Group Is A Friend Of Everyone - 904 Words

When I think about groups I could belong to, it brings up points that would prevent me from actually being able to say that I am part of that group. When I thought about my characteristics, I found that one group really defines me. And the group is being called a Friend of Everyone. It isn’t a real, classified group. However, I know many people whose characteristics follow what I believe is what can prove you could belong to this group. A Friend of Everyone shows that they’re some of the nicest, most caring people you can ever encounter. This doesn’t mean having someone say â€Å"Yeah, I have lots of friends†, however they only stick to a certain gender and certain identical topic. One characteristic that a Friend of Everyone would possess is the fact that they would not judge you, or not be friends with you, because of race, gender, religion, or anything that makes you unique in a good or bad way. I, and many other people I know, are just like this. I hav e many friends who are completely different than me when it comes to ethnicity, or gender. Once, I made friends with a girl who a lot of people avoided. I felt like she needed a friend, and she did. She felt a lot better after I became friends with her, and I didn’t avoid her because she was a girl, or avoided by popular people. Another time, I became friends with a group of people in my school who were of a different race. They were curious why I was doing this, at first. But, later they accepted me and I had more friends toShow MoreRelatedMy transition into college. Describe a big change in your life.660 Words   |  3 PagesMy Transition into College My transition into college was into college was a big change for me. I went from living comfortably at home with my group of friends that I’ve made over many years to going to new place where I knew nobody. This is a big change for anyone. I remember the summer after graduation, the last summer that all my friends would all be together before we all left to college. The summer went by so quickly and we had a lot of fun hanging out. It really didn’t hit anyoneRead MoreEssay on Self Evaluation on Group Discussion681 Words   |  3 PagesThe group discussion has just passed, and it was really a hard work and challenging. There were many precious lessons I got, and, hopefully, so did with my friends. Our group was consisting of four students. As a quantity, reasonably, we had had enough power to do a better work and gained a satisfying result. As I flashed back to the group discussion, it was enriching my memories. Some were in high spirit, remarkable and enjoyable. Opposite to it, few were disappointing. I still rememberedRead MoreThe Inner Ring Of Inner Rings967 Words   |  4 Pages Ever wanted to be in that special group of people that are popular, good looking, smart, and athletic? 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Due to that, the idea of social groups willRead MoreSocial Psychology: Social Influence768 Words   |  3 Pagesfeelings are influenced by other people or social groups. â€Å"Social influence can be seen in our conformity, our obedience to authority, and our group behavior† (Psychology 579). Social influence may also be represented by peer pressure, persuasion, marketing and sales. Purpose of the Study The purpose of this study is to determine how effective social influence is on a group. I will do two different trials in this study. I will give each of my friends a sheet of paper and see how well they can guessRead MoreWhat Is Your First Recollection About Your Cultural Background Essay1511 Words   |  7 Pagescultural background started in junior high school because this is when people start fitting into groups or cliques and people tend to be in groups with their friends. The different types of groups included the preps, jocks, band geeks, hoods, druggies, and bookworms to name a few examples. Of course, I was not into sports so much or band, however, I fit with many different groups because I had friends that belonged to different things, however, I was more of a bookworm because I was concerned aboutRead MoreAmerican Culture And Ruth s Irish Culture922 Words   |  4 Pagesprocedures and conflict-avoidance behaviors† (Ting-Toomey Chung, p. 50). , which is somethin g the United States culture is not known for. However, upon reflecting on the conversation that Ruth and I shared with our friend, neither of us openly demonstrated how uncomfortable we were with our friends bragging. We preferred instead to preform face-saving motions, like congratulating them and acting interested. I think that sometimes our own personality and experiences can cause us to act in ways that mayRead MoreTwo Different Types Of Friends995 Words   |  4 Pages As we grow older, we find friends to discover the new stages of life with. Those same friends help define who we are as people. There are five different types of friends that will come and go in our lives. They are wild, dependable, lucky, chill, and funny. All of them add up to one amazing group of best friends. First up is the wild one. They always seems to be getting into trouble. Every once in a while a party opportunity comes up. The wild one takes the first chance they get to go. TheyRead MorePersonal Narrative : My Weekend At Lollapalooza1454 Words   |  6 Pagesbe saying those words to my best friend during our senior study hall. We were about to get three day passes to one of the most popular summer music festivals of all time: Lollapalooza. My weekend at Lollapalooza was unlike anything I had ever experienced. My friends and I had no idea what we were getting ourselves in to, but whatever it was we were ready for it. That first day was really just about exploring and trying to get a feel for the festival. The first group we watched was a band called MisterwivesRead MoreFinding Your Place in High School828 Words   |  4 Pagestrying just as hard to fit in with the â€Å"in crowd.† You use more energy trying to â€Å"fit in,† instead of just spending all your energy on being who you really are. A group of friends are suppose to have things in common, but that is hard when everyone is putting up a fake persona. It is the student body’s responsibility to make sure that everyone has a place they can fit in and be themselves. People spend their whole lives trying to â€Å"fit in,† while the people who â€Å"stand out† are the ones who become something

Cba 300 Ch 1 Notes Free Essays

CBA 300—Section 01 ? Dr. Sam Min CBA353 ? Office Hours: Friday 8:00am – 10:00am ? Read your text book first, come take notes, and read newspapers ? Tests are straightforward, text, weakly reading, and lectures TEST 1 September 14 Chapters 1, 2, 3 TEST 2 October 5 Chapters 4, 5, 6, 7 TEST 3 October 26 Chapters 8, 9, 10, 11 TEST 4 November 16 Chapters 12, 13, 14, 15 FINAL Final Week Chapters 16, 17, 18 Assignments in-class activities Total (50 points) (50 points) (50 points) (50 points) (50 points) (30 points) 280 points CBA 300—Section 01 †¢ The grading system will be as follows: Total points Possible: 280 252 and more = A 224 to 251 = B 196 to 223 = C 168 to 195 = D Less than 167 = F 2 3 ASSIGNMENTS 1-5 Please read any article of your interest, which is related to International Business and (1) summarize the article (1/2 page) and (2) discuss what you learned from reading the article (1/2 page). †¢ Do not write more than 1 page. We will write a custom essay sample on Cba 300 Ch 1 Notes or any similar topic only for you Order Now †¢ Use 12 font size, 1. 5 spaced, 1-inch margins, and Times New Roman. This assignment is worth maximum 4 points. Due is on each testing date! 4 Chapter 1 – The Challenging World of International Business International Business 13e by Ball, Geringer, McNett, and Minor 5 Why you need global business perspective? †¢ â€Å"Having a foreign perspective gives you an advantage not only for doing business outside U. S. but domestically, where we have the most diverse society in the world. † – Carlos Gutierrez, the CEO of Kellogg US 35th Secretary of Commerce 6 CEOs of Fortune’s larges American corporations strongly believe: (1) An international orientation should be an important part of college business education (2) International business skills and knowledge were important not merely for promotion to senior executive positions, but also for appointment to entry-level positions, and across a broad array of functional as well as cross-functional areas (3) The above two points are even more important for those anticipating international activities increase in the next five years. 7 My suggestions 1) Take IB course(s) (2) Consider going overseas (exchange program, intern, English teacher, volunteer, mission, etc. ) (3) Learn foreign language 8 Topics †¢ What is international business? †¢ IB Concepts and seven dimensions for globalizing a business †¢ What is different about international business? †¢ Growth of international firms and IB †¢ What is globalization? †¢ The drivers of globalization 9 What is In ternational Business? †¢ International Business (IB): any business transaction across national borders – Trade in goods – Cross-border services ? consulting, advertising, egal, financial, accounting ? tourism, banking, communications/media, construction management, etc. †¢ Company activity inputs may involve IB activity even if outputs do not – Firm’s revenues may come entirely from the home country – Key raw materials, knowledge, processes may come partially or entirely from other countries Concepts of International Companies A Multidomestic Company has multi-country affiliates, each of which formulates its own business strategy based on perceived market difference A Global Company attempts to standardize and integrate operations worldwide in all functional areas. 1 The 7 Dimensions for Globalizing a Business 1. 2. 3. 4. 5. 6. 7. 1-12 Product Markets Promotion Where value is added Competitive strategy Use of non-home-country personnel Ex tent of global ownership in firm What is Different about International Business? International Business †¢ deals with 3 environmental forces: 1. Domestic 2. Foreign 3. International Domestic Business †¢ deals with the domestic market †¢ But†¦may face foreign competition in domestic market 1-13 Why is International Business Different? : Forces in the Environment ? Environmental forces can be classified as external or internal. †¢ External forces are uncontrollable, but perhaps can be influenced by mgmt. †¢ Internal forces are controllable by mgmt, but not completely. 14 External Forces †¢ Competitive – Kind, number, location †¢ Distributive – For distributing goods and services †¢ Economic – GNP, unit labor cost, personal consumption expenditure †¢ Socioeconomic – Characteristics of human population †¢ Financial – Interest rates, inflation rates, taxation 15 External Forces, cont’d. Legal – Laws governing how international firms must operate †¢ Physical – Topography, climate, and natural resources †¢ Political – Forms of government, and international organizations †¢ Sociocultural – Attitudes, beliefs, and opinions †¢ Labor – Skills, attitudes of labor †¢ Technological – Equipment and skills that affec t how resources are converted to products 16 Internal Environmental Forces †¢ Factors of Production – Capital, raw materials, and people †¢ Activities of the organization – Personnel, finance, production, and marketing 17 Explosive Growth †¢ Exporting – transportation of any domestic good/service to a destination outside a country or region – The level of world merchandise exports increased from $2 trillion (1980) to $15. 24 trillion (2010). – Service $365 billion (1980) to $3. 7 trillion (2010). 18 Growth in the volume of world merchandise exports and production, 2000-2007 2000-07 World merchandise exports Agricultural products Fuels and mining products Manufactures 5. 5 4. 0 3. 5 6. 5 2005 6. 5 6. 0 3. 5 7. 5 2006 8. 5 6. 0 3. 5 10. 0 2007 6. 0 4. 5 3. 0 7. 5 World merchandise production Agriculture Mining Manufacturing World GDP 3. 0 2. 5 1. 5 3. 0 3. 0 3. 0 2. 0 1. 5 4. 0 3. 0 3. 0 1. 5 1. 0 4. 0 3. 5 4. 0 2. 5 0. 0 5. 0 3. 5 Note : See the Metadata for the estimation of world aggregates of merchandise exports, production and GDP. 19 Growth in volume of world merchandise trade and GDP, 2000-11 (Annual % change) Source: WTO 2011a: Figures of 2011 are projections 20 Explosive Growth ? Foreign Direct Investment – Direct investment in equipment, structures, and organizations in a foreign country †¢ level sufficient to obtain significant anagement control – World stock of outward FDI was $19 trillion at the beginning of 2010 (9 times larger than what it was in 1990). 21 Number of International Companies †¢ Keeps expanding and the big get bigger. – ExxonMobil sales for 2011: $486 billion – Wal-Mart sales revenue for 2011: $446 billion 22 Globalization †¢ the process of transformation of local or regi onal things or phenomena into global ones. – Technological globalization – Political globalization – Economic globalization – Cultural globalization 23 Globalization Economic Globalization – is the international integration of goods, technology, labor, and capital. – refers to the implementation of global strategies which link and coordinate a firm’s international activities on a worldwide basis. 24 Drivers of Globalization †¢ †¢ †¢ †¢ †¢ Political Drivers Technological Drivers Market Drivers Cost Drivers Competitive Drivers 1-25 Political – There is a trend toward the unification and socialization of the global community. – NAFTA and the European Union present significant marketing opportunities for companies. the progressive reduction of barriers to trade and foreign investment by most governments. – the privatization of much of the industry in formerly communist nations. 26 Technology à ¢â‚¬â€œ Advancements in computers and communication technology are permitting an increased flow of ideas and information across borders. †¢ The Internet and network computing enable small companies to compete globally. †¢ Business to business commerce is experiencing significant savings by using the Internet for business exchanges. †¢ Foreign outsourcing more and more common 27 Globalization Forces Market – As companies globalize, they also become global customers. †¢ Companies follow customers abroad in order to avoid a competitor stealing the account. – The saturation of the home market also sends companies into foreign markets. – Emergence of global customers 28 Cost – Economies of scale to reduce unit cost are always a management goal. †¢ Globalizing product lines to reduce development, production, and inventory costs can help achieve economies of scale. †¢ Companies can also locate production in countries where productio n costs are lower. 29 Competitive – Competition continues to increase in intensity. – Companies are defending their home markets from competitors by entering the competitors’ home markets to distract them. 30 Views On Globalization Arguments Supporting Globalization †¢ Enhances socioeconomic development Concerns with Globalization †¢ Uneven results across nations and people †¢ Promotes more and better jobs †¢ †¢ Deleterious effects on labor and labor standards Decline in environmental and health conditions 1-31 $1. 25 per Euro Crude Oil ($94. 61) Gold ($1,653. 5) Corn ($8. 10 per bushel) How to cite Cba 300 Ch 1 Notes, Essay examples

