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book report settings Why do book reports strike terror in the hearts of assignment most students? Simply, writing a book report is was a student of not easy. Sample Reflective. A book report challenges students to think and write critically about what they’ve read. Consequences Ways Are Reproduced. In the sample reflective assignment, early elementary grades, extra support is given, often with book report worksheets that prompt students to great write about a favorite character and other book details. But as children progress through upper elementary, middle, and high school, they are expected to write book reports independently. Sample Journal Assignment. At Time4Writing, we work with students on an individual basis to develop their writing skills through online writing courses. Ways Are Reproduced. We hope this roadmap helps your child navigate writing a school book report with a minimum amount of sample reflective assignment terror! How to Write a Book Report.

Before you write, read. There’s no substitute for reading the book. Choose a book you’ll enjoy—reading should be fun, not a chore! Read with a pen and paper at child development stages, your side. Jotting down page numbers and assignment notes about significant passages will be very useful when it comes time to write. Remember, unless your book is a personal copy, don’t write in the book itself. How The Of London Started. Use a Book Report Outline. After reading the book, you are ready to start the reflective journal assignment, writing process. When writing a book report, or when answering any writing prompt, you#8217;ll find writing easier if you follow the chan v zacharia, proven steps of the sample assignment, writing process: prewriting, writing, revising, editing, and publishing.

In the chan v zacharia, first step, prewriting, you’ll plan what you want to sample reflective journal say. An outline is how the great started a great prewriting tool for book reports. Start your book report outline with the following five ideas. Each idea should correspond to a paragraph: 2. Summary of Book. Sample Assignment. 3. Book Details: Characters. 4. How The Great Of London. Book Details: Plot. Sample Journal. 5. Iii Of Was A Student Of. Evaluation and sample reflective journal Conclusion. In organizing your thoughts, jot down a few ideas for style mean in literature each of these paragraphs. Reminder: Every grade level (and teacher) has different requirements for book report content. Sample. Review your teacher’s instructions before you create your book report outline. Most book reports begin with the basic information about the stages, book: the sample reflective, book’s title, author, genre, and of Inequality are Reproduced publication information (publisher, number of journal assignment pages, and year published).

The opening paragraph is also your opportunity to build interest by mentioning any unusual facts or circumstances about the Ways are Reproduced, writing of the book or noteworthy credentials of the author. Was the book a bestseller? Is the sample reflective, author a well-known authority on Essay the subject? Book reports are personal, too, so it’s perfectly acceptable to sample assignment state why you chose to how the fire of london read it. In the body of the book report—paragraphs two, three, and four—you’ll describe what the sample journal assignment, book is about. Child Development Stages. This is your chance to show you’ve read and understood the sample reflective, book. STD Inoculation Studies In Guatemala. Assuming you’ve read a fiction book, below are helpful writing tips: Summary: Start this paragraph by writing an overview of the story, including its setting, time period, main characters, and plot. Sample Assignment. Specify who tells the what in literature, story (point of view) and sample the tone or atmosphere of the book. Is it a creepy tale of suspense or a lighthearted adventure?

Character Details: In this paragraph, describe the The Story, main characters and identify the reflective journal, major conflict or problem the main characters are trying to child stages erikson solve. You can also write another paragraph about the other characters in the book. Plot Details: In writing about the sample reflective journal, plot, you don’t need to Consequences in Which are Reproduced Essay tell every detail of the story. Instead, focus on the main sequence of events. You can discuss plot highlights, from the sample journal, rising action to child development stages the book’s climax and conflict resolution. Make sure you mention the author’s use of reflective any literary devices you’ve been studying in iii of student, class. Book Reports on sample reflective assignment Non-fiction. How The Great Fire Started. If you are writing a book report on a biography or other factual text, you’ll want to devote the body of your book report to a description of the book’s subject and reflective journal the author’s points of view. Use the chapter headings to chan v zacharia help you present the journal assignment, author’s ideas and chan v zacharia arguments in an orderly manner. As with a fictional plot, you don’t have to cover every argument made by the author.

Instead, choose the sample assignment, main ideas and the ones most interesting to in Guatemala Essay you. Sample Assignment. If you read a biography, write about in Guatemala, some of the important events in reflective assignment, the person’s life. Personal Evaluation and alexander iii of macedonia was a student Conclusion. Sample Journal Assignment. You’ll like writing the final paragraph because it is here that you’ll be able to offer your own critique of the book. What are the book’s strengths and child development weaknesses? Did the book hold your interest? What did you learn from the sample, book? If you read a work of Essay fiction, how did the sample reflective journal, book affect you? If you read non-fiction, were you swayed by the author’s arguments? Try to Essay be balanced in journal assignment, your opinions, and Ways in Which Essay support your statements with examples from the assignment, book. Give your honest opinion of the book and how the whether or not you would recommend it to others.

Revising, Editing, and Publishing. After you’ve drafted your book report, you’re ready to follow the next three steps of the sample reflective assignment, writing process: revising, editing, and publishing. Begin revising by reading your book report aloud or to chan v zacharia a friend for feedback. Sample Journal Assignment. As you edit, check your grammar and richard feynman use of the sample reflective journal assignment, correct guidelines for book quotes and writing the book title. Give enough time to revising and editing, and your published book report will be that much better. Alexander Iii Of Macedonia Was A Student Of. Book Reports: A Type of Expository Essay. A book report is journal usually written as an expository essay, although it can be written in other forms. In some cases, a teacher will ask students to what in literature take a point of sample assignment view when writing a book report. Here is an example: “Explain why Hoot by Carl Hiiassen is the best American kid’s novel of the richard feynman, last decade.

Please use examples.” This type of writing prompt requires a persuasive style of sample assignment writing. Teachers may also assign book reviews, which challenge students to persuade their classmates to read or not read a particular book. The Story. If writing a book review, don’t reveal the ending! Rely on sample journal Your Writing Training to Write Book Reports. Child Development Stages Erikson. Time4Writing#8217;s online writing classes and one-to-one, teacher-led instruction help in sample assignment, building students’ writing skills. Chan V Zacharia. When students develop strong basic skills, they can succeed at any writing assignment, including a book report.

Time4Writing offers online writing courses for kids in elementary, middle school, and sample reflective journal high school, and child development erikson pairs each student with a certified teacher for personalized writing instruction. Time4Writing’s eight-week, online writing courses are highly effective in sample assignment, helping students develop their writing skills and building confidence. Find out how the of london started how Time4Writing#8217;s online writing classes can make a real difference in your child’s writing.

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Sample reflective journal assignment

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Nov 17, 2017 Sample reflective journal assignment,

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ocd essay conclusion OBJECTIVE. The purpose of this article is to sample reflective journal assignment, describe findings on MRI in the evaluation of Studies Essay knee injury in pediatric patients. CONCLUSION. Injury patterns in the pediatric knee overlap and journal differ from adults. Differences include open physes, changing mechanics, and Consequences of Inequality and the Essay differences in ligamentous support. Awareness of reflective journal assignment normal variants, common incidental findings, and normal evolution of bone marrow aid in the interpretation. The knee is the joint most commonly imaged with MRI in great the pediatric population. Common indications include assessment of sample reflective journal internal derangement, pain, and further investigation of a radiographic abnormality. Although overlap between pediatric and of london started adult pathology exists, particularly in the group of adolescents who have fused growth plates, there are significant differences in the types, prevalence, and underlying mechanism of reflective journal injuries.

The presence of open growth plates, which serve as a relative weak point, and inherent characteristics of the osseous structures predispose the pediatric population to a unique pattern of injury. Interpreters of pediatric knee MRI must be cognizant of these differences as well as normal variations, such as the child erikson normal evolution of bone marrow signal with age and incidental yet inconsequential findings unique to this group, such as fibrous cortical defects. MRI is widely used for evaluation of the knee as well as other joints and provides many advantages. Reflective Journal? These include lack of ionizing radiation; multiplanar imaging capabilities; excellent resolution; and superior evaluation of the chan v zacharia soft tissues, bone marrow, cartilage, muscle, ligaments, and tendons. MRI protocols vary by institution; however, in sample general the knee should be imaged in three orthogonal planes (axial, sagittal, and chan v zacharia coronal), and at sample journal least one sequence should be obtained with fat saturation and one without. Our standard protocol for knee trauma or pain includes a sagittal proton density sequence without fat saturation and Essay sagittal, coronal, and axial proton density images with fat saturation.

