Research paper about Gasoline crises Example | Topics and Well Written Essays - 1750 words

About Gasoline crises - Research Paper Example Oil is essential for all the vehicles irrespective whether it is moving on air, water or land. Though many alternative solutions have been suggested as fuel instead of oil for vehicles like solar energy, electrical energy etc, nothing evolved as a permanent and convenient option yet. The exhausting of current oil sources has created major crises in the current world as many experts believe that the available oil resources may last for maximum 30 to 40 more years considering the nature of consumption at present. This paper briefly explains gasoline crises based on the oil price variations and its impact on global economy. Oil is an essential commodity for the world’s economy. It is impossible for us to think about our body without blood. Same way oil is the blood of world economy. Any problems in occurred in this blood (oil) can cause severe damages to the body (economy). Oil is an essential commodity required everywhere, but unfortunately the oil resources are confined to some areas or regions only which made oil trade an essential economic activity in the current world. Major oil producing countries have monopolized the world market and they have varied the prices of oil as per the supply and demand theory. Around three years before the oil prices has reached an all time high of around $ 150 per barrel whereas it has come down to as low as around $ 30 per barrel recently because of global financial crisis and low demand of oil products. America is one of the topmost oil consumers in the world because of the huge amount of automobile vehicles used for different purposes in this country. Irrespective of developed, developing or underdeveloped, all the countries need oil and the oil trade has started between countries as early as the oil and automobiles were discovered. One of the rapidly growing economies in the world Brazil has reportedly engaged in a, bilateral trade of US$ 8.192 billion in 2004 with the Arab countries. (BRAZIL:

Factors Used to Measure the Economy Essay Example | Topics and Well Written Essays - 500 words

Factors Used to Measure the Economy - Essay Example The essay "Factors Used to Measure the Economy" talks about such economic factors as the GDP, employment levels, inflation levels and the interest rates and tries to identify which of them is the best for this purpose. The GDP of a country is taken to be the value of all goods and services that are provided within the economic system. It can also be the total value which is added to a product at every stage of production whether the final product is a good or a service. It is measured on a period to period basis, therefore, it allows for easy comparisons to show how the economy has grown or shrunk over time. If the GDP of the United States grows from 10 trillion dollars to 11 trillion dollars in real terms over a one year period then it can be said that the American economy itself has grown by a trillion dollars in one year. Inflation level and interest rates are often connected with each other since both of them are dealing with the level of money which is being supplied to the economy. They are also popular in the media since they connect deeply with people’s abilities to borrow money and their money purchasing more goods and services (inflation). Interest rates refer to the cost of borrowing money which can be controlled by the government to slow down the economy if it appears to be overhearing or to increase economic output if the economy seems to be slowing down. Increasing inflation often means that prices are rising and unless wages keep up with rising prices, the standard of life for individuals is bound to go down.

Violence cannot be properly understood if it is approached as an Essay - 1

Violence cannot be properly understood if it is approached as an evolutionary aspect of human nature'. Discuss - Essay Example It is therefore pretty correct to state that violence is the basis of a number of human-related problems which have come about of age, and that too have lingered on in the longest time. What needs to be understood is the proper role of violence within the midst of human comprehension because it shall make the good and the bad souls within any society get the hang of how things shape up within violent realms. This paper discusses the basis of violence and how it is dealt within an evolutionary aspect of human nature or the lack thereof. It is important that violence is understood exactly in the way it should be done. How violence comes of age here is the fact that its repercussions are varied on the people and it is manifested in a number of different ways. What remains significant is the fact that it is something which is abhorred in essence. The element of hatred with regards to violence is because no one appreciates its incorporation within his/her life. There is immense negativity that comes in the way of violence and quite rightly so. Since the domains of violence are now being seen as elements of extreme disruption, people usually understand the related dictums more than ever. This is because violence brings about destruction and problems for all and sundry, creating a sense of negative upheaval within any society of the world where the aspect of violence is on the rise (Wrangham, 1997). How human beings decipher the notion of violence is understood differently because the people who are close to such levels believe that it is something drastic and could easily destruct the basis of not only their own lives but the ones around them as well. It is indeed an inherent feeling within the people all over the world that violence can ransack their peace, destruct the basis of their tranquility and turn their serene environments into wrath-filled zones. More than anything else, violence is something that is a definitive no-no from all sides and should always be ke pt at a safe distance from the lives of the commoners. Whether or not human beings are intrinsically violent in their regimes is an unsubstantiated feeling. This is because many people are of the view that there are aggressive individuals spread all around them but whether they possess the violent streak in them is something that needs to be understood in the most proper sense. Violence can be a part of an individual’s personality but it might not be a vital facet within his own domains. People are of the view that violence is usually something that creates anarchy within the society, though not in a fast-paced way. It does create anarchy of sorts because it is an element which stirs up emotions and sentiments, all of which are deemed in a negative fashion. The evolution of human beings is such that violence can affect or literally break their basis. It is something that makes them think and thus find out ways which can deal with the foundation of violence in the first place (Ferguson, 2004). There have been critical views regarding the essence of violence creeping into the different societies of the world. It is yet to be established whether or not violence is the root cause of many a problem within the national regimes, and more so in an area to area basis. This is because locals