Ceramics Essay Example For Students

Ceramics Essay Introduction First we will start with the definition of refractories and ceramics. Refractories and ceramics are non-metallic materials capable of maintaining physical and chemical stability at high temperatures. Refractories in modern practice are usually ceramic in nature, and are used in a wide variety of primary, secondary and tertiary industries. Wherever an industrial process involves heat in excess of 700 to 800 degrees Fahrenheit roughly, one will find refractory material in place, either as a lining or forming the process vessel itself. Some common process vessels using refractories are; boiler combustion chambers, furnaces like the one in the foundry, incinerators, many emission control scrubbers, rotary kilns and so on. The list is by know means exhaustive. For example, Launch Pads 39A and 39B at the Kennedy Space Center are refractory lined. The shuttles themselves are lined with ceramic tiles to protect them from the heat of re-entry into earths atmosphere, these tiles are! unique to the shuttle, but are non-metallic and heat resistant. The Making of Refractory Materials Chart # 1 The first step in processing ceramics is crushing of the raw materials. Crushing is usually done in a ball mill, either wet or dry. Wet crushing is more effective because it keeps the particles together and prevents the suspension of fine particles in air. The ground particles are then mixed with additives, the functions of which are one or more of the following: 1. Binder for the ceramic particles 2. Lubrication for mold release and to reduce internal friction between particles 3. Wetting agent to improve mixing 4. Plasticizer to make the mix more plastic and formable. 5. Various agents to control foaming and sintering. 6. De-flocculent to make ceramic-water suspension. De-flocculention changes the electrical charges on the clay particles so that they repel instead of attract each other. Next, its time to begin the casting process. The shaping process for refractories are casting plastic forming and pressing. The most common casting process is slip casting. The slip is poured into a porous mold made usually of plaster of paris. Then inverted and the remaining suspension is poured out for making hollow object much like slush casting. The part is then trimmed the mold opened and the part removed. The second process of shaping ceramics is plastic forming. We have various methods of plastic forming such as extrusion, injection molding and jiggering. Plastic forming tends to orient the layered structure of clays along the direction of material flow. This leads to anisotrophic behavior of the material, both in subsequent processing and in the final properties of the ceramic product. In extrusion, the clay mixture is forced through a die opening. The cross section of the extruded product is constant, and there are limitations to wall thickness for hollow extrusions. Finally the third process in shaping ceramics is pressing. Dry pressing is used for relatively simple shapes. this process has high production rates and close control of tolerances. Dies are usually made of carbides or hardened steel. However the dies can be quite expensive as the must have a high wear resistance from the abrasive ceramic tiles. Wet pressing is used to make very complex shapes. Production rates are high but part size is limited, dimensional control is difficult because shrinking during drying, and tooling can be expensive. The third type of pressing is isostatic pressing mainly used to produce spark plug insulators, silicon nitride vanes for high temperature and so on. Isostatic pressing allows one to obtain uniform density distribution throughout a part. Finally we have hot pressing which combines pressure and temperature. The die life is short as a result of the temperature, and usually protective atmospheres are used along with graphite materials used in ! the punch and die materials. One example of a hot pressing part is the vane for a gas turbine engine in a jet airplane. Finally, after the part has been cast in anyone of our methods above we begin drying and firing the part to give it strength. Drying is very critical as the part may want to warp and crack from variations in moisture and thickness within the part and the complexity of the shape. Control of atmospheric humidity and temperature is very important to avoid warping and cracking. Next, the part must be fired, this is where the part gains its strength and hardness. The improvement in the properties result from a development of a strong bond between the complex oxide particles in the ceramic and b reduced porosity. After firing, additional operations may be performed to give the part its final shape, remove surface flaws, and improve the surface of the finish and tolerances. Processes used include; grinding, lapping, and ultrasonic, chemical and electrical-discharge machining. The finer the finish the higher the parts strength will be. Most product are finally given a glossy coating with a glaze material the improve appearance, strength once again and to make them impermeable. Structure of Refractories Materials A refractory is a type of ceramic so Ill refer to ceramics once again. he structure of a ceramic crystal is among the most complex of all materials, containing various elements of different sizes. The Oldest Ceramics EssayTensile strength of a polycrystalline ceramic parts increases with decreasing grain size. Also, tensile strength and modulus elasticity are both affect by porosity in the ceramic. Although there are exceptions and unlike most metals and thermoplastics, ceramics generally lack impact toughness and thermal shock resistance because of their inherent lack of ductility. Once, initiated, a crack propagates rapidly. In addition to undergoing fatigue failure under cyclic loading, ceramics exhibit a phenomenon known as static fatigue. When subjected to a static tensile load over a period of time the ceramic will eventually fail. This occurs in environment where water vapor is present. Ceramic components that are to be subjected to tensile stresses may be prestressed, much like prestressed concrete. Some methods include: a Heat treatment and chemical tempering b Laser treatment of surfaces c Coating with ceramics with different thermal expansion coefficients d Surface finishing operations Significant advances are being made in improving the toughness and the properties of ceramics which include; control of purity and structure, use of reinforcements, emphasis on design of advanced methods of stress analysis in ceramic components, and the processing of raw materials. Physical properties include a relatively low specific gravity, high melting or decomposition temperature, thermal conductivity varies as much as three orders in magnitude, depending on their composition. Thermal conductivity of ceramics, as well as other materials, decreases with increasing temperature and porosity because air is a poor thermal conductor. Some thermal expansion Characteristics or shown on Chart#2. Chart # 2 Thermal expansion and thermal conductivity induce thermal stresses that can lead to thermal shock or thermal fatigue. The tendency for thermal cracking is lower with low thermal expansion and high thermal conductivity. A familiar example for low thermal expansion is the heat resistant ceramics for cookware and stove tops. Ceramics can be made conductive by adding alloys to them, thus making the ceramic act as a semi-conductor or even a super-conductor. Applications Chart #3 Chart # 3 shows some common examples of ceramics. Several ceramics are used in the electrical and electronics industry because of there high electrical resistivity, dielectric strength voltage required for electrical breakdown per unit thickness, and magnetic properties suitable for applications such as magnets for speakers. The ability for ceramics to maintain their strength and stiffness at elevated temperatures makes them very attractive for high temperature applications. Their high resistance to wear makes the very attractive to make cylinder liners, bushings, seals and bearings. Their high operating temperatures made possible by the use of ceramic components means more efficient fuel burning and less emissions in engines. Currently, internal combustion engines are 30% effective, but with the use of ceramics they can become another 30% efficient. Other attractive applications of ceramics lie with their low density and high elastic modulus. Thus engine weight can be reduced, in other applications, the internal forces generated by moving parts can be lowered. Ceramic turbochargers, for example, are about 40% lighter than conventional ones. The higher elastic modulus of ceramics makes them attractive for improving stiffness, while reducing the weight, of machines. Ceramics are being used successfully in gasoline and diesel engines components and rotors which are made of silicon nitride and silicon carbide. Coating metal with ceramics is another application, may be done to reduce wear, prevent corrosion, and provide a thermal barrier. The tiles ion the shuttles, for example, are made of silica fibers with an open cellular structure that consist of 5% silica. The rest of the tile structure is air, thus making the tile not only very lightweight but also an excellent heat barrier The skin temperature on the shuttle reaches 1400 degrees due to frictional heat with the atmosphere. Ceramics can also be used as coating for high temperature applications. Characteristics such as thermal and electrical insulation, particularly at elevated temperatures, can be imparted on these products by ceramic coatings rather than imparting these properties to the base metals or materials themselves. Ceramic coatings are used in wide variety of purposes as shown on Chart # 4 Chart #4 Conclusion The subject of ceramics is very broad and I have only given a specialized area some serious consideration. Ceramics are around us everyday with almost all things we use. When dealing with extreme temperatures ceramics are needed in some way shape or form. We covered many applications for ceramics, their properties, and most of why we need them in the industry.

