, principals and instructors throughout the territory. â€Å" Successful sequence is about turning and linking leading throughout a system, non merely happening the right tantrum for single leaders. † And â€Å" Permanent betterment seldom exists without leading stableness or successful sequence. Effective sequence is a strategic challenge but non an unsurmountable 1 † ( Hargreaves A ; Fink, April 2004 ) . Mentions Bolman, L. G. , A ; Deal, T. E. ( 2008 ) .Reframing organisations. San Francisco: Jossey-Bass. Fullan, M. ( 2001 ) .Leading in a civilization of alteration. San Francisco: Jossey-Bass. Hargreaves, A. ( 2009 ) . Leadership Succession and Sustainable Improvement.School Administrator, 66 ( 11 ) , 10-15. Retrieved from ERIC database. Hargreaves, A. , A ; Fink, D. ( April 2004 ) . The Seven Principles of Sustainable Leadership.Educational Leadership, 61 ( 7 ) , 8-13. Kanter, M. ( Summer 1999 ) . The Enduring Skill of Change Leaders.Leader to Leader Journal( 13 ) , 15-22. Smith, B. , A ; Louis, L. ( Winter 1999 ) . Case 2: Changes at Big Mountain High School [ Abstract ] .Journal of Cases in Educational LeadershiP, 2 ( 1 ) , 1-2.

Nursing leader DIX Dorothea Essay Example | Topics and Well Written Essays - 750 words

Nursing leader DIX Dorothea - Essay Example well recognized for her patient advocacy in struggling to improve the condition of a mental asylum and jails, in North America and Europe (Parry, 2006). Dix quitted her career as a schoolteacher at the age of 24-years, and began to explore her second career as a nurse at the age of 39-years (Parry, 2006). She was not a nurse by profession, but the situation allowed her practice as a nurse since the present nursing practices were not yet developed. She became one of the pioneers of the modern nursing, and introduced the key value that drives the provision of quality nursing care through patient advocacy. Her nursing career was inspired, in 1841, when she visited the Cambridge House of Correction to teach Women inmates’ Sunday class (Dolan, 1968). The scenes and conditions she witnessed, in this correctional center were nearly identical to the scenes in â€Å"mental health† facilities she had visited throughout Europe and North America. She discovered that mentally ill patients shared the same facilities with prison inmates who are usually confined in enclosed and filthy spaces, without proper clothing, and sexually and physically abused (Dolan, 1968). From her personal experiences as a mentally ill patient, she decided to challenge how inmates and mentally ill patients are treated, in the court. She filed a number of lawsuits where she won many cases. Her first plan was to improve care for the mentally ill patients and condition of jails throughout Massachusetts. Dix played a number of significant roles in the establishment and expansion of more than 30 hospitals for the mentally ill patients (Parry, 2006). She is a renowned activist in international and national movements that advocated for the rights of the mentally ill patients, and challenged the notion that people with mental problems cannot be helped or cured. She also criticized the harsh and neglectful practices and conditions the mentally ill patients are subjected to, and these include painful physical

Richard Pascale (the person who known as Honda Effect) Essay

Richard Pascale (the person who known as Honda Effect) - Essay Example The four dimensions incorporate the management of past, present and future. In addition to these dimensions, there is also the need for strategic intent as well as the need for agility on the management part as these are what will drive the sustainability of the organization in the future. Power is constant in the present and future, but the learning and identity development which was carried out in the past should be added on in the present as well as in the future. Contention will always be present and hence strategies to handle these conflicts should keep on being developed. Pascale further explains that not all moves an organization makes are calculated or based on years of positive research findings. He advocates for flexibility in the management as there is no on definite prescription to success. This is evident in the Honda story where they stumbled upon success in the US market despite market research eliciting negative findings. Sometimes success simply comes because of a series of unplanned effects but the most important thing is to be prepared to handle it once it comes and strategize on sustaining or even increasing it further (Pascal, 2000). The 7s theory model is relevant in all organizations and should be implemented by management. These include: style, strategy, skills, staff, shared values, structure as well as systems. The concepts mentioned briefly above are summarized in the table below and they all focus on using the past strategies to establish the present and build on the future. They are simply a guideline to the managers by Pascale for every organization on how to ensure that they not only succeed but they sustain the success in the future. Further issues to think about in management are the attitudes of the managers towards their jobs, employees and competitors. The job attitude matters a lot and especially for the new generation of managers whose patience is not their strongest

