Couples Should Cohabit Before Marriage

Tanya Givans Mrs. Lamptey English-099 02-09-2010 Couples Should Cohabit before Marriage In the beginning of a relationship, there is a lot of excitement, giddiness, infatuation, lust and romance. As the relationship grows stronger, there are important decisions that need to be made. One in particular is the living arrangements of the couple. There are couples that decide to live together before marriage to see if their partnership will work. Some people are appalled by the fact that a couple would move in together and live as a married couple, because they believe it to be ungodly and that ex and children should only be a result of marriage. However, there are people who do not believe in religion, nor do they care if you live together before marriage or not . Couples should live together before marriage because they will learn more about themselves and each other before taking such a big step. Couples living together prior to marriage will find out if they are financially compatible . Once a couple makes the transition of moving in together, they will see how easy or hard it will be to manage their money. The fact of having one household instead f two will make it easy also all utility, water, grocery, and rent will be split in half. Living together before marriage will help a couple find out if maybe one is too frivolous with their money, and if the situation could be controlled before taking the next step into marriage. For example, maybe the boyfriend will get his paycheck go out to the bar spend and all of his money then come home broke. As a result, the girl is stuck paying the bills for the month. The financial burden of taken care of oneself is hard, but if a partner is irresponsible with their money, it can get expensive. Couples that live together before marriage also will learn more about themselves. After a couple has moved in together, they will have all of these expectations of each other. For example, my husband and I lived together before we were married, during this time we gave up our single lives. There was no partying at the clubs, hanging out with friends, or any nightlife what so ever. So being in this relationship meant that we would be totally devoted to each other. Giving up your single life to join with your partner means losing freedom, and a sense of ones self. Living together before marriage can help one to realize what a relationship is about, and if giving up their single life is what they are willing to sacrifice to share a lifetime with their partner. Marriage should last forever, so living together in advance can help a person realize if this is the life they want. Couples will learn more about their partner when living together before marriage. Hopefully, before a couple moves in together they will know if one another has any manners, bad habits or if one likes to fight. For example, when walking into the kitchen nd your boyfriend is moving the dishes out of the sink before he urinates in it. This would be disgusting and behavior like that is not acceptable. Or, after using the restroom he does not wash his hands. The lack of hand washing could actually be harmful especially if he prepares the family’s dinners. There are also more serious issues like when your partner is angry, will he or she get physically abusive. If a coupl e, has an irreparable problem in the relationship while living together then they can simply move out. Living together teaches a couple about their partners, and tolerance of each ther. In conclusion, some people may say that their religious practices do not allow them to live together before marriage, but I say couples should live together before marriage because they will learn more about themselves, their partners, and it is more convenient financially. Toleration of bad habits and the loss of one’s individualism will come with the territory of living together or being married. So if there are problems in the relationship now that cannot be fixed then it is safe to assume their will be problems if the couple foolishly decides to marry. .

My Childhood Memories Essay

Oh no! I shouted at the top of my voice, please don’t break down my grandparents’ house I had just returned from New York to Trinidad with my parents. I left Trinidad when I was six years old. I grew up in couva with my grandparents, where I had many friends living in there in the same villag.e I walked through the street where my friends and I once played jump rope. The sight of the many old-fashioned houses caught my attention. I stop as I started at one house with boarded up windows. It looked weather beaten, but the sight of that house painted a mischievous smile on my face because it was the house where I once stole mangoes from my neighour, Uncle Bob. As I approached the yard a sea of colours rushed past my eyes and painted the house and the garden became alive with fresh flowers and swaying coconut trees. I saw myself swinging under the Poui tree and grandma bringing freshly extracted sugar cane juice for me. Even though this was just a memory I could hear the melodious singing of the birds all day. Once again, I could smell the frangranced sent of the large roses that bloomed near to the garden. Before I got off the swing I looked up to the tree and saw the soft, yellow poui petals greeting my face. Some of the tiny blossoms gracefully fell at my feet. I grabbed a handful and through it up in the air. I saw the vision of myself greeting the gardener, who gave me roses to put in the vase. He was always very kind and didn’t mind me playing in the garden.