Napster Essays (685 words) - Metallica, Napster,

Napster The Napster Revolution Have you ever listened to your favorite song on the radio and recorded it? I remember when I would sit next to the radio and listen to it for hours at-a-time, just so that I could record my favorite songs off the radio. Now with computers and the Internet, I would go all over the Internet to look for songs, but only some of the time I was successful. Then I ran into a program called Napster, which made my music search much easier. Have you ever download free music off the Internet? Statistics say that 59% of people that download free music from the Internet, end up buying the music. Recently, there was a lawsuit made by the Recording Industry Association of America towards Napster concerning copyright issues, which in return had Napster rethinking its principles. Then in July of this year, a federal court judge ordered Napster to halt the trading of copyrighted material, but the decision was stayed. Napster has responded by saying that it is supporting music by bringing together more than 6 million users a day, whom all support Napster .By downloading free music over the internet, people support artists by liking their music. How Internet music sharing works. In order to start downloading music, people first must start by getting the program Napster. When this program is installed in the computer, its starts working by connecting to the Internet and creating a list of mp3 files available in the users computer, which in return sends it to the main Napster computer. When someone searches for a particular song the list of that song comes up with all available matches, and then the person can choose the one to download. After this, the users computer then connects to the other partys computer and commences the transfer. To what extent does music sharing break the law? The real theft is taking place when people sell discs online that they have made of bootlegged songs, not when someone listens for his own enjoyment. The issues surrounding digital music to swipe or not to swipe are not legal or even technological so much as they are ethical. So what if Napster is shut down? Tons of new schemes have already come online that allow people to trade songs pretty easily and unlike with Napster, there is no one to sue. There's even a promising underground technology called Aimster that allows the 61 million users of AOL's Instant Messenger to swap music, only untraceably, with the people on their buddy lists. How much of a crime can it be if you're doing it with a buddy? Why we should use it? When we buy a Compact Disc, we own it, we are free to do whatever we like with it, and it can be shared with our friends; so why cant we share our favorite songs with the world. Using Napster supports many artists who believe that this is an innovative way to share music. Here is what artists think about Napster: I believe that artists should welcome Napster. We should think of it as a new kind of radio a promotional tool that can help artists who don't have the opportunity to get their music played on mainstream radio or on MTV. CHUCK D Why aren't record companies embracing this great opportunity? Why aren't they trying to talk to the kids passing compilations around to learn what they like? COURTNEY LOVE In the end, when downloading music, a person is not doing anything illegal, just sharing his/her favorite music with the world. While at the same time supporting the artists by having their music. OUTLINE: Napster Revolution THESIS: By downloading free music over the Internet, people support artists by liking the music. I. Introduction II. How Internet music sharing works a. Getting the program b. Using the program c. Searching for music III. Is it illegal? a. Recording bootleg CDs and selling on the Internet b. Other ways/programs IV. Why we should use it? a. Free to-do-so b. Supported by artistes i. Chuck D ii. Courtney Love V. Conclusion Social Issues

Abolish Abortion essays

Abolish Abortion essays Abortion is a method for a pregnant woman to discard the growing fetus that lives inside of her. There are many arguments for and against abortion. Some people say that the mother should have a choice to abort her baby, and others say that it is wrong to kill a child. Abortion is wrong. When a baby is aborted, that child has no chance at life. Abortion kills a living breathing human that lives inside of the mother. Dr. Alan Moore from the University of Texas states that one out of every twenty pregnancies end in abortion. That is five lives out of one hundred that could have been saved if the mother had decided to let her child live. Abortion also harms the mother. Every woman that has an abortion is twenty-five percent less likely to become pregnant in the future. If then she decides that she does want to have a child, it will become harder for her to get pregnant. Abortion is also creating a problem in the hospitals. The dead fetuses are very difficult to dispose of. There are no graves being built for the fetuses and the hospital has to send them off to a lab to have tests run on them for genealogical purposes. This is a very costly and tedious process for the doctors and the lab technicians. The Pro-Choice supporters that are for abortion argue that it is a mothers right to decide whether the child should live or die. They are stating that if the mother does not want a child, she should just have it sucked out of her body and disposed of like last weeks garbage. They claim that a growing fetus is not an actual living person; therefore, that fetus should not have a chance at life. Most mothers choose to have their babies aborted because they dont have the funds to support a child. The government has provided systems such as welfare, which gives the mother money to support the child, and they have started adoption agencies, which find suitable parents for the child. There ...

Vinland Sagas - Viking Colonization of North America

Vinland Sagas - Viking Colonization of North America The Vinland Sagas are four medieval Viking manuscripts that report (among other things) the stories of the Norse colonization of Iceland, Greenland and North America. These stories speak of Thorvald Arvaldson, credited with the Norse discovery of Iceland; Thorvalds son Eirik the Red for Greenland, and Eiriks son Leif (the Lucky) Eiriksson for Baffin Island and North America. But Are the Sagas Accurate? Like any historical document, even those known to be authentic, the sagas are not necessarily factual. Some of them were written hundreds of years after the events; some of the stories were woven together into legends; some of the stories were written for political uses of the day or to highlight heroic events and downplay (or omit) not-so-heroic events. For example, the sagas describe the end of the colony on Greenland as having been the result of European piracy and ongoing battles between the Vikings and the Inuit occupants, called by the Vikings Skraelings. Archaeological evidence indicates that the Greenlanders also faced starvation and deteriorating climate, which is not reported in the sagas. For a long time, scholars dismissed the sagas as literary fabrications. But others such as Gisli Sigurdsson, have revisited the manuscripts to find a historical core that can be tied to Viking explorations of the 10th and 11th centuries. The written-down version of the stories are the result of centuries of oral traditions, during which the story may have been conflated with other heroic legends. But, there is, after all, accumulated archaeological evidence for Norse occupations in Greenland, Iceland, and the North American continent. Vinland Saga Discrepancies There are also discrepancies between the various manuscripts. Two major documents- the Greenlanders Saga and Eirik the Reds Saga- give differing roles to Leif and the merchant Thorfinn Karlsefni. In the Greenlanders Saga, lands southwest of Greenland are said to have been discovered accidentally by Bjarni Herjolfsson. Leif Eriksson was the chieftain of the Norse on Greenland, and Leif is given credit for exploring the lands of Helluland (probably Baffin Island), Markland (Treeland, likely the heavily wooded Labrador coast) and Vinland (probably what is southeasternern Canada); Thorfinn has a minor role. In Eirik the Reds Saga, Leifs role is downplayed. He is dismissed as the accidental discoverer of Vinland; and the explorer/leadership role is given to Thorfinn. Eirik the Reds Saga was written in the 13th century when one of Thorfinns descendants was being canonized; it may be, say some historians, propaganda by this mans supporters to inflate his ancestors role in the momentous discoveries. Historians have a fine time decoding such documents. Viking Sagas about Vinland About the Book of the Icelanders (à slendingabà ³k), written between 1122 and 1133 (Smithsonian)Text of the Icelandic Sagas (NorthVegr)Text of Eirik the Reds Saga, written about 1265 (Medieval History, About.com)About the Saga of the Greenlanders, compiled ~13th century (Smithsonian) Arnold, Martin. 2006. Atlantic Explorations and Settlements, pp. 192-214 in The Vikings, Culture and Conquest. Hambledon Continuum, London. Wallace, Birgitta L. 2003. L’Anse aux Meadows and Vinland: An Abandoned Experiment. Pp. 207-238 in Contact, Continuity, and Collapse: The Norse Colonization of the North Atlantic, edited by James H. Barrett. Brepols Publishers: Trunhout, Belgium. Sources and Further information The woodcut on this page is not from the Vinland sagas, but from another Viking saga, Erik Bloodaxes Saga. It shows Erik Bloodaxes widow Gunnhild Gormsdà ³ttir inciting her sons to take possession of Norway; and it was published in Snorre Sturlassonss Heimskringla in 1235. About.coms Guide to the Viking Age Hofstaà °ir, Viking settlement on Iceland Gardur, Viking estate in Greenland LAnse aux Meadows, Viking settlement in Canada Arnold, Martin. 2006. Atlantic Explorations and Settlements, pp. 192-214 in The Vikings, Culture and Conquest. Hambledon Continuum, London. Wallace, Birgitta L. 2003. L’Anse aux Meadows and Vinland: An Abandoned Experiment. Pp. 207-238 in Contact, Continuity, and Collapse: The Norse Colonization of the North Atlantic, edited by James H. Barrett. Brepols Publishers: Trunhout, Belgium.

Is charity sufficient in an age of capitalism Essay

Is charity sufficient in an age of capitalism - Essay Example As such, organizations will only venture into CSR as charity and when it suits them, and therefore rendering charity unsustainable. In the article, Friedman’s main idea or central argument is that since CSR has never been defined, it has always been taken for organizational charity. Not only is the noun phrase CSR to vague to instill meaningful obligations on the side of organizations, but the same is also wrongfully through its assumptions assigns organizations the roles of a natural person. An organization cannot decide on its own to engage in CSR, outside the will of its executives, stakeholders and owners. What is at stake here is that organizations are using the vagueness in the definition of CSR to exploit the environment without giving back (Friedman, 3). Friedman is advancing his argument on the basis of his authority in academics, since he served as an economist, statistician and lecturer. It is obvious that his argument is also informed with personal experience and history from which he had made observations as a scholar and an employee. There European Commission’s insight on CSR seems to contradict Friedman’s perspective, since it sees CSR as a strong catalyst for social development. Nevertheless, despite EU’s insight appearing to be antithetical to my thesis statement, yet it does not sufficiently annihilate my standpoint since the EU has regulations on CSR that organizations and enterprises have to adhere to. This still indirectly supports my statement that CSR is too vague a concept to bring positive change. This vagueness has underpinnings in the fact that CSR is inadequately defined. Because of this inadequate definition, organizations through their executives and stakeholders are left to surmise for themselves, the optionality of engaging in the same, and the extent to which CSR should be pursued. Thus, even an organization which contributes only 200 US dollars to the society can still brag about having participated in

Software requirements Research Paper Example | Topics and Well Written Essays - 1000 words