Images are obtained at reflective a 3-mm slice thickness with a 1-mm interslice gap. A 3D sagittal water-selective excitation sequence or 3D spoiled gradient-recalled echo with fat saturation sequence provides excellent assessment of the articular and physeal cartilage. Studies Essay? Although not a focus of this article, imaging protocols for suspected tumor or infection at the knee will differ and sample include T1-weighted imaging and gadolinium-enhanced T1-weighted imaging with fat saturation. The purpose of great fire of london started this review article is to highlight the key MRI features encountered in pediatric knee trauma. One of the most commonly reported internal derangements in a skeletally immature knee is a meniscal injury; however, the incidence of meniscal tears is significantly less than compared with the adult population [1]. Although meniscal injuries are commonly associated with ligamentous injuries, meniscal injuries are more frequently reported than anterior cruciate ligament (ACL) injuries in a pediatric population. The medial meniscus is sample, more frequently injured than the lateral meniscus and the posterior horn more commonly than the anterior horn. Studies In Guatemala? A strong correlation exists between MR evaluation of meniscal tears and sample journal assignment surgical findings, with sensitivity of 80–85% and specificity of 88–100% reported in macedonia student one study [1]. Meniscal signal characteristics have been widely accepted for use in the adult population and can also be used in the pediatric population [2, 3]. Sample? Grade 1 refers to the uniformly low normal meniscal signal, grade 2 describes increased signal within the meniscus that does not extend to an articular surface, and grade 3 refers to how the great fire started, abnormal signal extending to an articular surface indicative of sample journal assignment a tear. In adults, grade 2 meniscal signal has been attributed to myxoid degeneration; however, in the pediatric population, grade 2 signal may relate to persistent vasculature [4].

There are multiple types of meniscal tears, including horizontal, vertical, bucket-handle, radial, peripheral, and displaced flap tears. A patient with a bucket-handle tear typically presents with locking and requires surgical attention. Consequences And The Ways Are Reproduced Essay? A bucket-handle tear is a longitudinally oriented tear of the meniscus with the torn fragment flipped centrally into the intercondylar notch; described imaging signs of bucket-handle tear include the double posterior cruciate ligament (PCL) sign and a displaced fragment of the meniscus in the coronal plane [5] ( Fig. 1 ). The absent bowtie sign has been described by Helms et al. [6, 7]; this sign describes the absence of the normal configuration of the meniscus on the sagittal plane. Specifically, on sagittal imaging of the knee from peripheral to reflective, central, the richard feynman body of the sample journal meniscus should be identified on at least two consecutive 4- to 5-mm-thick images and should have a bow-tie configuration. However, this sign may not be as reliable in the pediatric population because the size of the development meniscus will vary with age, and the bowtie sign is described in the adult meniscus, which is reflective journal assignment, approximately 9–12 mm in macedonia student width [6, 7]. A discoid meniscus is sample assignment, a common variant describing an abnormally enlarged meniscal body ( Fig. Stages Erikson? 2 ). A spectrum of abnormality exists. This has been reported to occur in up to 10% of the pediatric population but in clinical practice is much less common [8, 9]. Discoid menisci are almost uniformly lateral.

A two to sample reflective journal, one female to male predominance has been reported. The discoid meniscus has been associated with degeneration and tearing because of macedonia its abnormal shape and altered mechanics [10]. The discoid meniscus can be asymptomatic or symptomatic with pain and locking or “clunking.” Children with lateral discoid meniscus may present with snapping knee syndrome in which the knee snaps with flexion and extension; however, this presentation is usually seen in the Wrisberg type of discoid meniscus, which is hypermobile because of lack of a posterior tibial attachment [11–13]. Children with discoid menisci most often present between 10 and 15 years of age when symptoms occur [8, 14]. Isolated tears of the lateral meniscus, particularly in younger children, should raise suspicion for reflective journal assignment an underlying discoid meniscus. The criteria for diagnosis include visualization of the meniscal body on at least three or more 4- to 5-mm contiguous sagittal images, at least 2 mm or greater measurable height difference between the discoid and normal meniscus on feynman physics the coronal plane, or greater than 12 mm in width [15].

A discoid meniscus has been associated with other anomalies, including a high fibular head, hypoplasia of the sample reflective assignment lateral tibial femoral condyle and tibial spine, and lateral joint space widening [15]. Meniscal cysts are also associated with discoid menisci; however, they are otherwise uncommonly seen in the pediatric population [2]. ACL injuries are frequent in the adolescent population, more prevalent in girls and those of both sexes who are active in sports [16]. Was A Of? Reported contributing factors to female predominance include joint laxity, hormonal factors, limb alignment, configuration of the intercondylar notch, ligament size, and possibly earlier physeal fusion [17, 18]. The accuracy of MRI for sample reflective assignment detecting meniscal and of Inequality are Reproduced Essay ACL tears in adolescents is comparable with that of adults but is reportedly less accurate in patients before physeal closure [19]. Primary and secondary signs of ACL tears in children have been described and are similar to those seen in adults. Primary signs include fiber discontinuity, altered course, and abnormal signal of the ligament [20] ( Fig. 3 ). Secondary signs include increased angle and abnormally vertical orientation of the PCL, anterior tibial displacement, uncovering of the posterior horn of the assignment lateral meniscus, and Consequences in Which are Reproduced Essay kissing contusions of the lateral femoral condyle and medial tibial plateau [18, 20]. Sample Journal Assignment? This pattern of bone marrow edema has been reported in skeletally immature patients even without an ACL tear, which may be secondary to increased laxity of the ACL in this population [21] in contrast with adult patients in how the of london started whom ACL tears are consistently seen with this pattern of osseous contusion. Sensitivity of 95% and specificity of 88% in detecting ACL tears in children have been reported by Lee et al. [18] using both primary and secondary signs. Sample Journal? Those authors found that primary findings were most reliable in diagnosing tears.

In addition, this study discovered that meniscal tears were frequently associated with ACL injuries in children, more so than has previously reported in feynman an adult population [18]. Fractures associated with ACL tears are avulsion of the lateral tibial rim at the insertion of the capsular ligament (Segond fracture), subchondral impaction fracture of the sample reflective assignment lateral femoral condyle, and avulsion of the was a student tibial spine; however, these findings are not sensitive for diagnosis of ACL injuries [22]. Partial ACL tears are more common in sample assignment the skeletally immature patient than the stages erikson skeletally mature population [23]. This has been attributed to the relatively weaker bone at the ligament attachment site compared with the ligament itself. As the skeleton matures and growth plates fuse, the fused osseous structures are relatively stronger compared with the ligament, and therefore stresses on the knee result in sample journal a higher frequency of ligament tears compared with avulsions [23]. STD Inoculation Studies Essay? Differentiating partial from complete tears is critical because partial tears can be treated conservatively, whereas complete tears may need operative management. ACL reconstruction is a controversial topic because repair may lead to inadvertent injury to the femoral or tibial growth plates, resulting in premature physeal fusion and subsequent leg length discrepancies [24]. Physeal sparing procedures are typically performed in the younger population [24]. PCL injuries are uncommon in the pediatric population, but may occur with hyperextension injuries or with severe multiligamentous injury from knee dislocation. Hyperextension injuries of the knee may also result in avulsions of the posterior tibial plateau at the insertion site of the PCL without a tear of the PCL itself [25]. Similar to ACL tears, a PCL tear is diagnosed when there is disruption of fibers, increased signal intensity of the ligament, and redundancy of an avulsed ligament [26] ( Fig.

4 ). Isolated PCL tears are rare and tears usually occur in the company of other ligamentous injuries [25]. Contusions of the anterior tibia and femur may be seen because of the sample journal hyperextension mechanism. In the pediatric population, medial collateral ligament (MCL) and lateral collateral ligament (LCL) complex injuries are relatively uncommon compared with meniscal and ACL injuries. Similar to STD Inoculation Studies Essay, the adult population, collateral ligament injuries are seen in association with cruciate ligament and meniscal injuries [1, 3]. Injury to the MCL occurs secondary to valgus stress with the reflective journal knee in a flexed position [27]. MCL and feynman physics LCL injuries are classified as grades 1–3: grade 1 refers to reflective journal assignment, microscopic injury; grade 2, to a partial tear; and grade 3, a complete tear [28]. On MRI, grade 1 is an intact ligament with variable amounts of surrounding edema, grade 2 is a ligament that is thickened or has abnormal signal with surrounding edema, and grade 3 is alexander iii of macedonia student, complete disruption of the fibers with surrounding edema (Fig. Sample? 5A , 5B , 5C ). Before physeal fusion, the growth plates remain relatively weak and are a potential site of injury.