Employability

Definition of EmployabilityEmployability has been used as a public presentation index for higher instruction establishments ( Smith et Al, 2000 ) and represents a signifier of work particular ( pro ) active adaptability that consists of three dimensions: calling individuality, personal adaptability and societal and human capital ( Fugate et Al, 2004 ) . At the same clip, Knight and Yorke ( 2004 ) have put frontward the four wide and interlacing constituents of USEM history of employability: * Understanding ( of the capable subject ) * Skilful patterns in context * Efficacy beliefs * Meta-cognition Nabi ( 2003 ) mentioned that employability is about alumnuss possessing an appropriate degree of accomplishments and properties, and being able to utilize them to derive and stay in appropriate employment. From a human resource development position, employability is a construct that emerged through the ninetiess along with a turning perceptual experience among employees that they can non number on their employers for long-run employment. Employability is a promise to employees that they will hold the accomplishments to happen new occupations rapidly if their occupations end out of the blue ( Baruch, 2001 ) . Prior to this, Harvey ( 2001 ) has defined employability in assorted ways from single and institutional positions. Individual employability is defined as alumnuss being able to show the properties to obtain occupations. Normally, institutional employability relates to the employment rates of the university graduates. However, Harvey argued that employment results of alumnuss are non an index of institutional employability. He presented an employability-development theoretical account shown in Figure 1. The theoretical account illustrated a multi-perspectives position of employability with all related stake-holders.Employability and Higher Education: Key issuesDespite the burgeoning research on employability and handiness of a broad scope of theoretical accounts purporting to explicate it, employability itself remains a combative construct unfastened to a & A ; lsquo ; overpluss of micro-interpretations ‘ ( Harvey, 2003 ) . This can do the undertaking of course of study development peculiarly hard. [ p5 ]The turning importance of employabilityHarmonizing to McNair ( 2003 ) , graduate employability has become a more of import issue for establishments. This is: because of the altering nature of the alumnus labor market, mass engagement in HE, pressures on pupil finance, competition to enroll pupils and outlooks of pupils, employers, parents and authoriti es ( expressed in quality audit and conference tabular arraies ) . On a broader degree, it has been noted that higher instruction, through the coevals and airing of cognition, straight impacts economic fight on a national and international degree ( Brown et al, 2003 ; CIHE, 2003 ; UUK, 2007 ; DIUS, 2008 ) . The significance of the UK HE system to the wider economic system has been by and large acknowledged since the Robbins Report was published in 1963. However, this relationship has been made more expressed in recent old ages and it was with the publication of the Dearing Report ( 1997 ) that the connexion found outstanding look. Dearing strongly expressed the demand for a globally competitory economic system incorporating extremely skilled, extremely trained and extremely motivated alumnuss who could execute efficaciously on the universe ‘s phase. This coupled with the farther development of human-capital theory ( Becker, 1975 ) , which asserts that one function of authorities is to supply and foster conditions which will increase the pool of skilled labor, has created a fertile forum for the discourse of & A ; lsquo ; employability ‘ to boom. The altering nature of the graduate-labour market Dearing ( 1997 ) stated that & amp ; lsquo ; acquisition should be progressively antiphonal to employment demands and include the development of general accomplishments, widely valued in employment ‘ ; nevertheless, the labor market is altering dramatically and at a much faster gait than in the yesteryear. Emerging markets and rapid enlargement of the cognition economic system means that the same set of employability accomplishments which were in demand 10 or even five old ages ago may non be required in the germinating graduate-employment market. Employers are progressively seeking flexible recruits who can work efficaciously in the & A ; lsquo ; de-layered, down-sized, information-technology driven and advanced ‘ administrations in being today ( Harvey et al, 1997: 1 ) . Employers are seeking people who can make more than merely react to alter, they need those who can take alteration. McNair ( 2003 ) remarks on the velocity of labour-market development and notes that a higher per centum of the work force is employed in little and average endeavors ( SMEs ) , a tendency besides reflected in graduate-employment statistics. While this may offer chances to derive early duty in less structured and hierarchal work environments, alumnuss need to hold the accomplishments to make honoring graduate functions function in what Purcell and Elias ( 2004 ) refer to as & A ; lsquo ; niche-graduate businesss ‘ . Niche-graduate businesss are those: where the bulk of officeholders are non alumnuss, but within which there are stable or turning specialist niches that require higher instruction accomplishments and cognition ( Purcell and Elias, 2003: 5 ) . Students hence need to be equipped with accomplishments which enable them to & A ; lsquo ; turn ‘ occupations to graduate degree. HE has been criticised by some as being excessively slow to recognize the changing nature of the labor market and is bring forthing alumnuss who are sick equipped to cover with the worlds of graduate employment ( CBI, 2006 ) . Government policy to widen engagement in HE, taking to increase the proportion of 18-30 twelvemonth olds to 50 per cent by 2010, will no uncertainty have a important impact on the supply of alumnuss in the labor market. Harmonizing to Elias and Purcell ( 2004 ) engagement rates in UK HE about doubled in the decennary 1991-2001, from 1.2 million pupils to 2.1 million. Such rapid enlargement has raised concerns that the addition in the figure of extremely qualified persons may non be coupled with an tantamount rise in demand for their accomplishments and makings ( Brown and Hesketh, 2004 ; Brynin, 2002 ; Keep and Mayhew, 1996, 1999 in Elias and Purcell, 2004 ) . While Elias and Purcell ( 2004 ) conclude that the enlargement of HE at the terminal of the 20th century has been chiefly positive, Purcell et Al ( 2005: 16 ) express concern that & amp ; lsquo ; the tantrum between the supply of alumnuss and employers ‘ demand for their cognition and accomplishments clearly falls some ma nner short of ideal ‘ . There are assorted studies about whether demand for alumnuss will be affected by increasing engagement in higher instruction. The supply of alumnuss has been steadily lifting and there were 258,000 alumnuss in 1997 compared with 319,000 in 2007 ( HESA, 2007 ) . Despite lifting Numberss go forthing HE, harmonizing to DIUS ( 2008 ) , demand for alumnuss remains high and the latest study by the Association of Graduate Recruiters ( AGR 2007 ) suggests that the figure of graduate vacancies increased by 15.1 per cent in 2007. Both DIUS and AGR do nevertheless raise concerns about the mismatch between what employers are looking for and the accomplishments graduates possess ( see Chapter 2 for a more elaborate analysis of accomplishments ) . Despite much contention about the impact of increasing pupil Numberss, it is incontestable that alumnuss are confronting a changing, more competitory labor market and they need to be prepared consequently.The altering nature of the higher instruction lan dscapeBeyond force per unit areas confronting alumnuss in the labor market, universities are confronting increasing demands to account for what they do and prospective pupils and parents are going spoting & A ; lsquo ; clients ‘ when shopping for the most suited HEI ( McNair, 2003 ) . Given the importance of employability in the equation, establishments can non overlook the significance of developing this facet of proviso. Allison et Al ( 2002 ) allude to the force per unit areas confronting HEIs as evidenced by the publication of increasing Numberss of public presentation indexs and counsel paperss such as the QAA Code of Practice for Careers Education, Information and Guidance ( 2001 ) and the Harris Review of Careers Services ( 2001 ) . Yorke and Knight ( 2002: 4 ) have expressed some concern about the manner in which statistics on employment rates used in league tabular arraies can deflect HEIs from the of import undertaking of heightening employability. They province that: one time employment rates become an institutional public presentation index ( HEFCE, 2001 ) , there is a baneful slipstream as establishments seek to & A ; lsquo ; better their tonss ‘ since they know that these tonss will stop up in the alleged & A ; lsquo ; league tabular arraies ‘ published in the imperativeness.Consequently:there is a danger that maximizing the mark will command more institutional attending than carry throughing the educational purpose of heightening employability. Higher Education in the UK has gone through considerable alteration during the last two decennaries. The move from an elitist system to one of mass engagement has been extremely important. Shelley ( 2005 ) indicates that the figure of 18-30 twelvemonth olds in HE rose from 12 per cent in the 1980s to 43 per cent by 2002. This he points out has non been matched with commensurate degrees of support and between 1977 and 1997 authorities outgo per pupil fell by 40 per cent. In recent old ages nevertheless support degrees have improved with HEFCE denoting a figure of & A ; lb ; 6,706 million in recurrent support for 2006-07 to universities and colleges in England ( HEFCE, 2006 ) . Increased support degrees have led to systems of answerability being put in topographic point. These in bend have led to the development of managerial patterns intended to advance new efficiency and customer-focused, customer-led policy models which should guarantee success in a new competitory market. In the eyes of observers such as Bekhradnia ( 2005 ) the last decennary has seen a mixture of successes and failures of managerial enterprises. For some observers ( e.g. Brown and Lauder, 1999 ; Green, 1993 ) these policy directives coupled with the accent placed on the part of HE to the planetary economic system has led to the & A ; lsquo ; marketisation ‘ and the & A ; lsquo ; commodification ‘ of HE and its instruction. Brown and Lauder ( 1999 ) contend that there has been a motion towards a & A ; lsquo ; neo-Fordist ‘ attack to HE in which instruction and acquisition is now emulating the Fordist fabrication procedures of the early 20th century. This construct was characterised by the production assembly line & A ; lsquo ; just-in-time ‘ unitization production methods of fabrication industries. For HE this manifests itself in several ways which Brown and Lauder describe as: scholar administrations with accent on & A ; lsquo ; numerical ‘ flexibleness ( i.e. outcome-related instruction and cost-driven dockets ) , aggregate production of standardized merchandises ( i.e. modularisation/unitisati on of course of study ) , and accent on quality systems to guarantee standardization which consequence in a bland mechanistic experience of larning. [ p9 ] Given the evident consensus among the cardinal stakeholders about which accomplishments are of import and on the demand to turn to employability in HE, it seems unusual that there is so small commonalty in attacks taken by universities to heighten employability. There remains considerable argument on how best sweetening of employability can be achieved, and so the extent to which HE can act upon this facet of pupil development. In an extended reappraisal of HE proviso, Little ( 2004: 4 ) concludes that while there is: international concern that higher instruction should heighten alumnus employability, there is small grounds of systematic believing about how best to make it, allow entirely any theoretical account that can be badged as & A ; lsquo ; best pattern ‘ and adopted wholesale. Developing a common apprehension of how to heighten employability is a extremely complex issue, although Knight ( 2001 ) believes authorities and others persist in handling it in much the same manner as & A ; lsquo ; invention ‘ , as & A ; lsquo ; something simple, to be planned, delivered and evaluated ‘ ( Knight, 2001 cited in Lees, 2002: 1 ) . Trying to organize a co-ordinated and holistic attack to skill development, authorities has introduced many programmes and enterprises to advance accomplishment development and these seem to hold had some impact. The DfEE Higher Education Projects Fund 1998-2000, for illustration, included undertakings to develop cardinal and movable accomplishments and Harvey, Locke and Morey ( 2002 ) have reviewed the tendencies in establishments ‘ attacks to implanting employability. They note that there has been a displacement in HE from developing the specific employability accomplishments within specializer faculties to a more holistic attack where establishments are implanting employability and accomplishments throughout the course of study. They present illustrations of employability enterprises from different HEIs which were extremely varied and based on differing doctrines. Possibly it is inevitable that establishments and even single sections and faculty members will change widely in their attacks to developing employability as they will be runing in the context of their ain frame of mention about instruction, and will be covering with pupils who will change enormously in their ability and aspirations. However, it is clear from the research on employability accomplishments that the properties which employers value and pedagogues recognise as of import are really similar, and there is hope that such consensus in thought can lend to a more consistent attack to curriculum development.