Software requirements - Research Paper Example The process of development of requirements consists of the basic and initial level of raw requirements collected for development of software. These raw collections of requirements are taken from the customer or client of the software, who is interested in the development of the software. The early requirements are usually in the form of simple statements described by a client. These are written mostly informal ways as told by the client. The great and vital factor for requirements gathering is the technical aspect in which system is going to develop. This factor has a high scope for requirements gathering procedure. Finally, three factors have an impact on gathering of software’s requirement, the client, the environment, and the technicality of system that needs to develop. In addition to this factor, environment is itself a factor, which is involved in the making procedure of developed software. The method of elicitation of requirements is considered as the first step for collection of raw requirements. The Requirement Engineering Process Model (REPM) presented restrains various important and useful features for requirements gathering. According to the proposed model requirement elicitation, includes different kinds of important features. The requirements that are related to a business for which system is designed are important to know. These requirements involve around the demands of the business. The significance of the requirement is decided according the demand of business. These business needs will help in the process of prioritization of requirements. Along with the core business requirements, requirements that are directly useful for customers are equally important to gather. The requirements about how customer or end user will interact with the developed system are collected. These requirements create the basic structure of the system that how it will look like after final

The Gathering by Isobelle Carmody Essay Example for Free

The Gathering by Isobelle Carmody Essay The Gathering by Isobelle Carmody portrays the dark side of human nature. It shows that mans behaviour does not vary over long periods of time and across different cultures. It shows that each and every single person has an evil or dark side to them and it is whether they succumb to this evil or follow the paths of light and goodness that decide what kind of person they are. Cheshunt, where the story is set appears to be a fairly normal town. When Nathanial and his mother arrive, Nathanial instinctively knows that something is not quite right. Nathanial is there for a reason. He and the other members of The Chain must learn the power of friendship to defeat the evil Kraken. The dark side of human nature is seen in many characters: Cheshunts headmaster Mr Karle is a truly evil person. Although Mr Karles only role in the community is Deputy Principal of Three North, he has manipulated those who do have a major role in the community into making himself the main power over all Cheshunt. His goal is to become the ruler of the world, starting with Cheshunt. To make sure that The Chain does not defeat him, Mr Karle defeats one member at a time. Mr Karle portrays the dark side of human nature he has attained power that he then uses to control all those around him. He has become corrupted by this power and with it he is able to manipulate the other characters to perform vicious acts. Mr Karle taunts and mocks in an attempt to emotionally destroy those around him he takes pleasure in others emotional pain. He causes distress in Nathanial when he tells him of his cold hearted father who was Insanely jealous. Unstable. Violent (page 263) and how Nathanials mother learnt not to speak to anyone or smile in fear of what his father would do to her. When Mr Karle reminds Indian that his sister is brain damaged because of Indians own mistakes he does this knowing the heartache this will cause. He mocks Nissa calling her unfeminine and unattractive and how no one could love such a creature except out of pity (page 246). Mr Karle defeats one character at a time. He is physically cruel and used force to hurt them. Mr Karle embodies all that is the dark side of human nature, he is cruel both  emotionally and physically Then the Kraken stepped forward and slapped her across the face. A trickle of dark blood ran from the corner of her mouth (page 249). He is corrupted by po wer, he is manipulative and in all this he takes pleasure. He is a true sadist. The dark side in human nature is also portrayed in many of the other characters, this is evidenced in Buddha Isobelle Carmody has used the name Buddha that represents peace and harmony and made him a killer. He burns Nathanials dog, The Tod, who is Nathanials only true friend and Nathanial loves. The match landed in his tail and flames swept forward up over him. Devoured him. He arched and coiled, yelping in pain and fright, and then he screamed, a long inhuman howl of agony and terror.(page 214). When Buddha burns The Tod it is a vicious, cowardly act and is evidence of how dark mans nature can be, that he can murder a poor, defenseless creature that is incapable of fighting back, also that the act was carried out in front of Nathanial to cause him immense grief and feelings of powerlessness. What is even more disturbing is that this is such a real act that could happen in our everyday life. How the people who are in a position to protect us and how they use this authority in a destructive way is also shown. The police, who are supposed to be good and honest are corrupt and evil. They protect the evil leaders and enforce their law, The pamphlet stuck under the door the day we arrived had welcomed us to the neighbourhood and urged my mother to join the Community Committee. It had a lot of by law information and the bit about the curfew was last. It said no one was to be out in the streets after ten at night without a specific reason. (page 20). The police either stood aside and let the people of Cheshunt be intimidated and bullied or were doing the intimidating and bullying themselves. Seth is a part of the chain that is needed to defeat the evil but Seth has given in to his dark side. He has a very weak character. Despite Seth being a brain (page 10), looking like one of those perfect guys off Coke ads (page 10) and coming from a good family, His father is a policeman (page 55) he is pathetic. He is sneaky and drinks alcohol to escape facing  reality. He cant deal with his own problems (his parents are divorced and he cant deal with being in the Chain and the effort it takes to defy Mr Karle) and uses his weaknesses as an excuse to attempt to commit suicide, Seth lay on his back between them, his face dead white. (page 142) He breaks promises You promised, Nissa said icily. (page 138). He also betrays those around him Mr Karle gave Nissa a radiant smile. Got him? But you misunderstand, Nissa. I didnt get Seth. He came to us.' (page 250). Nathanials father is a character who shows that mans dark side does not vary over long periods of time. Nathanials father was a violent jealous man who liked to have complete control over everything. He was jealous of Nathanial and the attention he got from his mother, especially when Nathanial was a baby I had to sometimes hold your mouth to stop the crying (page 264). Mans darkest nature was shown when his father attempted to kill Nathanial, Children should be seen and not heard, he said, and his big hands closed around my neck. And squeezed. (page 247). This is absolute evidence of innate evil that a father could try to murder his own son. In conclusion, The Gathering shows us the dark side of human nature and it is vividly portrayed. It has a realness that shows that evil is present in the past and in the future and is occurring right now, in all parts of our life. It shows that power can corrupt you and consume you absolutely. It also shows us that cruelty, deceit, jealousy and manipulation are just some of the many ways evil can be shown.

Genetical Engineering is Wrong Essay -- Persuasive Essay

  Ã‚  Ã‚  Ã‚  Ã‚  At one time, golden rice was just a wild idea that Ingo Potrykus thought up. Optimally, golden rice would improve the lives of millions of the poorest people in the world. The rice would contain beta-carotene which is the building block for vitamin A. However, imagining golden rice was one thing and bringing it into existence was another. He struggled for years with his colleagues to deal with the finicky growing habits of the rice they transplanted to a greenhouse near the foot hills of the Swiss Alps. Potrykus and his colleagues became successful in the spring of 1999. By creating golden rice, Potrykus wanted to be sure it would reach malnourished children of the developing world; those for whom it was intended. He knew that would not be easy because of the fact that the golden grains also contained snippets of DNA borrowed from bacteria and daffodils. Being a product of genetical engineering, Potrykus's product was entangled in a web of hopes, fears, and politi cal baggage.   Ã‚  Ã‚  Ã‚  Ã‚  Until now, genetically engineered crops were created to resist insect pests or to control the growth of weeds by using herbicides. However, in this circumstance the genetically engineered rice not only benefits the farmers who grow it, but primarily the consumers who eat it. These consumers include at least a million children who die every year because they are weakened by vitamin-A deficiency and an additional 350,000 people who go blind. In addition to this concern, there is another. It is prospected that by the year 2020, the demand for grain, both for human consumption and for animal feed, is projected to go up by nearly half, while the amount of farmable land will probably dwindle, thus introducing a whole new series of problems.   Ã‚  Ã‚  Ã‚  Ã‚  There is only a short four step process that enables one to produce golden rice. The genes that give golden rice is its ability to make beta-carotene in its endosperm come from daffodils and a bacterium called Erwinia uredovora. These genes, along with promoters (segments of DNA that activate genes), are inserted into plasmids that occur inside a species of bacterium known as Agrobacterium tumefaciens. These agrobacteria are then added to a Petri dish containing rice embryos. As they "infect" the embryos, they also transfer the genes that encode the instructions for making beta-carotene. The transgenic rice plants must now be crossed with ... ...nly be a matter of time before we are choosing what our children will look like. Works Cited Curry, Andrew. "New Genes? Cool Beans!." U.S. News & World Report, 9/11/2000. Vol. 129   Ã‚  Ã‚  Ã‚  Ã‚  Issue 10. Epstein, Ron. "Why You Should Be Concerned About Genetically Engineered Food." August   Ã‚  Ã‚  Ã‚  Ã‚  2000. <http://mercury.sfsu.deu/~rone/gedanger.html> (15 Nov 2000). Fischer, Joannie. "Passing on Perfection: Successes, and more cautions for gene therapy." U.S.   Ã‚  Ã‚  Ã‚  Ã‚  News & World Report, 10/02/2000, Vol. 129, Issue 13. Pennis, Elizabeth and Normile, Dennis. "Golden Grains," Science Now, 4 Aug 2000, p3. Pure Food Campaign, The. What's Wrong With Genetic Engineering? June 2000.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  <http://www.geocities.com/athens/1527/text.html> (15 Nov 2000). Robinson, Bina. "Golden Gift." Technology Review. Sept/Oct 2000, vol.103, p. 17-20. Russo, Enzo and David Cove. Genetic Engineering: Dreams and Nightmares. New York:   Ã‚  Ã‚  Ã‚  Ã‚  W.H.Freeman, 1995. Spotts, Peter. "The Unwitting Labs of Genetic Modification." Christian Science Monitor,   Ã‚  Ã‚  Ã‚  Ã‚  9/5/2000. Vol. 92 Issue 1989. Tangley, Laura. "Engineering the Harvest." U.S. News & World Report. 3/13/2000, Vol. 128,   Ã‚  Ã‚  Ã‚  Ã‚  Issue 10.

American Revolution (DBQ) Essay

In the time period of 1860 and 1877, constitutional and social developments occurred in America that amounted to a revolution. Some constitutional developments were the Secession of 1860, the Emancipation Proclamation, and Amendments 14 and 15. Some social developments were the Freedmen’s Bureau, the Civil Rights Act of 1875, and Congressional Reconstruction. Put together, all these developments led to a revolution. Prior to 1860 the United States was already split into opposing sides fighting for power. Although these conflicts never reached the battlefield, the slave’s states and Free states were always competing for representation in congress. South Carolina felt that certain powers were restrained from them and it imperiled their continued existence as sovereign states (DOC A). So, as the leader, they declared secession with several states following shortly after. They were then called the Confederate states of America. This was so revolutionary because the Union destroyed everything in the South and it led to the strengthening of Federal Power over the states. The Emancipation Proclamation was intended to be the cure of slavery once and for all. In the early years of the Proclamation it could only be extended to Union controlled areas. It allowed blacks freedom of movement and religion. Shortly after, Amendments 14 and 15 were created that gave the freed men more rights. Amendment 14 gave freedmen citizenship and equal protection under the law. Amendment 15 gave them the right to vote and resulted in black legislators in the state and federal government.