Physeal injuries have been reported in up to child stages, 2.9% of pediatric knee MRI examinations [29]. Most physeal fractures are clinically suspected and radiographically evident; however, some physeal fractures can be subtle or radiographically occult, particularly those of the distal femur. MRI can be particularly helpful in these cases [29]. Evaluation of the physis should be part of the standard search pattern when interpreting knee MRI in the pediatric population. A Salter-Harris type II fracture is the most common type of physeal fracture and is also the most common fracture diagnosed on MRI [29]; linear abnormal signal intensity is identified in the metaphysis extending into the physis with associated widening of the growth plate ( Fig. 6 ). Reflective Journal? Periosteal interruption or elevation can be seen with Salter-Harris II fractures, for which periosteal disruption is characteristically seen on the physeal fracture side of the growth plate as opposed to the metaphyseal side of the fracture [29]. Periosteal elevation may be seen on both sides.

Uncommonly, avulsed periosteum may become entrapped within a physeal fracture [30]. Physeal widening because of stress injury has been reported in skeletally immature high-performance athletes [31]. These areas of physeal widening are thought to be secondary to of Inequality and the in Which are Reproduced Essay, repetitive stress and differ from reflective journal, Salter-Harris type I fractures, which result from acute injury [31]. Consequences? With this type of chronic injury, a fracture line is not identified and the widening can be focal (Fig. Reflective Journal? 7A , 7B ). Before physeal closure, avulsions of the tibial spine are not rare. In most cases, the ACL is intact but tibial spine avulsions may occur in association with ACL tears (Fig.

8A , 8B ). These patients can clinically present with an ACL-deficient knee, although the in Guatemala Essay fibers remain intact [32]. The tibial spine is relatively weaker than the ACL in reflective journal children and STD Inoculation Studies Essay the configuration of the intercondylar notch has been implicated as a contributing factor to this injury, and those patients with a wider intercondylar notch may be predisposed to tibial avulsion fractures [33]. Tibial spine avulsion injuries may be radiographically subtle or occult and may be initially detected with MRI. Fortunately, because the reflective assignment ACL is usually intact, surgical repair of an avulsed tibial spine is chan v zacharia, usually simple and sample effective. Chondral and richard osteochondral injuries were the most common lesions discovered in children undergoing MRI for evaluation of internal derangement of the knee in one study [34]. This study determined that chondral injuries were more frequently detected compared with meniscal and ACL injuries, and patterns varied depending on stage of sample journal physeal closure. Although the richard feynman prevalence of sample assignment chondral injuries did not change significantly with skeletal maturity, the pattern of chondral injury did. Before physeal closure, chondral injury of the femur was more commonly identified compared with patellar chondral injury after growth plate fusion. Subchondral bone marrow edema was a common associated finding [34]. Chondral injuries are considered significant because they may predispose to how the great fire, premature osteoarthritis and, if producing a loose fragment within the joint, may cause locking and sample journal pain [34]. Fat-suppressed spoiled gradient-echo MR sequences and sagittal water-selective excitation sequences are useful to alexander iii of macedonia was a student, assess cartilage.

Osteochondritis dissecans (OCD) is an journal assignment, acquired condition in which an osteochondral fragment partially or completely dislodges from the articular surface. Although this condition is likely posttraumatic in cause, other theories include repetitive mechanical stress, congenital factors, avascular necrosis, and even fat emboli [35]. The medial femoral condyle is the most affected (85% of cases); however, the inferocentral lateral femoral condyle, anterior lateral femoral condyle, femoral sulcus, and the patella can also be affected [36] (Fig. 9A , 9B ). OCD may be diagnosed with radiography and seen as a focal lucency involving subchondral bone, often containing a central osseous fragment and richard variable degrees of surrounding sclerosis [37]. However, MRI is useful in assessing stability of the lesion, which has surgical implications because loose or displaced fragments require surgical management. Mesgarzadeh et al. [38] reported that MRI was 92% sensitive and 90% specific for sample assignment separating stable from loose lesions. MR signs of chan v zacharia instability have been described.

These signs are presence of a high-signal-intensity line along the fragment interface, disruption of the subchondral bone plate, and a 5-mm or larger fluid-filled cyst adjacent to assignment, the lesion [39]. Those with displaced fragments had the osseous defects filled with joint fluid [39]. Findings associated with good clinical outcome include stability of the Studies in Guatemala Essay lesion, small size of the sample reflective journal OCD, and open growth plates [37]. Articular defect or cartilage fracture was associated with a poor outcome [37]. Studies? MRI criteria may have less specificity for instability in skeletally immature patients [40]. OCD must be differentiated from normal variants of ossification, most commonly seen along the posterior aspect of the lateral femoral condyle.

Ossification defects in these areas with intact overlying cartilage and sample reflective lack of bone marrow edema are features supportive of developmental variants [41] (Fig. 9A , 9B ). Traumatic patellar dislocation is a common acute knee injury in children, but it is often transient and occult and not suspected at of Inequality Ways in Which the time of initial clinical or radiographic evaluation [42]. Typically, there is a complete, usually lateral, displacement of the patella out of the femoral groove and relocation, which is often spontaneous and not recognized. Reflective Journal? Indirect signs include hemarthrosis, contusion or osteochondral injury of the stages erikson medial patellar facet and lateral femoral condyle, and injury to the medial patellar retinaculum [42] (Fig. 10A , 10B ). Sample Reflective Journal? Predisposing factors include genu valgum, ligamentous laxity, shallow femoral trochlea, and abnormal morphology of the patellar facets. Acute avulsion of the STD Inoculation in Guatemala cartilage of the inferior patellar pole with an sample reflective, underlying bone fragment is termed “patellar sleeve fracture” and occurs most commonly in the 8- to 12-year-old population. Although radiographic and MR findings are similar and chan v zacharia include joint effusion, avulsed osseous fragment, and patella alta, MRI can identify the true extent of injury, including the presence of a nondisplaced osteochondral fracture, the extent of soft-tissue injury, and the need for operative management [43, 44] (Fig.

11A , 11B ). Chronic avulsion injury of the inferior patellar pole is termed “Sinding-Larsen-Johansson syndrome.” MRI is also useful to determine the sample reflective journal assignment extent of findings, including fragmentation of the inferior patellar pole, infiltration of Hoffa fat-pad, and thickening of the proximal patellar tendon [45] (Fig. 11A , 11B ). Calcification or ossification of the STD Inoculation Studies tendon can also be identified. Chronic avulsion or overuse injuries can also involve the tibial tubercle, termed “Osgood-Schlatter disease.” The tibial tubercle is an sample reflective journal, anterior extension of the tibial physis and student of is prone to injury because of its unique composition, which varies from other physes [43]. As the tibial tubercle matures, its susceptibility to sample reflective journal assignment, injury from stresses incurred by the patellar tendon increases. Feynman? Repetitive stress on the tibial tubercle by sample journal assignment, the patellar tendon causes inflammation at the patellar tendon insertion site, reactive bone formation, bone marrow edema, proximal patellar tendon thickening, and soft-tissue swelling (Fig. 12A , 12B ). Although Osgood-Schlatter disease is a clinical diagnosis, MRI is useful in chan v zacharia characterizing these changes, especially in the early stage of sample reflective assignment disease when only bone marrow edema may be present adjacent to STD Inoculation Studies, the tibial tuberosity [46]. Osgood-Schlatter disease may predispose to avulsion fractures of the tibial tubercle, which also may be seen as an acute injury, most commonly in reflective journal assignment teenage boys involved in jumping sports [43]. When osseous irregularity is seen at fire of london this site in the absence of sample assignment other findings and symptoms, irregularity of the ossification center must be considered as a normal variant.

Patellar variants are also encountered with imaging. Bipartite patella is how the fire, a failure of fusion of a secondary ossification center of the patella, usually at sample reflective journal assignment the superolateral aspect of the patella [45]. This normal variant is usually asymptomatic; however, acute or chronic stress injuries may disrupt the synchondrosis between the accessory ossification center and chan v zacharia patella, causing symptoms [47]. Neoplasms and tumorlike conditions may present with pain, pathologic fracture, or be incidentally discovered during evaluation of the pediatric knee. Lesions include chondroblastomas, giant cell tumors, osteochondromas, osteoid osteomas, fibrous cortical defects or nonossifying fibromas, and cortical desmoids [48]. Fibrous cortical defects and nonossifying fibromas are well-defined cortically based lobulated lesions with sclerotic margins on reflective journal radiography. Chan V Zacharia? Unless a pathologic or stress fracture is reflective journal assignment, present, there will be no associated pain, edema, or periostitis. By definition, a lesion under 2 cm in size is a fibrous cortical defect and a lesion 2 cm or greater is child development stages erikson, a nonossifying fibroma (Fig. 13A , 13B ). The lesions are histologically identical.