Information mangment Essay Example | Topics and Well Written Essays - 1000 words

Information mangment - Essay Example According to Nonaka, Krogh and Voelpel (2006), â€Å"organizational knowledge creation is the process of making available and amplifying knowledge created by individuals as well as crystallizing and connecting it with an organization’s knowledge system.† Studies have shown that creation of knowledge, retention as well as managing it is very important for the survival of the organization during the contemporary period as we move towards a digital economy (Alavi & Leidner, 2001). One way of generating knowledge in an organization is achieved through the use of learning. Learning in an organisation is particularly concerned with creating, acquiring and transforming knowledge and transforming this knowledge to improve the overall performance of the employees and the organization as a whole (Andriopoulos & Dawson 2009). Knowledge may be explicit and/or tacit, individual and/or collective. Basically, explicit knowledge refers to details of processes that have been codified an d it often acts as a manual to deal with certain queries or problems in the organization while tacit knowledge is knowledge of experience (Polanyi, 1983). In as far as tacit knowledge is concerned so the person concerned uses his or her experience to deal with a certain problem. As noted above, knowledge is a business asset given that much of organizations’ value mainly depends on their capacity to create and generate knowledge which can be used to transform the operations of the organization during changing period. It is important for an organization to create knowledge and transfer it to other employees since this can help the whole organization. As illustrated in the model of knowledge creation and diffusion illustrated above, it can be seen that there are various techniques that can be used to transfer knowledge from one person to the other in the organization. According to Nonaka & Takeuchi (1995), knowledge can be transferred through the following strategies in the comp any: tacit to tacit through socialization, tacit to explicit through a process of externalization, explicit to tacit through a process of internalization as well as explicit to explicit through a process of combination. Tacit knowledge can be transferred to tacit knowledge through the process of socialization. Basically, socialization is a process that loosely describes the way people in an organization are socialised or interact. Through interaction among employees in an organization, knowledge can be transferred from one person to the other. In this case, it is individual to individual where an experienced employee can impart his or her ideas and experience to the other employee who also can capitalise on this wealth of knowledge in his or her operations. Explicit to tacit knowledge can also be transferred through a process of internalization in the organization. Internal structures in the organization are created and these are meant to transform knowledge that is codified into ac tual experience that can help the employees to deal with different situations they may encounter in their operations. This process involves transfer of knowledge from the individual, group as well as organization. This helps to improve the overall performance of the employees as well as the organization a whole. The other strategy is tacit to explicit