Urban Geography of Tokyo City Essay Example | Topics and Well Written Essays - 1000 words

Urban Geography of Tokyo City - Essay Example    Development of Tokyo can be linked to its demographic and economic structure. The demographic structure is the study of a given population relating to employment, age, income, relation, and population among others. However, economic structure defines the balance of output, employment, and income among other factors relating to the economic sectors. Economic sectors include primary, tertiary, secondary, and quaternary sectors. Since Tokyo's is a metropolitan, its urban geography can be analyzed by comparing its population to that of Japan, focusing on its aged population, and considering its industrial sector.  In 2012, Tokyo’s population was approximately about 13.216 million. The population is a tenth of Japans’ total population. It is, therefore, the most populous prefecture out of the forty-seven ones that make up Japan. Tokyo has an area of approximately 2,189 kilometres squared which is equal to 0.6 % of the area of Japan. The figure makes the population den sity of Tokyo to be about 6,038 people per kilometres squared making it the most densely populated Japan’s prefecture. The statistics make Tokyo extremely populated compared to Japan. The population of the aged persons in Tokyo exceeds the standard set by United Nations. According to the United Nation's standard, the aged society in a given country should not exceed the 14 % mark.The Tokyo's "aged population" is approximately 20.14 % of the total population of the city. The percentage exceeds the recommended mark by 6.14% that is a huge margin.  

Tonight I Can Write Essay Example for Free

Tonight I Can Write Essay The theme of distance is introduced in the opening line. When the speaker informs the reader, â€Å"Tonight I can write the saddest lines,† he suggests that he could not previously. We later learn that his overwhelming sorrow over a lost lover has prevented him from writing about their relationship and its demise. The speaker’s constant juxtaposition of past and present illustrate his inability to come to terms with his present isolated state. Neruda’s language here, as in the rest of the poem, is simple and to the point, suggesting the sincerity of the speaker’s emotions. The sense of distance is again addressed in the second and third lines as he notes the stars shivering â€Å"in the distance. † These lines also contain images of nature, which will become a central link to his memories and to his present state. The speaker contemplates the natural world, focusing on those aspects of it that remind him of his lost love and the cosmic nature of their relationship. He begins writing at night, a time when darkness will match his mood. The night sky filled with stars offers him no comfort since they â€Å"are blue and shiver. Their distance from him reinforces the fact that he is alone. However, he can appreciate the night wind that â€Å"sings† as his verses will, describing the woman he loved. Lines 5–10: Neruda repeats the first line in the fifth and follows it with a declaration of the speaker’s love for an unnamed woman. The staggered repetitions Neruda employs throughout the poem provide thematic unity. The speaker intr oduces the first detail of their relationship and points to a possible reason for its demise when he admits â€Å"sometimes she loved me too. He then reminisces about being with her in â€Å"nights like this one. † The juxtaposition of nights from the past with this night reveals Lines 11–14: In line eleven Neruda again repeats his opening line, which becomes a plaintive refrain. The repetition of that line shows how the speaker is struggling to maintain distance, to convince himself that enough time has passed for him to have the strength to think about his lost love. But these lines are â€Å"the saddest. † He cannot yet escape the pain of remembering. It becomes almost unbearable â€Å"to think that I do not have her. To feel that I have lost her. † His loneliness is reinforced by â€Å"the immense night, still more immense without her. † Yet the poetry that he creates helps replenish his soul, â€Å"like dew to the pasture. † Lines 15–18: In line fifteen the speaker refuses to analyze their relationship. What is important to him is that â€Å"the night is starry and she is not with me† as she used to be on similar starry nights. â€Å"This is all† that is now central to him. When the speaker hears someone singing in the distance and repeats â€Å"in the distance,† he reinforces the fact that he is alone. No one is singing to him. As a result, he admits â€Å"my soul is not satisfied. † Lines 19–26: In these lines the speaker expresses his longing to reunite with his love. His sight and his heart try to find her, but he notes, â€Å"she is not with me. † He again remembers that this night is so similar to the ones they shared together. Yet he understands that they â€Å"are no longer the same. † He declares that he no longer loves her, â€Å"that’s certain,† in an effort to relieve his pain, and admits he loved her greatly in the past. Again linking their relationship to nature, he explains that he had â€Å"tried to find the wind to touch her hearing† but failed. Now he must face the fact that â€Å"she will be another’s. † He remembers her â€Å"bright† body that he knows will be touched by another and her â€Å"infinite eyes† that will look upon a new lover. Lines 27–32: The speaker reiterates, â€Å"I no longer love her, that’s certain,† but immediately contradicts himself, uncovering his efforts at self deception when he admits, â€Å"but maybe I love her. With a worldweary tone of resignation, he concludes, â€Å"love is so short, forgetting is so long. † His poem has become a painful exercise in forgetting. In line twenty-nine he explains that because this night is so similar to the nights in his memory when he held her in his arms, he cannot forget. Thus he repeats, â€Å"my soul is not satisfied. † In the final two lines, however, the s peaker is determined to erase the memory of her and so ease his pain, insisting that his verses (this poem) will be â€Å"the last verses that I write for her. †