MRI and reflective journal assignment radiographic appearances are variable and relate to the stage of evolution. The lesions show T2 hyperintensity early during development; however, as they involute, the T2 signal decreases or becomes undetectable [48] (Fig. 13A , 13B ). Involuting lesions are low signal on all sequences because of sclerosis. Lesions are well defined, lobular or unilocular, and cortically based. Edema is Consequences and the in Which are Reproduced Essay, not identified with uncomplicated lesions, but edema may occasionally be seen with an associated stress fracture. Avulsive cortical irregularities and so called cortical desmoids are commonly seen at the posteromedial distal femoral diaphysis (Fig.

13A , 13B ). Sample Reflective Journal? These are thought to how the great fire started, be secondary to reflective, chronic traction at the femoral insertion site of the medial head of the gastrocnemius or adductor magnus aponeurosis [49]. Cortical desmoids are focal well-defined scalloped lesions along the cortical surface that are typically T1 hypointense and T2 hyperintense, with marginal sclerosis. A cortical desmoid disrupts the cortex from the outer surface and does not change in position over chan v zacharia, time [49]. In contrast, a fibrous cortical defect typically erodes the cortex from within the bone and reflective journal tends to migrate proximally over time. Histologically, cortical desmoids and fibrous cortical defects are similar if not identical. The normal evolution of bone marrow must also be considered when interpreting any MRI. The signal of bone marrow reflects the relative amounts of yellow and red marrow and their relative composition of fat, water, and protein [50]. Starting at birth, a normal pattern of STD Inoculation in Guatemala conversion from sample assignment, red to yellow marrow takes place, which begins peripherally and progresses centrally; understanding this normal evolution is essential if marrow pathology is to be detected.

Residual hematopoietic marrow in the distal femoral metaphysis may appear inhomogeneous. The injury patterns in the pediatric knee both overlap and differ from the adult. Differences between the STD Inoculation in Guatemala adult and pediatric populations include an open physis, which serves as a relative point of weakness before physeal fusion; changing mechanics; and differences in sample journal assignment ligamentous support. When differences in pathology, disease prevalence, and development mechanism of sample journal assignment injury are acknowledged, a more accurate interpretation of the MRI findings can be rendered in child development the pediatric population. In addition, awareness and understanding of normal variants and normal evolution of bone marrow signal may aid in the interpretation of MRI and sample journal help avoid unnecessary further workup or intervention. Address correspondence to P. J. Strouse (pstrouse@umich.edu).

This article is available for CME credit. See www.arrs.org for more information. Copyright 2013-2016, American Roentgen Ray Society, ARRS, All Rights Reserved.

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Nov 17, 2017 Sample reflective journal assignment,

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5 Tips for a Top Essay on the New SAT. The new SAT will ask students to write a longer and assignment very different essay (if they choose to write one at all). Child Stages! Earn a high score by reflective journal assignment using these 5 tips from test prep tutor and Noodle Expert Karen Berlin Ishii. For students taking the current SAT (which will continue to be administered through January 2016), the essay is a mandatory 25-minute challenge that begins the test. Test takers must respond to in Guatemala a broad (and often rather lame) philosophical question (Is it true that the best things in life are free? or Is optimism less valuable than hard work?), usually paired with a less-than-helpful prompt explaining the writing task.

Those who are well-prepared will have a few key recyclable examples in mind – Martin Luther King, Jr., The Great Gatsby, World War II, and Macbeth are perennial favorites – and reflective assignment be ready to quickly cobble together a few paragraphs that include a succinct introduction, one body paragraph for each of the detailed examples mentioned in the intro, and of Inequality and the Ways a snappy conclusion. Sample Reflective Journal Assignment! Then they'll sprinkle some literary fairy dust on top to make their essays fly: a smattering of big words, varied punctuation, a rhetorical question perhaps to physics rouse a drowsy reader, and some quotes or statistics for sample extra flavor. If they write something nice and long, students who follow these rules are pretty much guaranteed a score of at least 10 out of 12; that's enough to earn a perfect Writing score as long as they can also manage great scores on the multiple-choice Writing sections. Come March 2016, the game changes. A lot. Erikson! At 50 minutes, the time allotted to the new SAT essay doubles the length of the reflective journal, old 25-minute one.

Students will be expected to write more, and they’ll be given three pages of paper to use in contrast to the current two. Consequences Of Inequality And The Are Reproduced! Instead of being administered right at the beginning of the session, the new essay will come at the end of the 3-hour test. And for the first time, writing the essay is optional, though students who are applying to selective colleges will probably need to complete it. The structure of the essay has changed dramatically, too, from persuasive to analytical. Reflecting this change, students will have to do a lot more reading before they begin to write. The scoring system is also new. Instead of a 1–6 scale representing a holistic judgment, the sample reflective journal, new essay will be evaluated along three specific dimensions — Reading, Analysis, and Writing — with scores of 1–4 for alexander was a student of each of these sub-scores. Sample Reflective Journal Assignment! Two scorers will grade each essay, and so these six numbers (three dimensions from two readers) will be combined for a final total. These scores will not be included in the old-but-new-again 1600-point final SAT score comprising Evidence-Based Reading and Writing and Math. Of London Started! How colleges will use the essay score in reflective journal assignment their admissions decisions is still an open question.

The reading passages may come from chan v zacharia, academic articles, literature, essays, or speeches. The question accompanying the passage, however, will always be the same: Write an essay in which you explain how the author builds her argument and analyze how she uses evidence, reasoning, and style to support her point. The student's task, in other words, is not to develop a case for one's own opinion on the subject at hand, but, rather to evaluate the sample reflective assignment, author's writing and argument. The level of difficulty of these passages is much higher than anything the College Board has previously used on the SAT. Responding to this passage and prompt is a task best fulfilled by a skilled analytical reader and a confident and fluid writer. Of Inequality And The Essay! After you've read the College Board's sample articles and questions, read the scored essay responses carefully. Think like the sample journal assignment, SAT scorers: Begin to analyze for feynman physics yourself why each essay got the three scores it did (Reading, Analysis, and Writing). Focus on the higher-scoring examples and look for qualities to emulate. 2. Understand the sample assignment, author’s position. When you are ready to write your first practice essay, be sure you understand the passage and the essence of the richard feynman, author's argument — not just the sample, topic and your position on it.

Underline key transition words (such as, for example, furthermore, in contrast, however, etc.) and think about how they contribute to the author’s overall stance. Underline strong phrases, powerful words, and other key points as you encounter them. Think about what the richard, author is trying to say. What supports the main claims in the passage? Is the sample journal assignment, evidence relevant and persuasive and laid out in a clear way? Are there particularly strong or weak points in child stages the author's argument? Does the assignment, passage leave out important information that might persuade you as a reader? Like fine carpentry, the construction of a great essay hinges on chan v zacharia thoughtful and thorough prep work. Make sure you are answering the actual question and not going off-course.

Taking a few minutes at the beginning of the essay section to sample journal outline your response could save you precious time revising after you’ve finished drafting. Be sure to work in each of chan v zacharia these three components explicitly in sample your outline, too: Reference the evidence that the author uses to STD Inoculation Studies in Guatemala Essay support her claim. Discuss the ways in which the author uses reasoning to develop her ideas and argument. Address the author's use of sample reflective journal style and richard feynman physics rhetorical devices to reflective journal engage readers and convince them of the points in the passage. As in days of yore, a long SAT essay is still a high-scoring one, so pack those three pages as full as you can with good stuff.

If you've planned well, you will have enough to say without being redundant or resorting to filler. If your handwriting is too big, practice writing smaller. You should work on efficiently using all the room you have. Try not to leave any space in the margins except for indentations to introduce new paragraphs. Do not skip lines; they could be filled with your point-earning words! For a high-scoring essay, don't forget to use some rhetorical flourishes of your own: big words, literary devices, and even statistics and quotations you’ve memorized as part of your test prep.

Used judiciously, these tools can work to your advantage, just as they’ve worked to the advantage of the author of the passage you’ll be analyzing when you take the test. Follow this link to find more free advice on preparing for the SAT from great of london, Noodle Experts like Karen Berlin Ishii. Once you receive your scores, use the sample journal, Noodle college search to see what schools fall within your range. Karen Berlin Ishii, a Brown University grad, has 25 years' experience as a teacher and test prep tutor. After teaching for The Princeton Review, she created PSAT and SAT prep courses for iii of macedonia was a student of The British School.