Critical Review of a Technology and Economics Article :: Economics Essays

The article Digital Technology and Institutional Change from the Gilded Age to Modern Times: The Impact of the Telegraph and the Internet describes the difficulties that exist when trying to create an accurate economic model showing responses to new, economy changing, technologies. The author Ronnie Phillips mainly focuses on institutional economics and, by showing the history of other technological advances, the need for institutional analysis. He explains how the challenge is to explain societal change, recognize what and how it happens, and create policies that will "foster" increased living standards throughout the world. The way that the author forms his article is by first giving a rather exhaustive history of the telegraph, and reviews the impact that it had when it became a major form of fast communication. He then goes over some factors that are essential to understanding the evolution of society. One, that technology is of the nature of a "joint stock of knowledge for humankind"; two, the role institutions and organizations (like the government) play in the development of the technology; three, a so-called ceremonial encapsulation and path dependency; and four, the unpredictability of technological change and it’s impact on society. The last half of the article addresses institutional economics, while not very clearly, he writes about the institutional changes that the internet has had on the economy, while going into a short history of the growth of the internet. The conclusion of the article involves an argument/discussion about whether or not the arguments presented in the article substantiate a "new institutional" or "old institutional" methodology versus whether or not they fall within neoclassical theory. Many questions remain unanswered through the end, and even more are raised right in the last paragraph. Although the author does raise some very interesting and provoking questions in the beginning of the article, unfortunately, some of them are very difficult to answer, or just can’t be answered. While the article doesn’t solve any problems, it does raise awareness and creates some interesting connections with the present and the past. The overall question the author wishes to answer is "how can economists understand and explain the nature of societal change?" The information is explained mostly through a narrative history with a short quantitative analysis of the growth of the telegraph and the Internet.

Government Assistance on Welfare Programs

S. B. 311 will reform the current system of welfare. The reform of the national system is based on the Wisconsin Works or W-2 bill. The bill makes it necessary for people receiving financial, medical, and other various types of government assistance to work for what they receive. The goal of this bill is to eventually get everyone off of the current welfare system. This bill requires everyone who is currently receiving welfare to find employment or enter a job training program. The part of the W-2 bill that will be included is the part that deals with job location. Every participant would have to meet with a financial and employment planner, who would help develop a money and time management program for that person. They would also determine which level of employment or training the participant is ready for. Here are the levels from top to bottom: Unsubsidized Employment: People entering at this level will be offered the best available and immediate job opportunity. If the job does not provide a high enough income to support oneself, income credits, food stamps, Medical Assistance, and child care may be accessible for 6 months. This period of time is given to the participant to locate a higher income job. Trial Jobs: These jobs are designed for people who are not able to locate unsubsidized work. The bill would cover added costs to the employer for training an employee which might need extra support in job training for the first 3-6 months. These trial jobs should result in permanent positions. While a participant is working at a trial job the would be eligible for all of the current assistance programs. If a person quits a trial job they will be ineligible for any further financial or any other type of assistance. Community Service Jobs: This category is reserved for people who do not have the job skills necessary to be hired by a regular employer. CSJ workers would receive $700 per week for up to eight months. During this period, a participant would have to work 30 hours a week and have 10 hours of educational training a week. After the eight months, the participant would be transferred to a trial job. Transition: Transition jobs are only for those people unable to perform self-sustaining work. These participants would receive up to $700 a week for up to a year. During this period, a participant would be required to have 30 hours of work and/or developmental training a week and 10 hours of educational training a week. Participants would be eligible for all assistance programs and would be required to move to the CSJ category after a year. These are the measures that would be taken to help people find employment and permanently get them off of welfare. The current national system that is being used for work requirements is TANF. TANF stands for the Temporary Assistance to Needy Families. The required number of monthly hours of participation in the program is 25 hours for 1999. Job skills ttraining, education related to employment, and secondary school or GED completion does not count towards the first 20 hours of participation. They can be in the program for up to 24 months and can receive all of the current welfare benefits. Then job searching is allowed for an additional 3 months, while participants still receive benefits. The only punishment this programs implements for able adults that do not work is that the adult would only receive foods stamps for 3 months out of a three year period. However, the person would still be eligible for other assistance benefits. The current national system seems like a joke. It is practically encouraging people not to work. It has a basis for some practical ideas, but the requirements are far too small and there is virtually no motivation for a person to work. Everyone is not given an equal chance to get a job growing up, but that does not mean working Americans should have to support them. S. B. 311 proposes a practical working plans for unemployed citizens and also has rigid standards. The expectations are high of the participants, but it is time that unemployed people have to work for what they receive. The bill proposes a plan which provides adequate assistance for people receiving job training and assistance to those who are starting unsubsidized work. On the other hand, the guidelines of the bill were designed not to tolerate an unwillingness to work. If a person chooses not to work, or to go through the levels of job training, they will receive no government assistance. This seems harsh, but who wants to support someone who refuses to work? The participants of this program are given more than a fair chance to find employment and if they choose not to work, they will suffer the consequences.