Reading Aloud: Challenges and Solutions

Reading Aloud: Challenges and Solutions This assignment is my guide to the final step of my dissertation. In this assignment, I will discuss in details about what I will do for my dissertation. First, I will discuss my topic and why I have chosen, it and I will indicate my research questions and sub-questions. Next, I will identify key areas I need to read about and I will summarize 11 books and articles that give useful theoretical background for my research. The topics I am interested include define reading, then the process, models, methods of teaching reading, strategies readers use and the miscue analysis in relation to reading strategies. This second section will help me build the literature review for my dissertation. Finally, I will describe my research procedure and research methods I am going to use. Section one: My topic and why I chose it My topic is about problems my pupils have in reading aloud and find ways of improving my pupils reading aloud. I have chosen this topic because in my experience as a teacher I faced and taught different kinds of pupils from different levels, I have found that most of them have problems in reading, particularly reading aloud. Some of them are good in reading aloud but have many do substitute other words, have omission of words or letter-sounds while reading. This could be due to lack of sight vocabulary, lack of phonic skills, lack of strategies for reading. Some of them cant produce a single word. I discovered that pupils were learning nothing if they could not read aloud. My pupils who cannot read aloud have general difficulty in decode any reading text successfully. I believe my research is important because reading aloud is very important for my pupils in grade 9, which is closer to the final school leaving examinations in grade 12. I hope it may able me and my colleges to find the diagnoses to help the participants and in future to help all my pupils with their reading problems . In my research I wil try to analyze and describe their miscues in reading aloud according to their levels good, average and week. That time I couldnt do any thing about it because I didnt have the experience to help them. After I joined the B.A course and studied EDUC 2031 TEYL, EDUC2033 Initial Literacy, EDUC2028 Language learning from these modules I realized the nature of young learners how do they learn, how do they acquire new language and how to teach reading to young learners. As I understood the older ways of teaching reading focused on letters and words and how to say them, all language books are concerning on that view only. The new researches showed a different view which rely on development of all language skills so, because reading in a second language is seen as a thinking exercise thats not only concerned on reading words, sentences and pages only but it is on developing language as a whole. Reading is the main reason to build the personality of a person as I mentioned before and it is the main thing that teaching and learning stands on because it is a communication way between the learner and the academic culture in the schools . I would like my pupils to be able to use reading for study, for pleasure , to understand and to interact with what they learning. My pupils are in grade 9 of general education school at the age of 14 years old with different ability levels. They have been studying English for five years only using Our World Through English. They started leaning English from grade 4. In addition, they are similar in many things such as pupils environment, strengths and weakness areas they have. I decided to do research for my dissertation where I will focus on finding the difficulties my pupils face in reading aloud and helping me find ways to improve my pupils in reading aloud. Although my research will focus on reading aloud, from my experience a pupil cannot read aloud well, he can have little or no comprehension when he read silently. My research question is: How can I develop the reading aloud abilities of my grade nine pupils?. My sub-questions will be: What miscues my good pupils and weak pupils make when reading aloud? Based on my miscue analysis, what reading strategies do my good pupils and my weak pupils use when reading aloud? What reading strategies can I encourage my pupils to develop to improve their reading? In my research the subjects will be six pupils from 2 of them are good , the other 2 are average and the last 2 are weak pupils) (785 words) Section 2 Summaries of relevant literature The key areas I will need to read about for my research are: reading process models of reading Methods of teaching reading. reading strategies miscue analysis How miscue analysis can be used to identify the reading strategies that pupils use and the errors they make. In this section I discuss 11 books / articles that I want to use for my dissertation because they will help me to develop my understanding of issues related to my research. The aspects that are relevant to my study are summarized below. Urquhart and Weir(1998) Urquhart and Weir discuss three models of reading and I will state them here : Bottom up approach. They say this analyses begin with