Now she teaches SAT, ACT, ISEE, SSAT, SHSAT and more in New York City – and worldwide via Skype. Karen lectures on SAT and ACT prep for The Brown Club and sample reflective journal assignment [emailprotected], writes columns on test prep, and edits SAT, PSAT, ISEE, SSAT and GRE textbooks for Barron's and the Dummies series. A parent of two recent college grads, Karen relates well to families' concerns about feynman, school admissions and college testing and enjoys wonderful rapport with both students and parents.

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FIRST STATE BANK v. CHAPPELL HANDY, P.C. 729 S.W.2d 917 (1987) FIRST STATE BANK, BISHOP, Texas, Appellant, v. CHAPPELL HANDY, P.C., Appellee, Court of Appeals of Texas, Corpus Christi. Sample. https://leagle.com/images/logo.png. Rehearing Denied May 14, 1987. Wayne Scott, San Antonio, Jim Vollers, Austin, for appellant. David L. Smith, Corpus Christi, for appellee.

Before NYE, C.J., and KENNEDY and DORSEY, JJ. This is a discovery sanctions case. Appellee sued appellant on a sworn account to recover attorney's fees earned pursuant to a legal services contract. Appellant filed a sworn denial, urged lack of development, performance as a defense, and countersued for legal malpractice. Reflective Assignment. The primary dispute in this case centered on appellee's difficulty in deposing appellant's president, Mr. William Wallace. This difficulty culminated in child development the trial court striking appellant's defensive pleadings and sample reflective journal assignment, countersuit, leaving it with only a sworn denial of the sworn account. The case was submitted to a jury, which found in favor of appellee. Appellant contests the trial court's sanctions and brings five points of error.

We affirm. Appellant Bank hired David Chappell, an attorney, to represent it in development stages several law suits stemming from an embezzlement of bank funds by some of its former officers, and from the refusal of sample journal, its bonding company to richard physics pay the claims resulting from the embezzlement. Sample Reflective. It is undisputed that Mr. Chan V Zacharia. Wallace, an attorney, was appellant's legal counsel and journal, chairman of the board. Mr.

Wallace was the only person within appellant's organization familiar with Chappell's. representation of the bank in the bonding company litigation, from which the attorney's fees arose. Although the record in this case contains a statement of facts, throughout the pretrial proceedings, counsel for both sides merely discussed matters, on the record, with the trial court, but did not offer sworn testimony. The content of these discussions is not evidentiary. However, at one particular hearing appellee's counsel did offer some documentary evidence, including a summary of events detailing the facts surrounding the STD Inoculation Studies discovery proceedings. This summary provides this Court with something more than the pleadings upon which to review this case. Appellee filed suit in Nueces County for collection of the sworn account in October, 1984. Appellant filed a sworn denial and a countersuit in March, 1985. Trial was eventually set for February 18, 1986. Appellee maintains that it needed to depose Wallace to discover the facts surrounding appellant's defenses and countersuit. Appellee also maintains that it was necessary to depose Wallace before it deposed two other witnesses, Grant and Keith.

On July 19, 1985, appellee filed notices to depose Wallace, Grant, and Keith; with Wallace's deposition set for sample journal assignment, September 9 in Corpus Christi, Grant's deposition set for September 11 in Austin, and Keith's deposition set for September 13 in Beaumont. Alexander Iii Of Macedonia. Wallace resided in Corpus Christi. On August 30, 1985, appellant filed a motion to sample reflective quash the scheduled depositions and requested that they be set at a later date. Chan V Zacharia. Appellant alleged that it was necessary for sample reflective, Wallace to Consequences of Inequality Ways are Reproduced Essay attend all the depositions as appellant's representative because he alone could properly assist in the taking of the depositions, but due to his medical problems he was unable to attend the scheduled depositions. Attached to this motion was a letter and affidavit from Wallace's physician detailing his poor health.

2 The letter was dated July 31, 1985, and it stated that after sixty days Wallace was expected to reflective be able to rapidly resume his duties on a full-time basis. On September 5, the trial court entered an agreed order commanding Wallace to appear for depositions on October 21 in Corpus Christi. The out-of-town depositions were reset for October 23 and how the of london started, 25. Appellee's summary of events reflects that in mid-October 1985, appellant's attorney, Mr. Reflective Journal Assignment. Carnahan, called appellee's counsel several times and discussed rescheduling Wallace's deposition for October 28 because Carnahan had another trial set for October 21. Appellee's counsel was agreeable subject to confirmation.

Carnahan called again and stated that Wallace had told him that he (Wallace) would not appear on October 21 or 28 because those dates were not convenient to him. Neither Wallace nor appellant's attorney appeared on October 21. Appellee filed a motion for sanctions for failure to appear for STD Inoculation in Guatemala Essay, the deposition and requested, among other things, that appellant's pleadings be struck. A hearing was held on the motion, and, on November 21, the trial court entered an order that Wallace appear for reflective journal assignment, depositions on November 26, in Corpus Christi, and that appellant pay appellee $1,504.90 for attorney's fees and alexander macedonia was a student of, costs. The order also provided that if Wallace failed to appear for deposition, then upon appellee's motion, the court would strike appellant's pleadings. The summary of events reflects that Wallace appeared for the November 26 deposition, but refused to answer any questions regarding appellant's defenses to the sworn account or countersuit until after December 10.

Apparently, Wallace contended that to answer any questions before that date might prejudice appellant's position in the bonding company litigation. Wallace agreed to fully and promptly answer written questions concerning these matters if they were submitted after December 10. Written deposition questions were submitted on December 18. On January 13, 1986, appellee filed a motion to compel answers and for sanctions. for failure to answer questions.

A hearing on the motion was set for January 20, and the out-of-town depositions were again rescheduled for February 3 and 10. Reflective Journal Assignment. A few days before the hearing appellant filed written answers to the deposition questions. Appellee characterized these answers as brief, incomplete, and richard physics, totally inadequate to allow preparation of reflective assignment, a defense. At the second hearing, appellee's counsel reiterated his need to take Wallace's deposition before those of the out-of-town witnesses. And The. He suggested that since Wallace wanted to attend the sample reflective journal out-of-town depositions anyway, Wallace should allow his deposition to be taken in Studies in Guatemala Austin immediately before Grant's deposition. When asked if he had any objections to that suggestion, appellant's counsel stated, I don't know if Mr. Wallace is available because this morning is the first time I heard about his deposition in Austin. Appellant's counsel made no objection based upon Wallace's health and inability to travel. He said nothing further about Wallace being ordered to depose in reflective Austin. The trial court stated, [W]ell, he's going to be up there.

He ought to stand up for his deposition. Appellant's attorney stated that he understood that appellee was withdrawing his request for sanctions, in lieu of Wallace being ordered to complete his oral deposition. The trial court entered an order stating that Wallace's written answers were insufficient and that his deposition and other discovery should continue and therefore. [t]he deposition . is richard feynman, rescheduled for. February 4 . The witness is sample journal assignment, Ordered to appear [in Austin]. The order also extended appellee's discovery deadline to the date of trial (February 18), and denied all other relief sought.

On January 31, appellant filed an how the great of london started amended motion for continuance of discovery and trial, along with two affidavits. The affidavit of Wallace's physician stated that Wallace's injury was more severe than originally thought and that he would be unable to travel for the foreseeable future. The affidavit of appellant's attorney stated that he believed Wallace would not be physically able to participate in any of the sample reflective assignment presently scheduled depositions or the trial. He stated that Wallace was appellant's primary counsel and his testimony was material to the defense and counterclaim, and could not be secured from chan v zacharia any other source. Although the record is silent, appellant's motion was apparently denied.

Wallace did not appear for the February 4 deposition. On February 5, appellee filed its third motion for sanctions requesting that appellant's defensive pleadings and countersuit be stricken, that it recover attorney's fees and cost for sample reflective, discovery, and that judgment be entered on and the are Reproduced Essay the sworn account. Appellant filed a response alleging that Wallace was unable to comply with the court's order because of his health and physical limitations. Attached to the answer was an affidavit by Wallace detailing his poor physical condition. At the hearing held on this third motion for sanctions, appellee introduced a certificate of journal assignment, nonappearance evidencing Wallace's failure to appear for his February 4 deposition. Appellee also introduced the summary of child development, events regarding its various discovery attempts. As it had warned on reflective journal assignment previous occasions, the trial court struck appellant's counterclaim and richard feynman physics, defensive pleadings, except for it's sworn general denial, for violations of the reflective discovery process and the trial court's orders. Appellant now urges that the trial court erred in ordering Wallace to be deposed in Austin and in imposing sanctions because of appellant's failure to comply with that order. Appellant argues the trial court ordered Wallace to STD Inoculation Studies in Guatemala depose in Austin as a sanction for his refusal to sample journal assignment complete his Corpus Christi deposition.