Satan and Evil in the Quran

It is interesting to read the seventh chapter of Major Themes of the Quran. There is an abundance of information explaining the traditions and fundamentality of this argument. It is really interesting to see the common threads that run through the three major religions. When evil and satan is discussed in the Quran it is often referred to along with the jinn. The jinn are the metaphorical representation of the humans. They are often imbued with names such as satans or the Devil. There is much made from the repeated statements that satans stealthily attempt to snatch news from the heavens but are driven away. (Major Themes of the Koran 121) It then goes on to say that the jinn were given the opportunity to listen to the Quran, and then choose the path of good or evil. It is important to note that the information is given to Mohammed from God, and that it is not recorded that the Prophet Mohammed had an contact with the jinn. In the Quran, Satan or evil is not seen as the enemy of God, but rather the rival and enemy of men and women. Satan cannot touch God, is not an equal, so satan preys upon men and women to rebel against God’s command. In the Bible there is the similar belief that Satan is there to tempt men and women to break God’s commandments. A parallel could be drawn between the Quran’s warnings and the Bible’s warning to be vigilant against the activities of Satan. â€Å"O people! Enter all of you into peace and do not follow the footsteps of Satan, for he is your manifest enemy. †(2:208) Satan’s power is derived from the weakness of men and women. In the Quran the devil appears more cunning and artful than strong. . . (Major Themes of the Quran 125) The devil simply invites people to make an error, people still have the ability to say no. The story of Adam and Eve is a common theme through both the Bible and the Quran, and it illustrates this point well. The apple was simply offered, perhaps cajoled, but never forced. Again the common thread, all people must guard against the influence of evil, because it is insidious. The Quran often parallels jinn to mankind, the struggle between evil tendencies and good are in both. It details why it is easy for people to deceive themselves into believing what they are doing is just, ut in reality is just self-serving behavior. Satan is often referred to in the plural satans in the Quran, illustrating its use for both mankind and jinns. There is no satan independent of these two types of beings according to the Quran, one must exist for the other to exist. Satans is also used to for disbelievers. It is said that they take in satans at the exclusion of God. It is believed that as God sends messages to his prophets, so satan sends messages to his wicked followers. Major Themes of the Quran 130). The theme of satan and evil is interesting as it appears in the Quran. There are many parallels with the Bible, such as the story of Adam and Eve. The struggles of men and women against the temptation of evil, is another parallel in the Quran and Bible. The Quran does talk about jinns, which is different than anything mentioned in the Bible. Another large divide is the bel ief that all disbelievers are evil. Consequently I believe there are more similarities than differences.

Grammar Basics Essays

Grammar Basics Essays Grammar Basics Essay Grammar Basics Essay TOPIC WHAT IT MEANS IN DETAIL SUB-TOPIC BASICS GRAMMAR 1) Grammar: Does the sentence adhere to the rules of Standard Written Grammar, Meaning Concision: In SC English?2) Meaning: Is the meaning of the sentence obvious and this is what we need and in that order unambiguous?3) Concision: Is the sentence written as econornically as possible? to look for right answer 1)Subject-verb Agreement PICKED UP ON THE WAY / KEY TAKE-AWAYS 1) Past particple by itself is not a working verb. For eg. : The electron named in 1894 is not a sentence.2) A sentence can be a fragment in another way: it could start with a Connecting Word and contain o Main Clause (a clause that could stand alone as a sentence as is, with its own subject and verb): Because, which Because and which are connecting words. These are also known as Subordinators, because they turn the clauses they are attached to into Subordinate Clauses, which cannot stand by themselves. To fix this sort of fragment, you either need to attach it to a main clause or,drop the connecting word.3)The GMAT hides the subject, so that you are unsure whether the subject is singular or plural! If you do not know the number of the subject, then you will not be able to elect the verb form that agrees with it. For Eg. The discovery of new medicines (was/ were) vital to the companys growth. the companys growth? you may be able to talk yourself into either choice. 4) If you can remove a phrase from the sentence, and the sentence st ill makes sense, the phrase is likely to be Middles Her expression reflected BOTH anger AND relief. The park was NEITHER accessible NOR affordable. We collected BOTH second- AND third-grade books. The custodian cleaned the basement AND washed the window Infinitives We would like NOT ONLYto hear your side of the story BUT ALSO to provide a response.Participles The actor left quickly, shunning fans AND ducking into a car. Prepositional Phrases Note: the prepositions do not always have to be the same.1) They contended that the committee was biased AND that it should be disbanded.2) You always must fgure out which grammatical structures are logically parallel before making them structurally parallel. Be particularly careful with verbs and verbal forms. Do not assume that all verbs and verbal forms in a sentence must be.3) Linking Verbs.A pronoun is a word that takes the place of a noun, so that we do not have to:1) Watch out for nouns used as adjectives!They cannot be antecedents of rep eat that noun elsewhere in the sentence. ronouns. Pronoun errors are so frequent on the GMAT that every time you see a.2) The antecedent to which you. want to refer must actually exist in the pronoun, such as it, its, they, them, or their, you should be sure to check sentence and be functioning as a noun.3) The GMAT tnes to trick you into assuming away little wrinkles in meaning. After all, you knew whether it is being used correctly. The what the author of the first sentence meant to say, right? But make no first question you must ask yourself is this: What is the antecedent of this assumptions. Whenever ou find an antecedent, always check that it makes pronoun? Once you have found the antecedent, you must make sure that it sense in place of the pronoun. makes sense, that it is the only possible antecedent, and that it agrees in4) The antecedent must be unambigious. Every pronoun on the GMAT must number with the pronoun. clearly refer to only one antecedent.5) After finding the ant ecedent, ask yourself if the pronoun agrees with the antecedent in number. If the antecedent is singular, the pronoun that refers to it must be singular. If the antecedent is plural, the pronoun that refers to it must be plural. If you want pronoun to refer to a particular noun, usually make sure that noun is not in the possessive case.7) The Deadly Five: It, Its, They, Them, Their The most common pronoun mistakes involve Third Person Personal Pronouns -the singular it and its, together with the plural they, them and their . Whenever you see one of these five pronouns, you should find the antecedent and check its viability (is the antecedent sensible, unambiguous, and in agreement with the pronoun? ). Be particularly careful with their , which is often used in everyday speech to refer to singular subjects.Subordinate Clauses 3) PRONOUNS : It was important to leave the money in the drawer RATHER THAN on the table. 4) MODIFIERS A modifier describes or modifies someone or something in the sentence. Although modifiers can be as simple as a single word (an adjective or an adverb), GMAT sentences often contain several complex modifiers. Tired out from playing basketball. Charles decided to take a nap . The modifier Tired out from playing basketball describes the noun Charles. Be on the lookout above, tired out from playing basketball is an opening modifier separated from the rest of the sentence by a omma.Many modifying phrases in GMAT sentences are separated by commas from the noun being modified.1) Adjectives and adverbs are one Before verb After verb.10) Which vs. the Present Participle -Ing: Be careful with Which at the end of a sentence. Make sure that it refers only to the preceding noun, not the entire receding clause. The -Ing form is very flexible. It can modify nouns directly (e. g. , the changing seasons). It can modify verbs and their subjects (e. g. , Ilifted the weight, whistling). It can even mod ify an entire clause as above, as long as the entire clause converted into a noun phrase could function as the subject of the verb that is now in -Ing form.This use of the -Ing form works best when you want to express the result of the main clause. Again, in speech we often break these rules-we incorrectly use which to refer to a previous thought that is not a noun. Do not use your ear. Always test which clauses to make sure that the which refers to the noun immediately preceding the which . 1) Simple Tenses The three simple tenses express three basic times: SIMPLE PRESENT: sandy PLAYS well with her mends. SIMPLE PAST: Sandy PLAYED well with her friends yesterday. SIMPLE FUTURE: Sandy WILL PLAY well with her friends tomorrow. ) Progressive Tenses To emphasize the ongoing nature of an action, we can use the Progressive tenses, which use the verb to be and the present participle (-lngform): PRESENT PROGRESSIVE sandy IS PLAYING soccer. PAST PROGRESSIVE sandy WAS PLAYINGsoccer yesterday . FUTURE PROGRESSIVE sandy WILL BE PLAYING soccer tomorrow. 3) In GMAT sentences, do not use the Present Progressive to indicate future actions. This usage is considered too colloquial. WHISTLINGBeat It, I lifted the weight. I lifted the weight, WHISTLING Beat It. BY CONCENTERATING, I lifted the weight I lifted the weight BY CONCENTERATING TO FREE my leg.I lifted the weight. I lifted the weight TO FREE my leg. .Eg: Wrong: Crime has recently decreased in our neighborhood, WHICH has led to a rise in property values. Right: The recent decrease in crime in our neighborhood has led to a rise in property values. Right: Crime has recently decreased in our neighborhood, leading to a rise in property values. a) Do not use the Present Progressive for general definitions. Instead, use the Simple Present. Wrong: Cherenkov radiation is light that particles AREEMITTING when they ARE radiation is light that particles EMIT when they TRAVEL faster than the effective speed of light in any medium. ) Verbs that express general states do not normally take progressive forms. Wrong: This Such State Verbs include know or signify. inscription IS SIGNIFYING the emperors birth. Right: This inscription SIGNIFIES the emperors birth. ) Keep Verb Tenses Consistent: Sentences with more than one action do not necessarily require more than one verb tense. ln fact, in any given sentence you should try to keep all verb tenses consistent, unless the meaning clearly dictates otherwise. However, some sentences with more than one action do require you to switch verb tenses.Right: He IS thinner now because he SPENT the last six months on a strict diet. 4) The Perfect Tenses: Sometimes, however, actions in a sentence involve Present Perfect:. Right: This country HAS ENFORCED strict immigration laws more complex time sequences than can for thirty years. e expressed with the simple tenses or the simple progressive tenses. These Right: They HAVE KNOWN each other since 1987. actions can be expressed usin g the PERFECT tenses: Present Perfect Past Perfect. And they are tested on the GMAT. a) Present Perfect: Still In Effect. or eg. : We HAVE LIVED in a hut for three days. Present Perfect = HAVE/HAS + Past Participle b) Past Perfect: The Earlier Action. This is formed as follows: Past Perfect = HAD + Past Participle If two actions in a sentence occurred at different times in the past, we often use the Perfect tense for the earlier action and Simple Past for the later action. Tense Sequence Consider the following quotation: Scientist: The supercollider IS ready, it DID not COST too much, and it WILL PROVIDE new insights into the workings of the universe. We move the tenses back in time one step. Report: The scientist ANNOUNCED that the supercollider WAS ready, that it HAD not COST too much, and that it WOULD PROVIDE new insights into the workings of the universe. Compare the corresponding underlined clauses in the quotation and the report. (a) The supercollider IS ready becomes that t he supercollider IS ready. The Simple becomes that it HAD not COST too much. The Simple Past tense (did cost) becomes Past Perfect (had cost). The action becomes one step further removed from the present. c) It WILL PROVIDE tmtghts becomes that it WOULD PROVIDE instghts. The past Perfect is the Past of the Past, or the Past Twice Removed from the present time. 6) With a past tense reporting verb. move Present to Past. Past to Past Perfect. and Future to Conditional (that is will to would). VERB MOOD 6) In English, most sentences express facts with the Indicative Mood or commands with the Imperative Mood. You can expect to see the Subjunctive Mood in two special situations: l) Unlikely or unreal conditions (usually after if or a similar word). 2) Proposals, desires, and requests formed with certain verbs and the word that . These two uses correspond to two forms of the subjunctive mood: the Hypothetical Subjunctive and the Command Subjunctive. a) Use the Past Perfect tense if you nee d to clarify or emphasize a sequence of actions in the past. b) Do not use the perfect tenses when the simple tenses will do. The GMAT prefers simplicity. Wrong: Joe LEARNED about an epoch in which dinosaurs HAD WALKED the earth. Right: Joe LEARNED about an epoch in which dinosaurs WALKED the earth.Wrong: Joe LEARNEDabout an epoch in which dinosaurs HAD WALKEDthe earth. Right: Joe LEARNEDabout an epoch in which dinosaurs WALKEDthe earth. In the first example, the Past Perfect had walked is unnecessary. Although the action had walked does take place earlier than the action learned, the earlier action does not have a direct bearing on the context of the later action. The sequence of time does not need to be clarified or emphasized. Thus, the Past Perfect is considered wrong in this context. You should use the perfect tenses only when you can Justify them with the rules described.If an action began in the past and continues into the present (or its effect does), use the Present Perfect tense. If one action in the past precedes another, and you need to clarify or emphasize the time sequence, then use the Past Perfect tense. Otherwise, stick to the simpler tenses. a) Hypothetical Subjunctive: Principally, this form occurs after if, as if, or as though. Right: To overcome my fear of germs, I will think about disease as though it WERE harmless. Here are the five common patterns of if then sentences. (1) General Rule with no uncertainty IF sophie EATS Pizza, THEN she BECOMES ill.