Strength of Material Essay Example | Topics and Well Written Essays - 1000 words

Strength of Material - Essay Example Stress can be defined as the force acting on a given area. This is mathematically represented as Robert hook investigated the behavior of material under tensile force and found out that the extension on materials was proportional to the applied load. This is called the hooks law. Hooks law apply up to the elastic limit. Continued application of load beyond the elastic limit results to the material becoming plastic, That is, its elongation is not proportional to the applied load and does not regain its original shape once the force is removed. The concept of stress was introduced by Cauchy in 1822; Cauchy found out that a body was subjected to surface and internal forces. These caused the deformation on the body. When stress is uniformly distributed over the cross-sectional area of a body, it can be calculated using the formula (1), however, the stress is not uniformly distributed. Cauchy calculated the state of stress at a given point and found it to be given by the second order tensor given below. Another version of the Mohr stress circle is using the polar approach method. The Mohr stress circle can also be used for the determination of stress in the three dimensional plane. A special Mohr circle is drawn to calculate the nominal and shear stress in the three dimensional plane. ... Are the normal stresses. Where: Are the shear stresses Stress can also be calculated using the Mohr stress circle; this is the graphical representation of the stress. The diagrammatic representation of the Mohr stress circle is as shown below Fig 1 showing the Mohr stress circle Another version of the Mohr stress circle is using the polar approach method. The Mohr stress circle can also be used for the determination of stress in the three dimensional plane. A special Mohr circle is drawn to calculate the nominal and shear stress in the three dimensional plane. Other methods used in the determination of stress include the Biot stress tensor and the Kirchhoff stress tensor (Dieter, 1989). In general the determination of stress using the graphical methods was laborious and complex, one required a lot of skills to draw these circles and determine the normal and shear stress. The method had many mathematical errors. These methods have largely been replaced by computerized material strength analysis (Marsden & Hughes1994). Current methods for the evaluation of stress include the use of software's. Software's such as AutoCAD and solid works enable engineers to have a detailed analysis of the behavior of the designed product under loading. This helps in developing products that don't fail easily. Another program that is widely used is the Finite element analysis program. It enables the graphical representation of a designed engineering component under load. References Dieter, G. (1989). Mechanical Metallurgy. New York: McGraw-Hill. Ferdinand, P. (1992). Mechanics of Materials. New York: McGraw-Hill Professional Marsden, J. & Hughes, T. (1994). Mathematical Foundations of Elasticity. New York: Dover

Managing change Essay Example | Topics and Well Written Essays - 2500 words

Managing change - Essay Example In addition, by referring to the ever-increasing challenges in modern local and global market, organisation managers and leadership ought to be mindful of various intervention approaches and mechanism that can effectively facilitate successful and productive implementation of the proposed changes. Based on the available statistical facts and previous research findings, the adoption and implementation of the most effective changes and change intervention in modern institutions and profit making organisations is the most debated issue among business executives. Different levels and forms of complexity in contemporary local and global market always accompany changes in modern business entity and other profit-making organisation. Changes as well vary significant and in extent from transformational change to nominal change in modern business entities. ... ration or transformation in organization’s operations, activities, and managements undertaken in a company to advance its efficiency and productivity. In most cases, changes in any organisation are executed to comply with market dynamic, complexity and technological changes in local and global market. In most cases, economic activities produce benefits and costs that are spread over to all parties in the economic sector. These benefits and costs are described as externalities that have a very essential role in shaping changes and changing activities and operations in any organization Wellard Rural Exports Pty Ltd capitalises on sale and production of sheep and goat products in local and global market. However, despite its popularity in Australian local and global market, Wellard Rural Exports Pty Ltd was forced by modern technological developments and market complexity to introduce and institute various policies and changes that were aimed at advancing their short term and lon g-term productivity and profitability. In the last two decades, Wellard Rural Exports Pty Ltd has encountered consistent market competition from local and global competitors. To some extent, the increased markets competition and complexity have significantly affected its efficiency and productivity. To counter the ever-increasing challenges in local and global market, the company have instituted very effective internal and external operation and management changes and change intervention. Some of the changes instituted in Wellard Rural Exports Pty Ltd are aimed at holistically addressing emerging human process issues, structural and technological issues, strategic complications as well as human resource challenges. In an effort to ensure that the proposed changes are fully implemented and

As a Spiritual Leader, a Member approaches you in Private with the Term Paper

As a Spiritual Leader, a Member approaches you in Private with the following questions. How do you take on Leadership in answering their Questions Scriptures provided to assist if needed - Term Paper Example he church that rise to the occasion of leadership through either appointment to an office within the church or merely by showing that they have leadership qualities that naturally puts them in the position of confident and mentor. When a leader of a church is presented with the question â€Å"What does a Christian do when their pastor sins?†, the first answer should always be to forgive them as God would forgive their sins. However, Timothy 5:19-21 gives us further insight in that accusations against an elder should not be entertained unless there are two or three witnesses. The passage states that if sin is proven, accusation should be made in public. However, Mathew 18:15 suggests that one should approach in private, bringing in others if the person does not listen to the advise that suggests giving up the sinful activity. If they will not listen, then it should be brought to the church, and finally treated as if they were a pagan or a tax collector. However, the best advise would be to tell the member to be very sure before making an accusation and if they feel uncomfortable, to speak to someone with whom they can approach the pastor for a dialogue about the subject. â€Å"Our pastor has sinned and the elders do not want to take action. How do you approach your pastor?† When this question is posited, the first question will relate to finding out why the elders choose not to act. A member should always feel comfortable in approaching a pastor as they are the spiritual leader to whom they should first look to for guidance. Even if the issue concerns the pastor, the topic should be brought forward in a manner that shows continued respect until the issue is confirmed as a reason to withdraw that respect. If the pastor chooses to keep the issue between himself and God and the elders choose not to act, then a choice must be made by the member as to whether or not to remain under the spiritual guidance of those who have sinned in his or her eyes. There is a difference