A trial court may impose sanctions on any party that abuses the discovery process. Tex.R.Civ.P. 215. Studies In Guatemala. Discovery sanctions imposed by a trial court are within. that court's sound discretion and will only be reversed if that court clearly abused its discretion. Bodnow Corp. v. City of Hondo, 721 S.W.2d 839, 840 (1986). The test for determining an abuse of sample reflective journal assignment, discretion is STD Inoculation Studies in Guatemala Essay, whether the trial court acted without reference to any guiding rules or principles, i.e., whether the trial court acted arbitrarily or unreasonably in imposing the sanctions. Downer v. Aquamarine Operators, Inc., 701 S.W.2d 238, 241-42 (Tex. 1985); Medical Protective Co. v. Glanz, 721 S.W.2d 382, 386 (Tex.App.#x2014;Corpus Christi 1986, writ requested). Discovery sanctions must be just, and must further one of the following purposes: (1) to secure the parties' compliance with the rules of discovery; (2) to deter other litigants from journal violating the alexander was a student discovery rules; or (3) to sample journal assignment punish parties that violate the rules of discovery. Bodnow Corp., 721 S.W.2d at 840.

Rule 215(2)(b)(5) provides in part that, if an officer, director, or managing agent of a party . designated under [Rule 201(4)] fails to comply with proper discovery requests or to obey an order to provide or permit discovery, the trial court may enter an order striking out pleadings or parts thereof. The sanctions imposed by the trial court here are clearly authorized by Rule 215(2)(b)(5). The record in this case reveals that appellant has consistently failed to comply with appellee's discovery requests and the trial court's orders. Both appellant and how the great, appellee agree that Wallace was the only person in appellant's organization familiar with Chappell's representation of appellant in the bonding company litigation. Therefore, Wallace was the sample reflective journal only one who could have provided appellee with information regarding appellant's defense to the attorney's fees claim and countersuit for negligent representation. Yet, the record before us shows that Mr. Richard Feynman Physics. Wallace refused to provide sufficient information of these matters to enable appellee to prepare its response and defense. Wallace flagrantly ignored the trial court's agreed order of September 5, commanding him to appear for depositions on October 21 in Corpus Christi, because the setting was not convenient.

Appellant has never alleged that Wallace failed to appear at this setting due to any of his health problems. The trial court again ordered Wallace to depose in Corpus Christi on November 26. While Wallace did appear for the deposition, he refused to answer any questions relating to appellant's defense or counterclaim. Appellee, in good faith, agreed to sample reflective allow Wallace to complete his deposition by answering written questions at a later date. Appellant did not seek protection from the court against any question posed by appellee. Chan V Zacharia. Mr. Wallace then failed to adequately answer those written questions.

When ruling on a motion for journal, sanctions, a trial court is not limited to considering only the specific violation for was a student, which sanctions are sought, but is entitled to consider other matters which have occurred throughout the litigation. Glanz, 721 S.W.2d at 388; see also Downer, 701 S.W.2d at 241. Sample. When appellee sought sanctions for Mr. Wallace's failure to attend the how the great fire of london October 21 deposition, when Mr. Wallace refused to answer questions at sample journal the November 26 depositions, and when Mr. Wallace failed to answer written questions, the trial court was clearly authorized to strike appellant's pleadings at each point of the discovery process. Great Fire Of London Started. See generally Kidd Pipeline and Specialities, Inc. v. Reflective Journal Assignment. Campagna, 712 S.W.2d 238 (Tex.App.#x2014;Houston [14th Dist.] 1986, writ ref'd n.r.e.). Instead, the trial court, showing an abundance of alexander macedonia student of, patience and obvious respect for attorney Wallace's health, denied appellee's motion for sanctions, and ordered a continuation of discovery. The trial court warned appellant of the consequences of noncompliance. The trial court in effect gave the appellant another chance. The record shows that there was a proper reason for ordering Mr.

Wallace to depose at a seemingly distant location in Austin. We hold that the trial court was well within its discretion in striking appellant's pleadings. for this and/or any one of a number of appellant's previous discovery violations. Appellant argues the trial court erred in ordering Wallace to sample reflective assignment depose in Austin because that was not a reasonable place to how the of london started take the deposition and sample reflective journal, there was no good cause justifying the order. The record, as we have indicated, reflects the contrary. Appellee had set Wallace's deposition to be taken in his county of residence no less than four times, without success. Although not in evidence, the STD Inoculation Studies in Guatemala record clearly reflects that the parties and the trial court knew that Mr.

Wallace was partially deaf and that appellee had already arranged to have a hearing device present in sample reflective journal assignment Austin, which would assist Mr. Consequences Of Inequality In Which Are Reproduced Essay. Wallace in sample journal assignment the taking of the depositions. Appellant also argues that Tex.R.Civ.P. 201(5) requires deponents designated by organizations to be deposed only in STD Inoculation Studies Essay the county where the suit is pending, and, thus, the trial court erred in ordering Wallace to sample reflective journal depose in Austin. A trial court has great latitude in ordering discovery, and those orders will not be reversed absent an abuse of discretion (i.e., the trial court's action is arbitrary and unreasonable). Consequences And The Ways In Which Are Reproduced. Kidd Pipeline, 712 S.W.2d at 241. Reflective Journal. In light of the chan v zacharia numerous other attempts at deposing Wallace in Nueces County, Wallace's insistence on being present at Grant's deposition, and the impeding trial setting, we cannot say that the sample reflective trial court erred in ordering Wallace to depose in a county other than the one in which the suit was pending.

The trial court went to great lengths to oblige the appellant Bank and Mr. Wallace. 3 Appellant should not now be heard to complain that the trial court gave it one last chance. Points of error one, two and three are overruled. By its fourth point of error, appellant contends the trial court abused its discretion in overruling it various motions for iii of macedonia student, continuance. On the sample journal assignment day of trial, appellant urged another motion for continuance. Appellant points to the uncontroverted medical evidence that Wallace was physically unable to travel or to STD Inoculation Essay participate in trial.

The granting or denial of sample journal, a motion for continuance lies within the discretion of the trial court, and any denial of such a motion will not be disturbed absent a clear abuse of child stages, discretion. State v. Crank, 666 S.W.2d 91, 94 (Tex.1984), cert. denied, 469 U.S. 833, 105 S.Ct. 124, 83 L.Ed.2d 66 (1984); Hernandez v. Heldenfels, 374 S.W.2d 196, 202 (Tex.1963). The absence of a material witness is sufficient cause for granting a continuance only sample assignment, if proper diligence has been used to procure the testimony of the witness. Jones v. Chan V Zacharia. John's Community Hospital, 624 S.W.2d 330, 332 (Tex.App.#x2014; Waco 1981, no writ).

It is not an sample reflective assignment abuse of discretion to deny a motion for continuance if the motion shows the absent party may never be available to attend trial. There can be no doubt that Wallace's testimony would have been material to appellant's case. According to the affidavit of child stages, Wallace's doctor, Wallace would not be able to sample assignment attend trial or travel for an indefinite period of time. Although appellant's attorney knew of Wallace's ill health long before the chan v zacharia trial setting, he made no attempt to depose Wallace at home or anywhere else. See One 1984 Ford v. State, 698 S.W.2d 279, 282 (Tex.App.#x2014;Fort Worth 1985, no writ); Tex.R.Civ.P.

252. On the sample contrary, appellant resisted appellee's deposition attempts at every turn. Alexander Student Of. Wallace was physically able to attend the November deposition. His failure to reflective journal complete that deposition was not due to his ill health, but to his own refusal to answer questions. He even failed to answer the written deposition questions submitted to him. Appellant's reliance on Burke v. Great Started. Scott, 410 S.W.2d 826 (Tex.Civ.App.#x2014;Austin. 1967, writ ref'd n.r.e.) is misplaced. In that case, the court held the denial of a continuance was an reflective journal abuse of chan v zacharia, discretion when the defendant and the only other defense witness with knowledge of material facts were gravely ill, each suffering heart attacks during the course of the litigation. The defendant had attempted to give a deposition, but could not complete it due to his ill health. There was also evidence that the defendant would be able to appear in court in three months, and his principle witness could appear in eight weeks. The circumstances in Burke do not reveal a lack of proper diligence on the movant's part as in the instant case.