Creative Thinking Lesson Plans for Teachers

Creative Thinking Lesson Plans for Teachers Lesson plans and activities for teaching about inventions by increasing creativity and creative thinking. The lesson plans are adaptable for grades K-12 and were designed to be done in sequence. Teaching Creativity Creative Thinking Skills When a student is asked to invent a solution to a problem, the student must draw upon previous knowledge, skills, creativity, and experience. The student also recognizes areas where new learnings must be acquired in order to understand or address the problem. This information must then be applied, analyzed, synthesized, and evaluated. Through critical and creative thinking and problem-solving, ideas become reality as children create inventive solutions, illustrate their ideas, and make models of their inventions. Creative thinking lesson plans provide children with opportunities to develop and practice higher-order thinking skills. Throughout the years, many creative thinking skills models and programs have been generated from educators, seeking to describe the essential elements of thinking and/or to develop a systematic approach to teaching thinking skills as part of the school curricula. Three models are illustrated below in this introduction. Although each uses different terminology, each model describes similar elements of either critical or creative thinking or both. Models of Creative Thinking Skills Benjamin BloomCalvin TaylorIsaksen and Treffinger The models demonstrate how creative thinking lesson plans could provide an opportunity for students to experience most of the elements described in the models. After teachers have reviewed the creative thinking skills models listed above, they will see the critical and creative thinking and problem-solving skills and talents that can be applied to the activity of inventing. The creative thinking lesson plans that follow can be used across all disciplines and grade levels and with all children. It can be integrated with all curricular areas and used as a means of applying the concepts or elements of any thinking skills program that may be in use. Children of all ages are talented and creative. This project will give them an opportunity to develop their creative potential and synthesize and apply knowledge and skills by creating an invention or innovation to solve a problem, just as a real inventor would. Creative Thinking - List of Activities Introducing Creative ThinkingPracticing Creativity with the ClassPracticing Creative Thinking with the ClassDeveloping an Invention IdeaBrainstorming for Creative SolutionsPracticing the Critical Parts of Creative ThinkingCompleting the InventionNaming the InventionOptional Marketing ActivitiesParent InvolvementYoung Inventors Day Imagination is more important than knowledge, for imagination embraces the world. -  Albert Einstein Activity 1: Introducing Inventive Thinking and Brainstorming Read about the Lives of Great InventorsRead the  stories  about great inventors in class or let students read themselves. Ask students, How did these inventors get their ideas? How did they make their ideas a reality? Locate books in your library about inventors, invention, and creativity. Older students can locate these references themselves. Also, visit the  Inventive Thinking and Creativity Gallery Talk to a Real InventorInvite a local inventor to speak to the class. Since local inventors are not usually listed in the phone book under inventors, you can find them by calling a  local patent attorney  or your  local intellectual property law association. Your community may also have a  Patent and Trademark Depository Library  or an  inventors society  that you may contact or post a request. If not, most of your major companies have a research and development department made up of people who think inventively for a living. Examine InventionsNext, ask the students to look at the things in the classroom that are inventions. All the inventions in the classroom that have a U.S. patent will have a  patent number. One such item is probably  the pencil sharpener. Tell them to check out their house for patented items. Let the students brainstorm a list all of the inventions they discover. What would improve these inventions? DiscussionIn order to guide your students through the inventive process, a few preliminary lessons dealing with creative thinking will help set the mood. Begin with a brief explanation of brainstorming and a discussion on the rules of brainstorming. What is Brainstorming?Brainstorming is a process of spontaneous thinking used by an individual or by a group of people to generate numerous alternative ideas while deferring judgment. Introduced by Alex Osborn in his book Applied Imagination, brainstorming is the crux of each of the stages of all problem-solving methods. Rules for Brainstorming No CriticismAllowed People tend to automatically evaluate each suggested ideatheir own as well as others. Both internal and external criticism  is  to be avoided while brainstorming. Neither positive nor negative comments are allowed. Either type inhibits the free flow of thought and requires time which interferes with the next rule. Write each spoken idea down as it is given and move on.Work for QuantityAlex Osborn stated that Quantity breeds quality. People must experience a brain drain (get all the common responses out of the way) before the innovative, creative ideas can surface; therefore, the more ideas, the more likely they are to be quality ideas.Hitchhiking WelcomeHitchhiking occurs when one members idea produces a similar idea or an enhanced idea in another member. All ideas should be recorded.Freewheeling EncouragedOutrageous, humorous, and seemingly unimportant ideas should be recorded. It is not uncommon for the most off-the-wall idea to be the best. Activity  2: Practicing Creativity with the Class Step 1:  Cultivate the following creative thinking processes described by Paul Torrance and discussed in The Search for Satori and Creativity (1979): Fluency the production of a great number of ideas.Flexibility the production of ideas or products that show a variety of possibilities or realms of thought.Originality the production of ideas that are unique or unusual.Elaboration the production of ideas that display intensive detail or enrichment. For practice in elaboration, have pairs or small groups of students choose a particular idea from the brainstorming list of invention ideas and add the flourishes and details that would develop the idea more fully. Allow the students to share their innovative and  inventive ideas. Step 2:  Once your students have become familiar with the rules of brainstorming and the creative thinking processes, Bob Eberles  Scamperr  technique for brainstorming could be introduced. Substitute What else instead? Who else instead? Other ingredients? Other material? Other power? Another place?Combine How about a blend, an alloy, an ensemble? Combine purposes? Combine appeals?Adapt What else is like this? What other idea does this suggest? Does past offer parallel? What could I copy?Minify Order, form, shape? What to add? More time?Magnify Greater frequency? Higher? Longer? Thicker?Put to other uses New ways to use as is? Other uses I modified? Other places to use? Other people, to reach?Eliminate What to subtract? Smaller? Condensed? Miniature? Lower? Shorter? Lighter? Omit? Streamline? Understate?Reverse Interchange components? Another pattern?Rearrange another layout? Another sequence? Transpose cause and effect? Change pace? Transpose positive and negative? How about opposites? Turn it backward? Turn it upside-down? Reverse roles? Step 3:  Bring in any object or use objects around the classroom to do the following exercise. Ask the students to list many new uses for a familiar object by using the Scamper technique with regard to the object. You could use a paper plate, to begin with, and see how many new things the students will discover. Make sure to follow the rules for brainstorming in Activity 1. Step 4:  Using literature, ask your students to create a new ending to a story, change a character or situation within a story, or create a new beginning for the story that would result in the same ending. Step 5:  Put a list of objects on the chalkboard. Ask your students to combine them in different ways to create a new product. Let the students make their own list of objects. Once they combine several of them, ask them to illustrate the new product and explain why it might be useful. Activity 3: Practicing Inventive Thinking with the Class Before your students begin to find their own problems and create unique inventions or innovations to solve them, you can assist them by taking them through some of the steps as a group. Finding the Problem Let the class list problems in their own classroom that need solving. Use the brainstorming technique from Activity 1. Perhaps your students never have a pencil ready, as it is either missing or broken when it is time to do an assignment (a great brainstorming project would be to solve that problem). Select one problem for the class to solve using the following steps: Find several problems.Select one to work on.Analyze the situation.Think of many, varied, and unusual ways of solving the problem. List the possibilities. Be sure to allow even the silliest possible solution, as creative thinking must have a positive, accepting environment in order to flourish. Finding a Solution Select one or more possible solutions to work on. You may want to divide into groups if the class elects to work on several of the ideas.Improve and refine the idea(s).Share the class or individual solution(s)/invention(s) for solving the class problem. Solving a class problem and creating a class invention will help students learn the process and make it easier for them to work on their own invention projects. Activity 4: Developing an Invention Idea Now that your students have had an introduction to the inventive process, it is time for them to find a problem and create their own invention to solve it. Step One:  Begin by asking your students to conduct a survey. Tell them to interview everyone that they can think of to find out what problems need solutions. What kind of invention, tool, game, device, or idea would be helpful at home, work, or during leisure time? (You can use an Invention Idea Survey) Step Two:  Ask the students to list the problems that need to be solved. Step Three:  comes the decision-making process. Using the list of problems, ask the students to think about which problems would be possible for them to work on. They can do this by listing the pros and cons for each possibility. Predict the outcome or possible solution(s) for each problem. Make a decision by selecting one or two problems that provide the best options for an inventive solution. (Duplicate the Planning and Decision-Making Framework) Step Four:  Begin an  Inventors Log  or Journal. A record of your ideas and work will help you develop your invention and protect it when completed. Use Activity Form - Young Inventors Log to help students understand what can be included on every page. General Rules For Authentic Journal Keeping Using a  bound notebook, make notes each day about the things you do and learn while working on your invention.Record your idea and how you got it.Write about problems you have and how you solve them.Write in ink and do not erase.Add sketches and drawings to make things clear.List all parts, sources, and costs of materials.Sign and date all entries at the time they are made and have them witnessed. Step Five:  To illustrate why record-keeping is important, read the following story about Daniel Drawbaugh who said that he invented the telephone, but didnt have one single paper or record to prove it. Long before  Alexander Graham Bell  filed a patent application in 1875, Daniel Drawbaugh claimed to have invented the telephone. But since he had no journal or record, the  Supreme Court  rejected his claims by four votes to three. Alexander Graham Bell had excellent records and was awarded the patent