the stimulus, i.e. the text, or bits of the text. They say that in Goughs (1972) model, the reader begins with letters, which are recognized by a scanner. The information thus gained is passed to decoder, which converts the string of letters into a string of systematic phonemes, then word, then sentence then text. So bottom-up models are sequential in that one stage is completed before another is begun. Top-down approaches. Since bottom-up models starts with the smallest text unit, either letters or letter features, we could expect, then, that top-down models begin with the largest unit, the whole text. According to Urquhart and Weir for top-down model of reading, readers first use their background knowledge to help them make a sense from the text. So for top-down approaches background knowledge is very important. Interactive approach. In interactive models (Urquhart and Weir refer to Rumelhart, 1977), there is no regular sequence from top to bottom or from bottom up. They quote Stanovich the best known proponent of interactive models, that in interactive models a pattern is synthesized based on information provided simultaneously from several source (1980:35). So in interactive approaches reader uses both small text units and background knowledge to make sense out of a text at the same time. Urquhart and Weir describes reading strategies to be a conscious response to difficulties in the text while reading action selected deliberately to achieve goals (Is this a Quotation?). Aebersold and Field (1997) Aebersold and Field also have sections on models of reading (bottom up , top down and interactive). They also focus on the readers experience in learning how to read and the ways reading fits into their lives. They give five common influential sources for information that affect reading development, particularly family, the community and the school influence. They mention that despite relatively small size, a family can foster a variety of experience that affects a childs reading development. They say that the community influence provides readers with a set of varied life experiences that also shape their individual knowledge. Thirdly the school can bring children into contact with communities other than their own or they can be homogeneous institution that reflect shared values. This is interesting because in Oman children learn English without much support from the family or the community and school does not bring child in contact to many other communities. Riley (1996) This article has a section on models of reading (bottom up , top down and interactive). The author discusses how schema theory describes the process by which readers combine their own background knowledge with the information in a text to help them comprehend that text. All readers carry different schemata (background information) and these are also often culture-specific. This is an important concept in ESL teaching, and many books have pre-reading tasks that are designed to build or activate the learners schemata. The author also highlights some of the limitations of the use of the schema-theory approach and points out the importance both of developing the learners vocabulary and of encouraging extensive reading. (This sounds as if it is copied. Beware plagiarism, Saif.) Wray and Medwell (1991) This article focuses on reading process , models of reading and approaches to teaching reading. In reading process, they mentioned that reading is a highly complicated process, and there are a number of insights and concepts that the successful reader must develop. In models of reading, they discuss bottom-up models, top-down models, and interactive models and they strongly criticize the bottom up model. They also have a section on teaching reading approaches look and say, phonic methods of teaching reading and language experience approach. I discuss these under Graton and Spratt (1998) below. Graton and Pratt (1998) This book have useful sections on methods of teaching reading (whole word , phonics , language experience ) the methods teachers can use to teach pupils how to read. Most teachers use these methods to help their student in reading , sometimes they chooses one of these methods but some teachers work on two or more because they think each method is completed by the other. The phonic method as widely used from the language teachers to teach reading and writing in the English for second language learners. It is relies on children being taught the alphabet first. Then they learn to pronounce the sounds of the letters . However it is difficult to depend only to phonics because English is not a regular spelling language. The second method is look and say or whole word method. Here pupils learn to recognize whole words or sentences rather than individual sounds. The pupils will look at a word which the teacher sound, often with a picture, and in turns will repeat the word. The problem is that it does not teach children to work out new words for themselves. The context support method can be used when the pupils are just learning to read and it is important to choose exercises or activities that really interest them. If the pupils like cars, choose an activity or exercises with