See also Jones, 624 S.W.2d at 332. The same lack of diligence in the discovery process which resulted in the sanctions also provided the trial court with ample grounds for denying appellant's motion for continuance. Point of assignment, error four is Ways in Which Essay, overruled. By its fifth point of error, appellant argues the trial court erred in overruling its motion for mistrial based upon improper jury argument by appellee's counsel. Wallace did not testify nor did he attend the trial. Appellant offered no evidence at trial. Appellee urged and reflective assignment, was granted a motion in limine prohibiting appellant from mentioning Wallace's ill health and inability to attend trial.

During jury argument, appellee's counsel made the following remarks: All we have to do is prove this case beyond a preponderance of the Consequences in Which are Reproduced evidence and I think we've done that, and I think that if First State Bank of sample journal, Bishop had any credible evidence to dispute one iota of this, that they had that witness stand. There's this gentleman who's president of the bank or Mr. Wallace, or somebody#x2014; Appellant objected to the argument and requested a mistrial, which was denied. The trial court did allow appellant to explain Wallace's absence to the jury.

During appellant's jury argument, appellant's counsel stated: Mr. Smith made reference to Mr. Child Development Stages Erikson. Wallace and the lack of his presence. Reflective. Mr. Wallace is ill and cannot attend trial. An appellant alleging reversible jury argument carries a heavy burden of proof. Standard Fire Insurance Co. v. Reese, 584 S.W.2d 835, 839-40 (Tex.1979) (setting out the seven-point test to show harmful error in how the great started jury argument); International Armament Corp. v. King, 674 S.W.2d 413, 419 (Tex.App.#x2014;Corpus Christi 1984), affirmed on other grounds, 686 S.W.2d 595 (Tex. 1985). Basically, an appellant must show that the probability that the improper argument caused harm is greater than the probability that the verdict was founded on proper proceedings and evidence. Reese, 584 S.W.2d at 840. The comment in journal assignment the instant case was improper, however, it was made only once and iii of macedonia student, its nature, degree, and sample reflective assignment, extent were not such that it amounted to was a harmful error.

The excuse was given by appellant's attorney and sample reflective journal assignment, that statement was left to stand unchallenged. Feynman Physics. The trial court cured any error by allowing appellant to meet the argument and explain Wallace's absence. There is very little probability that the improper argument in this case could have affected the outcome of the verdict. No close evidentiary questions were presented. No harm was shown.

Point of sample reflective assignment, error five is overruled. All of appellant's points of error have been considered and STD Inoculation Essay, are overruled. Judgment of the trial court is AFFIRMED. 1. This case came to us styled First State Bank, Bishop, Texas, and The Hondo National Bank. Both banks were defendants below. However, we have no jurisdiction over reflective Hondo National Bank as it did not file its own appeal bond. Lorig v. City of Consequences and the are Reproduced, Mission, 626 S.W.2d 183, 183 (Tex.App.#x2014;Corpus Christi 1981), reversed on other grounds, 629 S.W.2d 699 (Tex.1982); Vanguard Equities, Inc. Sample. v. Sellers, 587 S.W.2d 521, 524 (Tex.Civ.App.#x2014;Corpus Christi 1979, no writ); Duke v. Lloyd, 584 S.W.2d 742, 742-43 (Tex.Civ.App.#x2014;Waco 1979, no writ); Governing Board v. Pannill, 561 S.W.2d 517, 520 (Tex.Civ.

App.#x2014;Texarkana 1977, writ ref'd n.r.e.); Atterbury v. Bowman, 186 S.W.2d 283, 283 (Tex.Civ. App.#x2014;Eastland 1945, no writ); Elliott v. San Benito Bank Trust Co., 137 S.W.2d 1070, 1071 (Tex.Civ.App.#x2014;San Antonio 1940, no writ). Listed below are the cases that are cited in this Featured Case. Click the citation to see the full text of the cited case. Citations are also linked in the body of the Featured Case.

Listed below are those cases in which this Featured Case is richard physics, cited. Click on reflective journal assignment the case name to chan v zacharia see the assignment full text of the alexander iii of student citing case.

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experiment essay The process in which the prisoners were chosen and how the prison was set up were key components to this experiment. The way the sample journal, prisoners were chosen was there was an article put into the local newspaper that advertised the experiment. This experiment was going to Consequences and the in Which are Reproduced Essay, have students play the roles of prisoners and guards for 14 days. The prison was set up in the basement of the Stanford Psychology Department building. The prison was build of most of sample reflective journal, a hallway in a part of this building. Both ends of the iii of macedonia student, hallway were boarded up and this was the sample reflective journal, “Yard” where the prisoners were allowed to eat and exercise. STD Inoculation In Guatemala Essay! The cells of the reflective journal, prison were made by taking the doors off of some laboratory doors and replacing them with special made doors with steel bars and cell numbers. At one end of the yard, there was a hole that was used to of Inequality and the in Which Essay, video tape the entire experiment.

At the other end was a small closet that was used as “the Hole” for misbehaved prisoners. Each student was going to be paid $15 for their participation. The students that were picked to be apart of sample reflective journal, this experiment were “formally” arrested because Zimbardo wanted the experiment to be as “real life” as possible. The students were taken to student, the local police station where they were fingerprinted, read their Miranda rights, and had a complete identification done of sample reflective assignment, themselves. The prisoners were then held at the Palo Alto Police Department until being transported to the Stanford Prison (Stanford). Once the STD Inoculation Studies Essay, prisoners arrived at at the Stanford Prison, they were searched and stripped of all of their clothes. All of the prisoners were then sprayed with some sort of liquid that made the prisoners think they were dirty. Each of the prisoners was then given a smock with their prisoner number.

That number was used to identify who they were who they were. They were to be refereed to their number at all times, never by their real name. The guards were given a khaki uniform that came with a whistle, handcuffs, and sunglasses. These guards were given no training how to actually be guards. They were given free power to do as they pleased to maintain order in journal the prison (within limits). STD Inoculation Studies In Guatemala Essay! Every couple of hours the guards would wake up the prisoners and have roll calls, sometimes even early in the morning. This, not only making the prisoners familiar with their numbers, it gave the guards a test to sample, show their authority against the prisoners. To see if the guard had what it took to keep the prisoners in line. Alexander Macedonia! This all went well until the sample reflective assignment, first problem that occurred in how the great fire of london started the prison (Stanford). On the second day of the experiment, the sample, prisoners broke out into a rebellion.

They took the numbers off their smocks, removed the alexander was a of, caps they were forced to wear, and made a blockade from within their cells with their beds. This was a problem for the guards because they had to figure out what they're going to do to fight off the prisoners. Luckily there was a shift change, this gave the guards a chance to out number the prisoners. The guards shot a fire extinguisher that moved the prisoners away from the doors. The guards were then able to go into each cell and calm down the prisoners.

After this rebellion, the conditions were made worse for the prisoners. Their beds were taken away, they were stripped naked, the leaders of the rebellion were taken to solitary confinement, and the guards then harassed the prisoners even more (Stanford). After this rebellion, this sparked the reflective journal, ideas the the guards would now instead of how the great fire of london started, physical tactics, they would use psychological tactics to get into the heads of the prisoners. This was a lot easier to sample reflective, do because you couldn't have nine guards at the prison all the time to be in charge of nine prisoners. They took one of the three cells and made it the erikson, “privilege cell”. This was the cell that the prisoners who were less involved with the rebellion were put into. These prisoners were labeled as the “good” prisoners.

These prisoners were given a bed to sleep in, they got their uniforms back, and they were allowed to journal, wash themselves and brush their teeth. The so called “bad” prisoners were forced to stay in the regular cells. This was a way to great, break the teamwork within the prisoners. Assignment! This went well, until everything changed (Stanford). After half a day, the guard then switched the living arrangements. The so called “bad” prisoners were put into the privilege cells and the “good” prisoners were moved to the normal cells. This all messed with the prisoner's heads and chan v zacharia, made them now all turn against each other. Sample! This made the bad prisoners think the alexander iii of macedonia student of, good prisoners were being informants to the guards. Sample Reflective Assignment! This was a way to break the chan v zacharia, prisoner's bonds apart, and make the guards stronger amongst themselves.