for the telephone. Activity 5: Brainstorming for Creative Solutions Now that the students have one or two problems to work on, they must take the same steps that they did in solving the class problem in Activity Three. These steps could be listed on the chalkboard or a chart. Analyze the problem(s). Select one to work on.Think of many, varied, and unusual ways of solving the problem. List all of the possibilities. Be non-judgmental. (See Brainstorming in Activity 1 and SCAMPER in Activity 2.)Select one or more possible solutions to work on.Improve and refine your ideas. Now that your students have some exciting possibilities for their invention projects, they will need to use their critical thinking skills to narrow down the possible solutions. They can do this by asking themselves the questions in the next activity about their inventive idea. Activity 6: Practicing the Critical Parts of Inventive Thinking Is my idea practical?Can it be made easily?Is it as simple as possible?Is it safe?Will it cost too much to make or use?Is my idea really new?Will it withstand use, or will it break easily?Is my idea similar to something else?Will people really use my invention? (Survey your classmates or the people in your neighborhood to document the need or usefulness of your idea - adapt the invention idea survey.) Activity 7: Completing the Invention When students have an idea that meets most of the above qualifications in Activity 6, they need to plan how they are going to complete their project. The following planning technique will save them a great deal of time and effort: Identify the problem and a possible solution. Give your invention a name.List the materials needed to illustrate your invention and to make a model of it. You will need paper, pencil, and crayons or markers to draw your invention. You might use cardboard, paper, clay, wood, plastic, yarn, paper clips, and so forth to make a model. You might also want to use an art book or a book on model-making from your school library.List, in order, the steps for completing your invention.Think of the possible problems that might occur. How would you solve them?Complete your invention. Ask your parents and teacher to help with the model. In SummaryWhat - describe the problem. Materials - list the materials needed. Steps - list the steps to complete your invention. Problems - predict the problems that could occur. Activity 8: Naming the Invention An invention can be named in one of the following ways: Using the inventors  name:Levi Strauss   LEVIS ® jeansLouis Braille Alphabet SystemUsing the components or ingredients of the invention:Root BeerPeanut ButterWith initials or acronyms:IBM  ®S.C.U.B.A. ®Using word  combinations (notice repeated  consonant sounds  and rhyming words):KIT KAT  ®HULA HOOP  Ã‚ ®PUDDING POPS  ®CAPN CRUNCH  ®Using the products function:SUPERSEAL  ®DUSTBUSTER  ®vacuum cleanerhairbrushearmuffs   Activity Nine: Optional Marketing Activities Students can be very fluent when it comes to listing ingenious names of products out on the market. Solicit their suggestions and have them explain what makes each name effective. Each student should generate names for his/her own invention. Developing a Slogan or JingleHave the students define the terms slogan and jingle. Discuss the purpose of having a slogan. Sample slogans and jingles: Things go better with Coke.COKE IS IT!  ®TRIX ARE FOR KIDS  ®OH THANK HEAVEN FOR 7-ELEVEN  ®TWOALLBEEFPATTIES...GE: WE BRING GOOD THINGS TO LIFE!  ® Your students will be able to recall many  slogans  and jingles! When a slogan is named, discuss the reasons for its effectiveness. Allow time for thought in which the students can create jingles for their inventions. Creating an AdvertisementFor a crash course in advertising, discuss the visual effect created by a television commercial, magazine, or newspaper advertisement. Collect magazine or newspaper ads that are eye-catchingsome of the ads might be dominated by words and others by pictures that say it all. Students might enjoy exploring newspapers and magazines for outstanding advertisements. Have students create magazine ads to promote their inventions. (For more advanced students, further lessons on advertising techniques would be appropriate at this point.) Recording a Radio PromoA radio promo could be the icing on a students advertising campaign! A promo might include facts about the usefulness of the invention, a clever jingle or song, sound effects, humor... the possibilities are endless. Students may choose to tape record their promos for use during the Invention Convention. Advertising ActivityCollect 5 - 6 objects and give them new uses. For instance, a toy hoop could be a waist-reducer, and some strange looking kitchen gadget might be a new type of mosquito catcher. Use your imagination! Search everywherefrom the tools in the garage to the kitchen drawerfor fun objects. Divide the class into small groups, and give each group one of the objects to work with. The group is to give the object a catchy name, write a slogan, draw an ad, and record a radio promo. Stand back and watch the creative juices flow. Variation: Collect magazine ads and have the students create new advertising campaigns using a different marketing angle. Activity Ten: Parent Involvement Few, if any, projects are successful unless the child is encouraged by the parents and other caring adults. Once the children have developed their own, original ideas, they should discuss them with their parents. Together, they can work to make the childs idea come to life by making a model. Although the making of a model is not necessary, it makes the project more interesting and adds another dimension to the project. You can involve parents by simply sending a letter home to explain the project and let them know how they may participate. One of your parents may have invented something that they can share with the class.   Activity Eleven: Young Inventors Day Plan a Young Inventors Day so that your students can be recognized for their  inventive thinking. This day should provide opportunities for the children to display their inventions and tell the story of how they got their idea and how it works. They can share with other students, their parents, and others. When a child successfully completes a task, it is important that (s)he be recognized for the effort. All children who participate in the Inventive Thinking Lesson Plans are winners. We have prepared a certificate that can be copied and given to all children who participate and use their inventive thinking skills to create an invention or innovation.

Creating a Business Term Paper Example | Topics and Well Written Essays - 750 words

Creating a Business - Term Paper Example Where capital sourcing is not a problem, the biggest challenge is coming up with a business idea. New business ideas can be generated from one’s previous work or industry experience, hobby or interest, or from an evident opportunity that comes out of an existing need or demand of a potential market. The type of business may either be service oriented, manufacturing, or retailing. Another decision to consider is the form of organization, whether to operate as a single owner, or as a partnership or a corporation. It is important to consider one’s personal strength or weaknesses in determining which type of business to undertake for greater success (www.prenhall.com). Finally, there is the challenge of putting everything into a written business plan, which serves as the business road map. The business plan contains the description of the proposed business, industry analysis (including SWOT analysis), mission and vision statement, product development (goods or services), proposed location of the business, management plan, marketing plan (target market, niche or mainstream, pricing and distribution), financial plan, and the scope of operation (local, national, or global) (www.prenhall.com). A â€Å"niche† product is a specialized good or service that is produced or offered to satisfy the special demand or need of a smaller segment targeted market of an existing or mainstream market. It is narrow in focus and is â€Å"designed to appeal to a subset of the mainstream† (www.homebiz-direct.com) Within a stable economic condition, good management and marketing strategies, a niche company may have an advantage in a market because there are few market players less competitors. A niche company’s specialization in a niche product or service is in the best position to address increasing customer satisfaction level in that niche. Another advantage is that a niche company can dictate the price of the niche commodity. However, price would only be an

Factors Involved in Fraud Cases with External Auditors Essay

Factors Involved in Fraud Cases with External Auditors - Essay Example As financial statements represent the functioning of the management, it is essential to maintain authenticity and reliability for avoiding fraudulent actions, while preparing such reports. The auditors express their views associated with the maintenance of authenticity and transparency by the management. They have been given the authority to assess these financial statements of organizations in order to judge the transparency of such information. They gather evidences in order to assure that the figures appearing in financial statements do not include material misstatement. The credibility of such reports is incremented by means of the audit process carried out by the auditors. These reports audited by auditors have huge impact on the decisions of investors, bankers, creditors and other stakeholders. The economy is struggling hard for recovering from a tumultuous situation which is infested with severe corporate scandals associated with misconduct of the auditors which have resulted in losing investor’s confidence. Presently, greater emphasis is given on improving the credibility, accountability, transparency and trust associated with the information provided in financial statements (Romero, 2010). The present structure involved in the audit process seems to be very problematic. Most of the big organizations generally pay their auditors by means of a third party known as the ‘audit system’. There are cases where clients make these payments directly to the auditors. In such cases, there is an added incentive paid by the clients to the auditors for delivering favourable news. Now the question which arises is whether such actions affect the real performance of auditors or influence them to lose their independence (Cooper & Neu, 2006). Actually, it does affect the real performance of auditors, thereby reducing the transparency and authenticity of the information in their audit reports. The auditors manipulate the figures in these financial state ments in order to earn high incentives. This has become one of the most remarkable issues requiring urgent attention in the present scenario. The thesis would be conducted on the topic, ‘Factors involved in fraud cases with external Auditors’. It would be done by dividing the entire analysis into three segments. The study would highlight that the auditors are influenced in three different ways: conflict in interest, double positioning threat and finally, the familiarity threat. Analysis Conflict in Interest The auditor’s independence is the major area of concern in this study. It is known that the managers have an interest in misrepresenting, exaggerating or manipulating the information provided in the financial statements of organizations. It is expected that an independent audit report must provide unbiased and credible appraisal related to the financial status of an organization. The significance of the auditor’s independence has been shown in American Institute of Certified Public Accountants’ (AICPA’s) Code of Professional Ethics. It has been made mandatory by various legal decisions, which are provided by the Supreme Court of United States, in their opening quote. Recently, there was a series of events which has raised questions regarding the independence involved in the present practices related to accounting.  