Relationships between individuals were profoundly altered by the Term Paper

Relationships between individuals were profoundly altered by the experience of terror and genocide. Using Lydia Chukovskaya's - Term Paper Example Inhumane living conditions made people doubt about the future of humanity. For instance, those who managed to survive in Auschwitz admitted that people there were not humans. They were creatures who longed to survive. Some may say that distorted relationships between individuals in concentration camps should be regarded as the most horrible example of taking humanness away from humans. However, the relationships between individuals during the Great Purge in Soviet Union are the case of unprecedented eradication of basic human traits: compassion, empathy and readiness to help. Altered interpersonal relationships in Auschwitz This statement can be easily proved when comparing the two cases. In the first place, it is possible to consider the peculiarities of relationships between individuals who had to live through the horrors of concentration camps. Notably, many inmates understood that the majority of people would die in the camps and â€Å"[o]nly a minority of ingenuous and deluded souls continued to hope† (Levi 14). At the same time one of the basic biological rules can hardly be evaded. Therefore, though people in Auschwitz knew that prisoners were dying there, everyone tried to survive. From the very first seconds inmates witnessed things that could not be understood or accepted by moral or at least reasonable people. Wretched prisoners were beaten, humiliated, tortured and eventually killed. Starving and frightened to death people saw terrible scenes which could make anyone crazy, so their ideas about the world or rather perception of the world were distorted. The new world, nightmare-like reality which absorbed millions of innocent people deadened the best feeling and best human traits. Young, strong, intelligent people were turned into â€Å"squalid human specimens† who lost their strength to resist (Levi 92). Of course, many inmates tried to help each other when no one was watching as the helper could become one more victim. However, there were prisoners who could easily set up their comrades for a scrap of bread or for being left alone (without tortures). Primo Levi who survived in one of those horrible camps claimed that it was impossible to call those who lived their humans (Levi 10). Interpersonal relationships in Soviet Union during the Great Purge This was the life in prison. Prisoners had to survive and sometimes did â€Å"indecent† things. On the other hand, Soviet people who lived in late 1930s were free people (at least the leaders of the country proclaimed principles of freedom in their speeches). Nonetheless, they were not safe and they lived in constant fear. There was quite enough food and people had their homes. However, every minute something horrible could happen. For instance, Lydia Chukovskaya depicted a story of a woman (herself) who lost her son because of some uncertain accusations. The young man was a Komsomol activist, who admired the Party, but someone testified against him and he simpl y vanished. All Soviet people knew of the vanishing and were afraid to do something wrong. As far as wrongful acts are concerned it could be anything: a wrong (too bold) word, relationships with suspicious people, or even a misprint. For example, a skilled and professional typist, Natasha, was fired because she typed Ret Army, instead of Red Army (Chukovskaya 63). The meeting, where the case of Natasha was discussed, is really illustrative and it can justify that

Perishable shipping Research Paper Example | Topics and Well Written Essays - 750 words

Perishable shipping - Research Paper Example A dealer and manufacturer may agree to set a maximum price that will prevent dealers from charging higher prices. Setting floor prices, as well as limiting territories may force dealers to offer services that the producer intends in the event of buying products. However, avoidance of antitrust cases may be paramount through the setting of independent prices. Different swell allowances may affect TEDSBOX policies that would in turn affect packaging and the unsaleable food products. A swell allowance is the uniform rate that is applied to sales. Most business practices advocate for charging same swell allowance among manufacturers. Charging different rates may prove to be ineffective especially to products that have consistent handling policies. The non-pursuance of the adjustable rate policies may discourage benefits associated with swell allowances. Adjustable rate policies aid in offering various reimbursement rates by product category. Highly perishable products require much of these policies. Without the existence of adjustable rate policies, the sales shift of highly perishable goods will be difficult and reimbursements will not take place. In addition, the manufacturers will experience rigidity in adjusting policies with changes occurring in the business environment. This situation creates inefficiency in the agricultural industry as it tends to be the most flexible industry in terms of price adjustments and business policies (Sykes 1995). The cold chain is a process that incorporates the shipping of temperature sensitive commodities along through a supply chain (Ayers and Odegaard 2008). Transportation occurs through refrigerated and updraft packaging methods. Logistical planning is necessitated to ensure security and protection of these shipments. There are several shipping methods; however, FEDEX uses air cargo when transporting sea

NAS Airlines Proposed Marketing Strategy Essay Example | Topics and Well Written Essays - 750 words

NAS Airlines Proposed Marketing Strategy - Essay Example The company has the capacity to evolve to a hybrid operation model with business class seating. The airline company serves 13 domestic destinations and 11 international destinations. Some of the international destinations include the Sana’a route to Yemen in 2009, direct route to Kochi and Kozhikode, India in 2010, Sharm el Sheikh and Assiut in Egypt, in Turkey the airline started services in 2011 in Istanbul, Antakya, and Adana. The company started its services in Karachi and Lahore in Pakistan in 2011,and in 2013 started operations in Dammam and Yanbu in Khartoum, Sudan (Saudi Arabia Tourism Report 33). The company has recently introduced Global Flights program to offer low cost rates between flights in Jeddah and other regions in Asia, Europe or Africa. The launch of Jeddah-London Gatwick services enabled the firm to become the first low-cost carrier to provide service in United Kingdom market. Flynas is the leader of lost cost carrier in Saudi airline since it sets a new s tandard of efficiency in the region. This year the company has had some key developments that include the launch of global flights route program from Jeddah to London and a daily service between Jeddah and Abha to support the increasing capacity of the domestic routes that will drive economic growth in major cities in the kingdom. The expansion program has been possible since the firm has added 3 airbus aircrafts fitted with business economy cabins that amount to a major leap for the firm in the airline industry. Saudi Arabia Tourism Report Q4 2012 (3) says that Saudi Arabia’s FlyNas ends the domestic monopoly market strategy and currently aims to break in the international circles like other airlines. The low cost operator has managed to launch flights between Riyadh-Gatwick and has plans to build long haul operation from the kingdom. In 2014, the company has been successful in the establishment of flights to Kuala Lumpur, Manchester, Surabaya, Casablanca, and Jakarta