pictures and simple words about cars. This will keep their interest and they will enjoy learning with the teach. OMalley and Valdez Pierce (2001) OMalley and Valdez Pierce give a useful part about miscue analysis (p 124-5). They say it involves listening to a student reading aloud and recording the miscues. In types of miscues, they mention repetitions, substitutions, insertions, omissions and self-corrections. They also recommend the teacher must get the student to answer reading comprehension questions. They say miscue analysis can provide information about (1) the readers ability to use language and the reading process (2) it can be used for assessing reading, the readers approaches to reading and reading comprehension (3) information for revising approaches to teaching reading, how it can be used by teachers effectively to improve their learners reading. This book has useful lists of reading strategies (p 121-123) and suggest how miscue analysis can be used to identify reading strategies readers are using. The authors talk about reading in the native language then reading in second language, which I am interested in. The writers said that learners who do have native language literacy skills might not know how to transfer their skills to the second language without specific strategy instruction. Carter and Nunan (Eds.) (2001) Carter and Nunan (Eds) (2001) define reading strategies as Ways of accessing text meaning which are employed flexibly and selectively in the course of reading. In teaching, attention is paid to the manner in which the reader is able to draw effectively on existing linguistic and background knowledge. They list the good reading strategies that learners use to help them read in a very efficient way, to get maximum benefit from their reading with minimum effort. These include drawing inferences, predicting and using information in the text such as pictures. They also discuss miscue analysis in relation to reading strategies: As they say, miscue analysis refers to the study of the text alterations conducted by the subject while the pupil reads the text and would be very impossible without reading aloud. Carter and Nunan (Eds) (2001) assert that for early readers miscue analysis can be used by teachers to assess the quality and quantity of learners errors in their processing of text. First, this is especially useful for L2 learners who because of their interlanguage system may show systemic syntactic and phonological departures from Standard English. In addition, they argue that miscues will be based on learners current interlanguage rather than because of misunderstanding the text. Wallace (2001) p26 in Carter and Nunan (2001) Wallace discusses miscue analysis and she focuses on how miscue analysis can be used for early readers to assess the quality and the quantity of learners errors. Beard (1987) Beard has a section on miscue analysis and methods of teaching reading (whole word , phonics , language experience). The author focuses on miscue analysis and gives some models of how to use miscue analysis to develop pupils reading and how miscue analysis can fulfill an important diagnostic function of a kind not readily offered by other more established means of reading assessment. Cameron (2001) The author has sections on reading strategies , models of reading (bottom up , top down and interactive) , methods of teaching reading(whole word , phonics , language experience ) and discusses how miscues can help the teacher identify the reading strategies a reader is using . The author gives an example from her experience of reading with a little Malaysian girl. The author mentioned that she had introduced her to the strategies such as: With the word bar, I pointed to the first letter , the sound of which she knew, and then she managed to sound out the word. With the word rather I just told her the word and did not spend any time on it , because it was not crucial to the meaning of the story and is not a particularly useful word to learn at her stage. ith the word meals I told her the word and then explained the meaning as the story progressed and the heroine moved from break fast to tea. When she came to watching TV she said washing . From this miscue I could see that she was making a good attempt at the word and had noticed the initial consonant and the final rime. www.mindtools.com/pages/articals/ According to www.mindtools.com/pages/articals/ miscue analysis refers to the study of text alterations made by the subject while s/he reads the text aloud. They summarise the research of Clay, Goodman and Weber (Davies 1995, p13) and they give a useful list of types of miscues. They say that the alterations often made by a reader are: Substitution (another word is pronounced instead of the printed word) Self-correction (the reader realizes his/her mistake and corrects by him/herself.) Repetition (the printed word is repeated orally) Omission (a word is missed from the text) Insertion (a word not in the text is added by the reader) Reversal (the word order gets changed or inverted) Hesitation (the reader pauses or makes a sound indicating hesitation) A long pause. The article also relates the miscues to approaches. It says that if a