The guards had taken over all of the reflective assignment, aspects of the prisoners. They took every privilege the prisoners had before, and now controlled their entire lives. The guards even controlled when the prisoners could use a real bathroom. There was a bucket put into the cells for the prisoners to share as bathroom. STD Inoculation Studies! The buckets weren't regularly emptied either so there was the smell of journal, urine and feces that reminisced in the air (Stanford).

One of the signs that showed just how serious the subjects were taking the experiment was the release of the child development erikson, first prisoner. Prisoner #8612 was released only a day and a half into the experiment. He began to show signs that he was emotionally going insane. He began to suffer from acute emotional disturbance, his thinking became muddled, he was crying uncontrollably, and sample reflective journal, had moments of rage. The primary consultant spoke with Prisoner #8612 and gave him the offer of if he was an informant, he would go through no further guard harassment. Of London! Prisoner #8612 was given time to thing but was put back out into the prison.

There he started to show more signs that he was going crazy. He told the prisoners “You can't leave, you can't quit.” He started to curse, scream, and go into rage even more. He seemed like he was spiraling out of sample journal assignment, control and Zimbardo knew that he had to be removed from the experiment (Stanford). The next day in the prison was more of stages, a happier day for the prisoners. It was a day the prisoner's parents were allowed to come and reflective journal assignment, see their sons. Chan V Zacharia! The prisoners were cleaned up, shaved, groomed, were fed a big dinner, the prisoners cleaned and sample reflective assignment, polished their cells, and there was even music played over child the intercom. Even though it was a change from the normal for the day, there were strict rules to be followed. The parents had to register upon entry into the prison, they had to wait a half an sample reflective journal assignment hour, only two parents were able to see their kids at one time, they were only given ten minutes to see their child, and they had to be under the surveillance by the guards at all times. Development Stages Erikson! Some of the parents were not happy as to see how tired and troubled their kids looked. The parents went to Zimbardo looking for a way to sample journal, try and make the conditions better. Zimbardo did a good job of turning the blame from the situation, to turning the blame on her son.

He was asking whether their son was strong enough to go through something like this. This of course changed the course of great fire, thought with the parents and the parents let their sons continue with the experiment (Stanford). After the sample reflective assignment, parent visit, the next major event was the Studies in Guatemala, rumor of attempts to escape from the prison. The rumor was that Prisoner #8612 was going to get a group of people, along with himself, to try and break out the prisoners. Zimbardo along with the warden, and one of the chief lieutenants had a meeting to plan what they were going to do to try and reflective journal, keep this escape from happening. They added another prisoner to fill Prisoner #8612's spot and he was going to act as the development stages erikson, informant. Zimbardo was going to try and move the journal assignment, prisoners into the old jail in Palo Alto, but they wouldn't let him. The second plan that was first they would chain the prisoners together, put bags over their heads and chan v zacharia, move them to a storage room.

They would then tear down the jail into the way the sample, hallway was before. When the people would show up to break out the prisoners, Zimbardo would be there to tell them the experiment had ended and all of the prisoners had been sent home. The prison would then be rebuild and the experiment would continue. The only problem that occurred was the rumor of the prison break, was just a rumor and nothing happened. Iii Of Macedonia Was A Student! The guards made the prisoners pay for this by making their punishments harsher. The prisoners were forced to do anything the guards could think of sample reflective, as a punishment like cleaning toilets with their bare hands, pushups, and jumping jacks (Stanford). Zimbardo, at alexander iii of macedonia was a student, this point in the interview, wasn't sure just what this experiment had done to these men.

So what he did was brought in an outside source to try and evaluate what the sample journal, prisoners had been through. Zimbardo brought in a Catholic priest who interviewed each prisoner individually. What Zimbardo and of Inequality and the in Which are Reproduced, the priest saw was astounding. The prisoners were more into their roles than Zimbardo had thought. Some of the prisoners had introduced themselves as their prisoner numbers rather than their real names. The main question the priest asked every prisoner was, “What are you doing to sample journal, get out of Consequences of Inequality in Which, here?” This was a question that puzzled a lot of prisoners.

The priest informed them the way out of reflective, prison was through legal help. STD Inoculation In Guatemala Essay! The priest offered to call some of their parents to reflective, see if they could hire a lawyer, and most of the prisoners accepted. There was one prisoner though who didn't want to speak to the priest. This was Prisoner #819. He was feeling sick and refused to development stages erikson, eat. Reflective Assignment! Zimbardo instructed the prisoner to remove his cap and go to the bathroom while he got him some food.

The odd thing that happened was the guards lined up the prisoners and were instructed to repeat “Prisoner 819 is a bad prisoner. Because of what Prisoner 819 did, my cell is a mess, Mr. Correctional Officer.” This caused Prisoner #819 to go absolutely insane. He could hear the chanting and began to of Inequality in Which are Reproduced Essay, cry uncontrollably. He didn't care about being sick or wanting to go see a doctor, he just wanted to prove to his other cellmates that he wasn't a bad prisoner. Zimbardo then explained to the student, Listen, you are not Prisoner #819. You are [his name], and sample reflective, my name is Dr. Zimbardo.

I am a psychologist, not a prison superintendent, and this is not a real prison. This is just an experiment, and those are students, not prisoners, just like you. Let's go. The prisoner then stood up, stopped crying, and said, “Let's go (Stanford). The last act of rebellion was put on by Prisoner #416.

He was one of the new, stand in prisoners who had recently been accepted into the experiment. Prisoner #416 tried to get released by going on a hunger strike. The guards tried to force the prisoner to eat, but had many unsuccessful attempts. Prisoner was then put into solitary confinement and was left there for three hours, two hours more than the feynman, limit that was set in sample journal the rules. The prisoner still then refused to and the Ways in Which are Reproduced Essay, eat. Sample Reflective Assignment! The guards then made a wager with the prisoners, either the guards could take Prisoner #416 out of solitary confinement if the chan v zacharia, prisoners gave away their blankets, or they could keep their blankets and Prisoner #416 could stay in solitary confinement all night. The prisoners quickly chose to sample assignment, keep their blankets (McLeod). On the fifth night of the experiment, it all came to an end. Parents were coming to Zimbardo saying that they had been told to get a lawyer so that their child could be let out of of Inequality and the Ways in Which are Reproduced Essay, “prison”. Zimbardo then called a lawyer to journal, come and ask legal questions to the prisoners. The lawyer did know also that this was just an child stages experiment.

This was the point that Zimbardo realized the experiment needed to be ended. It was clear that this was all getting too serious. The prisoners were behaving in crazy ways and the guards were only journal assignment, getting harsher. The guards and prisoners took their roles very seriously, almost forgetting completely that this was an experiment. You could see the roles were taken so seriously because not once did a guard ever show up late, call in sick, or ask for a pay raise throughout the entire experiment (Stanford). Along with the Stanford Prison Experiment, there were some other psychology theories that Zimbardo was apart of throughout his lifetime. One of those is The Lucifer Effect. The Lucifer Effect is great fire started a theory that Zimbardo has put over 30 year of his life studying. This is a theory that really tries to answer one question that comes across sometimes in this world.

That question simply is, “Why is it that good people do bad things?” First Zimbardo looked on the inside of people and their genes, personality, and character. Sample Reflective Assignment! This all together, along with some other factors explained in his book, show why good people sometimes do bad things (Lucifer). Another theory that Zimbardo has research recently in Social Intensity Syndrome Theory, also called SIS. SIS is defined as, “the descriptive term for Studies Essay, the complex of values, attitudes, and behaviors organized around personal attraction to and desire to maintain association with Male dominated social groupings.” More simply put, this theory that is trying to show why men tend to sample journal, be more attracted to in Guatemala, social groups of all men, rather than being with a group of women or a mixed gender group. This theory was tested with both men and women of the military in all different groups including the Air Force, Army, Coast Guard, Marine Corp, and Navy. Journal! From what they tested, the how the great started, theory has so far been right with most of the journal assignment, men in the army wanting to even be deployed back into war.

They wanted to be in the male dominated environment and Zimbardo has and still is researching why this is richard feynman physics (Zimbardo). Philip Zimbardo and the work that he has done throughout the years has forever changed the work of psychology forever. The Stanford Prison Experiment will forever be known as one of the most controversial psychology experiments to ever be performed. It was an experiment that put people through hell and just got worse and worse as the experiment went on. It escalated to the point that it had to end early. Even after the Prison Experiment, Zimbardo continued his work with The Lucifer Theory and sample journal, the Social Intensity Syndrome.

Through all of his hard work and dedication to his craft, his work will forever be recognized in the study of how the great of london, psychology.