Microeconomics Research Paper Example | Topics and Well Written Essays - 1500 words

Microeconomics - Research Paper Example Abdullah (2007) has pointed out that â€Å"8 out of 10 people living in the UAE were born abroad as per the statistics available in 2005. Moreover, the percentage of non-citizen will reach 90 per cent by 2015†(Abdullah, 2007). At present, UAE is trying to reduce the number of expatriate workforce in the country by injecting more locals in the employment sector. This paper analyses the pros and cons of scarcity of manpower resources in UAE. Even though the major revenue source of many of the Gulf countries are oil resources, the case is entirely different for UAE. Business is the major revenue source for UAE. In fact UAE is the business hub of Middle East. Majority of the prominent companies all over the world has business units in UAE. Educated and skilled manpower resources are a must for the business units in UAE. The number of educated UAE locals is less than the demand created by the employment sector in UAE. In other words, supply of UAE labour force would become inadequate to meet the demands crated by the business sector in UAE. Under such circumstances, expatriate workforce is helping UAE immensely in meeting the demand for professionals and skilled workers in industrial and business sector. In short, scarcity of skilled workforce in UAE is helping UAE to bring professionals from all over the world to UAE soil so that the business sector will always get the services of skilled people from different countries. In other words, scarcity of workforce helps UAE to provide diverse workforce from all over the world to UAE business units. It should be noted that diversity of workforce is extremely important in current extremely globalized business environment. Scarcity of domestic workforce helps UAE to strengthen its trade ties with other countries. For example, UAE is successful in establishing string trade relations with India because of the huge number of Indians working in UAE. Dubai world, Dubai media city like big companies are