reader shows more hesitations, long pauses and self-correction, this shows a bottom up approach with the reader giving most attention to pronouncing the printed words. If a reader shows more miscues such as omission, insertion, reversal and substitution, this shows a more top-down approach where the reader is paying attention to the meaning of the whole text, not reading word by word. (Check this is not plagiarized. Can you give authors?) (1,910 words) How I will investigate my research question As discussed above, my research question will be How can I develop the reading aloud abilities of my grade nine pupils ? My Approach: For my approach and method, I read Blaxter, Hughes, Tight, (2000), Cohen, Manion, Morrison (2000), Nunan (1992). For my research approach, I will use an action research approach enabling me to investigate my own pupils over a period. Action research grows from the idea that a good teacher is one who reflects on what happens in the classroom à ¢Ã¢â€š ¬Ã¢â‚¬Å" possibly with a view to changing it. (EDUC3079 session3). My Method For my research I will plan to use miscue analysis and interviews. The miscue analysis will provide quantitative data and the interviews will provide qualitative data. I will select a text from the course book which is not familiar to my pupils , I will let them each to read aloud this text , I will record them while reading , then I will use miscue analyses to help me analyse their mistakes. Finally I will interview each pupil, I will ask questions to to assess their comprehension of the text, to get them to tel me what strategies they used to work out the meanings of some words and to try to find out why they failed to read certain words correctly. The research Procedure My research will include an unknown reading text from the OWTE course book that the six pupils will read it in order to have effective and organized results for my research question. This text from the course book OWTE that I think will be not familiar for the pupils because I gave it to them for the first time (See the appendix). First I will use pre-reading questions to prepare each pupil for the reading. Pre-reading is a way of sampling where the students are familiar to the content that you are going to give them. It is a useful strategy for beginning with a class, especially when classes contain students with mixed abilities coming from a diversity of backgrounds. Then each pupil will read the text and I record it. Then I will note down all the miscues. Finally I will interview them to examine their understanding, to assess their comprehension of the text, to get them to tel me what strategies they used to work out the meanings of some words and to try to find out why they faile d to read certain words correctly. My Expectations: I expect some problems, and here I discuss how I will overcome them: Miscue analysis, I cannot assume that any two pupils will have the same miscues. In addition, anxiety may cause artificial results. To overcome these problems, I will choose six pupils from different levels. I will try to get them relaxed, so I will tell them about the reason for my research, and I will do the recording in a quiet place, so we are undisturbed. Pupils may feel boring from doing reading every time, so I must prepare a good situation for them to feel comfortable. The main problem I think it is the time. These kinds of studies should not used in a short period because the researcher need to try many ways to investigate his pupils and his study in order to collect a valid, reliable data. Conclusion: The EDUC 3079 helped me a lot on finding solutions for many problems that I will face in future in my life as a teacher to help my pupils to reach the successes in their life as students. I learned how to read a lot and how to use the linguistics theories to help my pupils and to learn and discover the problems. The use of miscue analysis is a very useful way to solve pupils weaknesses in reading because it is allows me to focus on the problem it self , and how to deal with each problem individually.

Searching for Peace in Tulips Essays -- Tulips Essays

Searching for Peace in Tulips Throughout the poem â€Å"Tulips† by Sylvia Plath, the author seems desperately searching for peace and tranquility, and instead finds everything she despises, symbolized by the tulips she received as a get-well present.   The hospital setting, in which she is â€Å"nobody,† provides a place where she can â€Å"learn peacefulness, lying by myself quietly,† as Plath explains in lines 3-4.   She goes on to describe her room as very white and serene, and within the walls is a temporary escape from all the cares of the world outside, all the â€Å"baggage† she carries in relation to her family.   Then she receives the tulips, which contrast with the white so much that Plath says â€Å"they hurt me† in line 36.   The passage continues in this vein, relating that they â€Å"weigh her down† in line 40, in a similar fashion as her family does.   This is because the tulips make her â€Å"aware of my heart† in line 60, telling her that she is becoming healthy and will have to leave the hospital and again be weighed down by the obligations of the outside world.   The...