Guilt in Macbeth Essay - 1708 Words

Guilt in Macbeth There is a large burden of guilt carried by Lady Macbeth and Macbeth in Shakespeares tragedy Macbeth. Lets look at this situation closely in the following essay. Fanny Kemble in Lady Macbeth asserts that Lady Macbeth was unconscious of her guilt, which nevertheless killed her: A very able article, published some years ago in the National Review, on the character of Lady Macbeth, insists much upon an opinion that she died of remorse, as some palliation of her crimes, and mitigation of our detestation of them. That she died of wickedness would be, I think, a juster verdict. Remorse is consciousness of guilt . . . and that I think Lady Macbeth never had; though the unrecognized pressure of†¦show more content†¦[. . .] Macbeths capacity for seeing things that may or may not be there is almost limitless, and the appearance of the mousetrap play to Claudius, though more easily explained, has the same dramatic point as the appearance of Banquos ghost. (90) The Tragedy of Macbeth opens in a desert place with thunder and lightning and three witches who are anticipating their meeting with Macbeth. Macbeth is greeted by the witches with hail to thee, thane of Glamis, thane of Cawdor, and thou shalt be king hereafter! When Ross and Angus arrive with news of Duncans reward (He bade me, from him, call thee thane of Cawdor), it is logical for Macbeth to assume that all of the weird sisters prophecies will come true. At this point in the play there is no guilt felt. After the kings announcement that We will establish our estate upon / Our eldest, Malcolm, Macbeth says, The Prince of Cumberland! that is a step / On which I must fall down, or else oerleap, for his scheming is seriously underway. At Inverness in Macbeths castle, his lady anticipates Duncans visit: The raven himself is hoarse / That croaks the fatal entrance of Duncan / Under my battlements. Beginning at this moment in theShow MoreRelatedGuilt In Macbeth880 Words   |  4 PagesThe story â€Å"The Tragedy Of Macbeth† also called The Scottish Play was written in 1606, by William Shakespeare. The story takes place in Scotland where King Duncan is in charge the country. Macbeth who is the Thames of Glamis, will go on an adventure to take leadership of the country of Scotland, while he also battles with his personal insanity along the way. Macbeth will eventually be King of Scotland and have a miserable reign due to his guilt, inadequacy and tyranny. Macbethsmiserable reign startsRead MoreEffects of Guilt in Macbeth776 Words   |  4 PagesPaul Broussard English IV H October 26, 2011 Effects of Guilt in Macbeth The psychological effects of guilt are vividly depicted in Macbeth and cloud the mindset of characters throughout the play. In much of Macbeth, a sense of guilt Macbeth and Lady Macbeth both possess leads them to take actions that ultimately lead to their downfall. It is this sense of guilt that drives them both mad. Guilt plays a large part in influencing Macbeth and his wife act after they have committed their crimesRead MoreMacbeth Guilt Essay1135 Words   |  5 PagesWilliam Shakespeare’s Macbeth is a tragedy in which the plot evolves in great accordance to the guilt that the individual characters feel. The guilt starts with the planning and execution of the murder of King Duncan. To this event Lady Macbeth and Macbeth react in different ways. They both become guilty in some way or another but the guilt they feel is comprised of different reasons. It is due to their differences in character that they react in the ways they do. While it might not seem like bothRead M oreTheme Of Guilt In Macbeth901 Words   |  4 PagesMacbeth is a beautiful literary work, with many ups and downs of each and every character. 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