Alcohol Advertising to Youth Essay Example for Free

Alcohol Advertising to Youth Essay Many people are unaware of the prevalence of underage drinking in the United States. Every day in the United States, more than 4,750 kids under age 16 have their first full drink of alcohol. More youth in the United States drink alcohol than smoke tobacco or marijuana, making it the drug most used by American young people. Youth who start drinking before the age of 15 are five times more likely to develop alcohol dependency or abuse in their lifetime than those who begin drinking at 21 years or later. All of these facts were published by the Center on Alcohol Marketing and Youth. They have published many reports on the prevalence of drinking among underage youth. But why do underage youth start drinking alcohol in the first place? According to many studies, alcohol advertising is the main influencer of alcohol consumption among underage youth. Alcohol advertising influences the use of alcohol among youth and increases the likelihood that they will consume alcohol illegally. For example, a study published in 2006 found that for each additional alcohol ad a young person saw (above the monthly youth average of 23), he or she drank one percent more. Also, for every additional dollar spent on alcohol advertising in a local market, underage drinkers consumed three percent more alcohol (Surgeon General, 2007). Because young children are likely to be influenced by alcohol advertisements, there needs to be stricter regulations on the advertising industries ability to advertise alcohol to underage youth. According to the Surgeon General’s Call to Action to Prevent and Reduce Underage Drinking (2007), â€Å"The short-and long-term consequences that arise from underage alcohol consumption are astonishing in their range and magnitude, affecting adolescents, the people around them, and society as a whole. † Therefore, there should be a stricter regulation on alcohol advertising to youth because of the strong influence it has on their behavior and their alcohol consumption patterns. Each year, the alcohol industry spends more than four billion dollars marketing its products (Mosher Cohen, 2012). There have been multiple studies that have correlated underage youth exposure with a greater likelihood of drinking. It is imperative that the government or advertising industry reduces the impact of alcohol marketing on young people. Reducing underage drinking, like smoking, is an important public health goal (Mosher Cohen, 2012). Public health departments in California, Massachusetts, and Florida have made crucial strides in reducing underage smoking rates in their states (Mosher Cohen, 2012). They did this my sponsoring tobacco counter advertising campaigns. This indicates that this type of approach may be effective for reducing underage drinking as well (Mosher Cohen, 2012). The problem with this for alcohol advertising is that there are already responsibility ads, but they are outnumbered by alcohol ads 226-1 (CAMY News Release, 2004). Alcohol product advertising has increased significantly in recent years, while responsibility ads have decreased. According to a new study from CAMY at Georgetown University, the number of responsibility ads dropped by 46 percent from 2001 levels, while the number of alcohol commercials increased by 39 percent. Industry spending on responsibility ads also fell—down 57 percent from 2001. This is unacceptable. According to CAMY Executive Director, Jim O’Hara, â€Å"This minimal amount of responsibility advertising does little to reinforce the message of parents and teachers who are trying to prevent underage drinking. Our children need to receive a more balanced message about alcohol. † According to the same study, for every dollar spent on responsibility ads in 2002, the industry spent $99 on product ads, where in 2001, the ratio was $1 to $35. Alcohol companies should be required to sponsor a certain amount of responsibility ads each year, that is relative to the number of alcohol product ads they place. This would help to increase the amount of responsibility ads underage youth is exposed to and thus, increasing the amount of reinforcement they receive to not drink underage and illegally. According to the CAMY study at Georgetown University in 2002, of 59 alcohol marketers advertising on television, only four places responsibility ads in 2002. Adolph Coors Co, Anheuser-Busch Companies Inc. , SABMiller PLC and Diageo PLC were the four parent companies whose brands placed responsibility ads in 2002. Anheuser-Busch placed the most ads, but they still spent 45 times more on product ads and placed 89 more product ads than responsibility ads (CAMY, 2002). Underage youth were 287 times more likely per capita to see a TV commercial promoting alcohol from 2001 to 2006 (Nielsen Media Research, 2006). Other studies have found that youth exposed to alcohol in movies and to alcohol in signage near schools as well as youth ownership of alcohol promotional items are all associated with a greater likelihood of underage drinking (The Surgeon General, 2007). Therefore, because of youth’s potential to be greatly influenced by alcohol advertisements, this high amount of exposure to alcohol advertisements increases the consumption of alcohol among underage youth. There is opposition to stricter regulations on alcohol advertising; some feel that these regulations will not have any effect on the consumption and use of alcohol among underage youth. According to Marcus Grant, the president and founder of the International Centre for Alcohol Policies said that in many Scandinavian countries where alcohol advertising was banned, the prevalence of alcohol abuse was still high. Also, according to the industry Association for Responsible Alcohol Use (ARA), no evidence exists to support the notion that beverage alcohol advertising has any significant effect on the rate of alcohol abuse. According to the ARA, Denmark has a ban on all broadcast advertising except on low alcohol-content products, as well as various restrictions on print and outdoor advertising. It has one of the highest reported rates of intoxication among young people. Therefore, they feel that increasing the amount of regulations of alcohol advertising, or the banning of alcohol advertising as a whole, will not result in a decline in the rate of alcohol consumption among underage youth. While alcohol marketers have made reforms in their marketing practices, these revisions fall short (Mosher Cohen 2012). In 2006, The STOP Act was passed, requiring that the U. S. Department of Health and Human Services report annually on rates of exposure of youth to positive and negative messages about alcohol in the mass media. Advertisers are aware of the media usage of youth and current alcohol regulations do not do enough to protect underage youth from viewing alcohol advertisements. According to CAMY reports on Youth Exposure to Alcohol Ads, the advertising industry has reduced youth exposure to its advertising in magazines and cut its spending on radio. However, youth exposure to alcohol advertising on television grew by 30 percent between 2001 and 2006 (Mosher Cohen, 2012). Because youth, ages 12 to 20, are only 13. 3 percent of the national TV viewing audience, the current threshold of not placing ads where underage youth are more than 30 percent of the audience allows alcohol advertising on programs where there are more than twice as many youth as the viewing population (Mosher Cohen, 2012). It is obvious that current regulations do not do enough to support the goals of Congress, and of the Surgeon General, to decrease alcohol advertising exposure and alcohol consumption among underage youth. Therefore, stricter regulations need to be put into place to restrict the advertising industry from placing alcohol advertisements within youth-consumed media. CAMY issued a report of eight methods for states to limit and reduce youth exposure to alcohol advertisements. According to CAMY, only 11 states implement more than one â€Å"best practice† policy, a total of 22 states implement no policies at all. It is important for these states to implement all of eight of the methods to ensure that underage youth are not exposed to these ads and the consequences of seeing these ads (Swift, 2011). According to a study conducted by Leslie B. Snyder, Ph. D. , of the University of Connecticut, Storrs, and colleagues, a random sample of young people between the ages of 15 to 26 years old were interviewed. The researchers reported these results: (1) For each additional alcohol advertisement viewed per month, the number of drinks consumed increased by one percent (2) The same percentage increase, one percent per alcohol advertisement per month, applied to underage drinkers (those younger than age 21) as well as legal aged drinkers (3) Youth in markets with high alcohol advertising expenditures ($10 or more per person per month) also increase their drinking more over time, reaching a peak of 50 drinks per month by age 25 and, (4) Young people drank three percent more per month for each additional dollar spent per capita in their market (Buddy T., 2006). This research shows that advertising expenditure had a direct influence on the amount of alcohol consumed by underage and legal aged drinkers. According to Snyder, â€Å"The results also contradict the claims that advertising is unrelated to youth drinking amounts†¦ Alcohol advertising was a contributing factor to youth drinking quantities over time,† (Buddy T. , 2006). The facts cannot be denied; alcohol advertising is effective. The bottom line is, the more advertising young people see, the more they drink (Buddy T. , 2012). CAMY has found that many parents are beginning to become concerned about the overexposure to alcohol advertisements that their children see. Two-thirds of parents believe more ads mean more youth drinking and 75 percent of parents agree that the alcohol industry should do more to limit youth advertising (Buddy T. , 2012). It is unacceptable that nothing more has been done to prevent this while there have been multiple studies done on the correlation between alcohol advertising and underage drinking, and they all have concluded the same results: Exposure to alcohol advertising increase the likelihood for underage drinking and increased alcohol consumption. Alcohol advertisements need to be regulated across all media forms: online, television, magazine and print, radio, etc. Young people should not be exposed to alcohol advertisements, especially within the media channels that they use most. Television alcohol ads should not be allowed to be on shows with certain percentage of underage viewers, the same goes for magazine and radio advertisements. While it will be hard to regulate this, more can be done to make sure the message of preventing underage drinking is reinforced through responsibility ads. If stricter regulations on alcohol advertisements cannot be put into place, then the amount of responsibility ads countering the alcohol ads needs to be dramatically increased. Underage youth need to constantly be reinforced with the message of not underage drinking as well as the warnings of drinking such as drunk driving. In conclusion, more needs to be done to reduce the amount of youth exposure to alcohol product advertisements and to prevent underage drinking. It is the responsibility of the government and of alcohol marketers to make sure they are protecting youth, not corrupting them at a young age. Youth exposure to alcohol advertisements increase the amount of alcohol consumed by underage drinkers and current regulations are simply not doing enough to prevent this. References Alcohol Ads Outnumber Responsibility Ads 226-1. About. com Alcoholism. N. p. , 2002. Web. 11 Dec. 2012. Alcohol Advertising and Youth. Johns Hopkins Bloomberg School of Public Health. CAMY. org, Apr. 2007. Web. 11 Dec. 2012. Mosher, James F. , JD Cohen, and Elena N. Cohen. State Laws to Reduce the Impact of Alcohol Marketing on Youth. Camy. org. Alcohol Policy Consultations, 1 May 2011. Web. 11 Dec. 2012. Prevalence of Underage Drinking. Johns Hopkins Bloomberg School of Public Health. N. p. , July 2011. Web. 11 Dec. 2012. State Report Update 2012. Johns Hopkins Bloomberg School of Public Health. N. p. , 1 May 2012. Web. 11 Dec. 2012. Swift, James. States Not Reducing Youth Exposure to Alcohol Ads. Youthtoday. org. YouthToday. org, 4 May 2012. Web. 11 Dec. 2011. T. , Buddy. Alcohol Advertising Increases Youth Drinking. About. com Alcoholism. N. p. , 19 Jan. 2006. Web. 11 Dec. 2012 T. , Buddy. Teen Drinking Influenced by Alcohol Advertising. About. com Alcoholism. N. p. , 19 Oct. 2012. Web. 11 Dec. 2012. T. , Buddy. Underage Drinking Troubles Parents. About. com Alcoholism. N. p. , 27 Dec. 2007. Web. 11 Dec. 2012. U. S. Department of Health and Human Services. The Surgeon Generals Call to Action To Prevent and Reduce Underage Drinking. U. S. Department of Health and Human Services, Office of the Surgeon General, 2007.