Mao zedong's legacy Essay Example | Topics and Well Written Essays - 1250 words

Mao zedong's legacy - Essay Example Some of the negative roles played by Mao Zedong include the launching of the cultural revolution where millions of people were forcefully made to do manual labor, which in return resulted to execution of tens of thousands Culture Revolution2. To date, people all over the world still visit Tiananmen Square, the burial place of Mao Zedong in order to pay homage to one person that even in his death still revere him. The essay will relay information about Mao Zedong and the reason why decades after his death, his name is still as powerful as ever. Mao Zedong, commonly known as Chairman Mao, was one of the most influential thinkers ever to rule China. Chairman Mao is known for his contribution in a number of factors especially in the republic of china. Apart from being the founder of People’s Republic of China (PRC), Mao is also the man behind numerous developments and achievements in China such improving China’s economy from agrarian to industrial level3. In China, Mao helped improve the level of education and it is through him that the republic of China is known to produce some of the most brilliant brains in the world. Apart from improving china’s education standard, Chairman Mao oversaw gender equality in China by ensuring that Chinese women had equal opportunities in any field such as education, employment and politics4. It was also during Mao Zedong’s reign that china experienced one of the highest population growth from 550 to 900 million. Although Mao Zedong’s good reputation is recognized all over the world, Mao’s legacy is also despised by a many people. This is because of the role he played during the Cultural Revolution that lasted for 10 years resulting to massive loss of lives. One of the reasons behind Mao’s initiation of the revolution program was in a move to eliminate counter-revolutionary in china, a process that took ten years5. The revolution resulted to massive destruction

Postoperative Pain Management Case Study

Postoperative Pain Management Case Study Introduction Postoperative pain management is the main issue in the case study of Josie Elliot, a 26 years old woman who had a surgery for internal fixation of fractured right wrist- the radius and scaphoid bones.Therefore, this assignment mainly describes the importance of pain management in post-operative care and also discusses the possible effects of unrelieved pain in the case of Josie Elliot. This writing further explains the process of making clinical judgement using the Tanners Model (2006) and discusses its application in the management of Josies postoperative pain management. This assignment also includes three progress notes to document the main clinical events that occurred in three different shifts while managing Josie’s pain. Importance of pain control in post-operative care and the potential effects of uncontrolled pain for Josie Elliot:(298 words) Managing postoperative pain is an essential component of the postoperative care for various reasons. According to Australian and New Zealand College of Anaesthetists (2013), effective management of post-surgery pain may reduce the incidence of postoperative morbidity and facilitate earlier discharge from hospital. Some other advantages of effective post-surgery pain control include an increased patient comfort and satisfaction, earlier mobilisation, few pulmonary and cardiac complications, a reduced risk of deep vein thrombosis, faster recovery with less possibility of the developing neuropathic pain and reduced cost of care (Ramsay 2000). Furthermore, the information-subjective and objective, collected during the post-surgery pain management also supports the plan of care using the evidence based nursing practice (Vaughn 2007). In contrast, unrelieved acute pain can prolong hospital stay,delay return to normal activity, lower satisfaction with care and give additional financial burden (Ritchey 2006). This can have long-lasting effects on physical, emotional, social and spiritual state of the person involved and his or her family and carers. In the case of Josie, who is right handed will need assistance with self-care. She may feel the loss of her autonomy and she may be worried if she can ever do soccer and swimming again. There are also some adverse physiological effects of uncontrolled pain. A patient could suffer from include tachycardia, hypertension, hyperventilation, decrease in alveolar ventilation, transition to chronic pain, poor wound healing, and insomnia (Shoar, Esmaeili Safari 2012). Unrelieved pain also causes stress( ) and in response to the stress, hormones-cortisol and glucagon are released. These hormones can lead to numerous problems including insulin resistance, hyperglycemia and postoperative complications (Dunwoody et al. 2008). In the case of Josie, who is a diabetic, the consequences of insulin resistance and hyperglycemia can not be overlooked because studies indicate that patients with poorly-controlled diabetes experience increased levels of postoperative pain and need higher doses of morphine to achieve optimal pain relief (Holt 2012). Tanners Clinical Judgement Model explains the way nurses make a clinical judgement. Noticing, interpreting, responding, and reflecting are the four pillars of clinical judgement. Noticing is the process of becoming conscious of the situation. Interpreting is making sense of what is noticed and selecting a course of action. Responding is the process of acting on the situation while beginning the first phase of reflecting on the action and the results of the action to allow for modifying the intervention. Reflecting includes both reflecting in action and reflecting on action, allowing the nurse to make sense of and learn from the experience (Tanner 2006). Clinical judgement is recommended when deciding on an intervention to manage postoperative pain being mindful of factors such as side effects, risk of adverse events and patients needs and preferences (Chen 2013).The management of postoperative pain by nurses includes assessment of pain and decision making in regards to the need and type of pain relief. Nurses, where allowed are also involved in prescribing analgesia for pain management (Chen 2013). Noticing Noticing is the skill that develops over time and is amalgamation of background knowledge, contextual knowledge, and knowing the patient. This synthesis creates expectations about what the nurse is likely to encounter in the patient situation. Background knowledge includes comprehensive knowledge of appropriate physiology and pathophysiology, pharmacology, psychology, standards of practice, and past experiences. Contextual information is very useful in promoting early recognition. Finally, knowing the patient and the patients typical pattern of behaviour allows the nurse to notice when something is happening. For example, if the nurse is caring for an elderly patient who has been alert and oriented but is now drowsy and responds unclearly to the questions, the change in the way the patient responds can alert the nurse to potential complications. In the case of Josie, after the surgery, all her observations-Blood Glucose Level, vital signs and neurovascular limb obs are returning to n ormal, however her pain is increasing. Her pain rating has increased from â€Å"no pain† at 1100 hours to â€Å"some discomfort in the wrist’† at 1600 hours. She complains of â€Å"heavy aches† at 1800 hours and rates the pain 6 out of 10 on pain scale. Interestingly, she was given IV morphine 10 mg at recovery at 1030 hours. Interpreting Interpreting may include analytical, intuitive, or narrative reasoning. The nurse makes a conclusion based on an initial grasp of the situation and continues to refine this understanding while gathering additional data, acting to remedy the problem, and watching the results of his or her actions. The process of interpretation may require further patient assessment and may lead to interventions that may or may not relieve the problem. The patients response to the interventions may trigger further noticing and assessment. For example, if the patient complains of chest pain and the nurse knows that the patient had heart surgery the previous day, the nurse may interpret the pain as postsurgical pain and medicate the patient for that while continuing to monitor for signs such as relief or non-relief of pain. In the case of Josie, the pain is localised to her wrist and it is increasing. An experienced nurse can interpret the reason for increasing pain as inappropriate dosing interval of an algesia because she has not been provided with any analgesia since she had IV morphine at 1030 hours at recovery. Responding The third process in clinical judgement is responding. Responding is based on the nurses interpretation of what was noticed as well as on planned assessments. The nurse determines a course of action and implements the plan while watching patient responses. As the situation becomes clear, the nurse will modify actions or reevaluate the situation if the desired results are not obtained. In the case of Josie, a prudent nurse should administer IV morphine 5 mg immediately after confirming that she has not been given any analgesia since 1030 hours. This will rapidly decrease her pain and make her comfortable. Then half an hour later the pain level should be reassessed. She should be given paracetamol 1gram 6 hourly and tramadol 100 mg 8 hourly until she does not complain of pain and swelling disappears. This approach of combining opioid and one or more drugs such as paracetamol and tramadol to relieve pain is called multimodal pain relief. This combination may improve pain relief and redu ce the side effects by reducing the need for opioids such as morphine (Mayo Clinic 2014). Reflecting The fourth process in clinical judgement is reflecting. Reflection occurs both during the action and afterwards. Reflection during the action is known as â€Å"reflection-in-action† and it helps nurses to evaluate the effectiveness of their nursing intervention by reading the response of the patient and improve the response in the moment. Reflection afterward is known as â€Å"reflection-on-action† and it gives the nurse an opportunity to think about how the outcomes could have been improved. This awareness prepares nurse to learn from his or her own experiences. Learning from the experience can then be integrated with the nurses background knowledge and be available for use in future situations. In the case of Josie, a prudent nurse will â€Å"reflect in action† by combining two or more analgesics and References Chen, Z 2013, Post-operative Pain Management: Nursing Interventions, systematic review, viewed 26 August 2014, . Shoar, S., Esmaeili, S. Safari, S. 2012, Pain Management After Surgery: A Brief Review, Anesthesiology and Pain Medicine, vol. 1, no.3, pp. 184-6 Dunwoody et al. 2008, Assessment, Physiological Monitoring, and Consequences of Inadequately Treated Acute Pain,Pain Management Nursing, vol. 9(1), pp. 11-21 Holt,P. 2012, Pre and post-operative needs of patients with diabetes,Nursing Standard, vol. 26, pp. 50-6 Mayo Clinic 2014, Pain medications after surgery, viewed 30 August 2014, http://www.mayoclinic.org/pain-medications/art-20046452> Ramsay, A.E 2000, ‘Acute postoperative pain management’,Baylor University Medical Center Proceedings, vol.13, no.3, pp: 244–7. Ritchey, R. M. 2006, ‘Optimizing postoperative pain management’, Cleveland Clinic Journal of Medicine, vol.73, no.1, pp. 72-6 Vaughn, F., Wichowski, H. Bosworth, G. 2007, ‘Does Preoperative anxiety level predict postoperative pain?’, AORN Journal, vol. 85, no. 3, pp. 589-90.