Reflection for professional development

Reflection for professional development Reflective practice has been recognised by health care professionals as an essential tool to link theory to practice, which can help us learn from our experiences (Jasper 2003a). During my first placement I experienced an incident that a struggled to deal with because I did not understand the condition that the patient had. By using a reflective model I am going to revisit this incident with the intention of learning from it to improve my future practice. There are many reflective models that I could have used, such as Johns Model of Structured Reflection, but the reason that I decided not to was because Johns (2004) reflects on uncovering the knowledge behind the incident and the actions of others present, which I felt was not suited to my chosen incident. The reflective model that I have chosen to use is Gibbs Reflective Cycle (1988), as I feel that this is a simple model, which is well structured and easy to use at this early stage in my course. Gibbs (1988) will help me to explor e the experience further, using a staged framework as guidance. Description what happened? I was assisting an elderly patient that had Parkinsons disease, with her drink. It was my second shift and I had not had much contact with the patients on the ward, but I felt confident enough to assist this patient as I have previous experience of care. I was holding the cup for the patient whilst she was sucking the fluid through a straw, but she was struggling as she wasnt sucking hard enough. She became distressed, and said that I was stopping the fluid from coming out of the straw and being evil towards her; even trying to kill her! I was shocked by her accusations but thought that there must be a logical explanation, so I stayed with her, reassuring and assisting the best I could, as I didnt want her to see that I was distressed. I then left the ward and immediately went to seek advice from my mentor. Feeling what were you thinking and feeling? Initially, at the time my feelings were for the patient, as I was concerned that my actions had caused her to feel threatened, but I didnt understand why. I felt embarrassed by her comments, and doubted myself, as this was a simple task so how could I get it wrong? I began to feel tearful, but then quickly reminded myself that there must be a reasonable explanation. Evaluation what was good and bad about the experience? I felt happy and confident to assist the patient. I referred to the Nursing Midwifery Council (NMC) code in my head and recalled that I should gain consent before offering to assist them NMC (2008), which she agreed. The patient appeared quite and I thought it would be nice for her to have some interaction, and to also feel at ease with a student nurse caring for them. The downside was that the patient felt that I was being nasty to them. It also made me doubt myself and the care that I was providing. I was also in a bay area, so other patients would have heard their comments. Would they then look at me differently, and not trust me to care for them too? Analysis what sense can you make of the situation? The patient had no recollection of what she had said to me and since the incident she has made these comments to other staff, which has put me at ease and made me realise that I had done nothing wrong. My mentor explained that a patient with Parkinsons can often behave like this as they develop dementia, which Noble (2007) also confirms. Since the incident I have read about Parkinsons and am now aware that the patients expressionless face Netdoctor (2008), also made her comments appear more confusing and aggressive. Conclusion what else could you have done? I could have asked my mentor before assisting the patient what the disease was like, so that I was prepared. I did ponder about calling over another member of staff, which may have helped me to understand that the patient had a condition that was making her act this way, but I didnt want to appear incapable of doing my job. Action Plan what would you do if this situation arose again? I am now more prepared for any future patients with this disease as I have researched it. I will take the time to talk to them, to make sure they are at ease with me, before providing any care. If they appear distressed I would get another member of staff to help me to reassure them. From my reflection it is clear to me that learning through reflective practice and being able to identify, and understand, my skills and abilities in both theory and practice are crucial for me to be able to act as a professional practitioner (Jasper 2003b). It is also important that I look at, and be honest about, the strengths and weaknesses that I have. So that I am able to identify these I have produced two Strengths, Weaknesses, Opportunities and Threats (SWOT) analysis, one for theory (Appendix A), and one for practice (Appendix B). I am now going to explore these further, identifying the main areas that I feel are important to me, and my future development. My SWOT analysis for theory identifies my strengths, as a whole, as being very organised with my preparation for the work I have to undertake, with strong determination and motivation to succeed. (Appendix C) is a reflection that I wrote after completing my 1st week in university and demonstrates these qualities towards the course. It was important for me to realise that enrolling on a professional university course would mean that I became an independent learner, who must have strong organisational skills in order to succeed (Burns Sinfield 2008a). I believe that from my preparation this is a very strong strength that I have developed. The weaknesses that I have identified in my SWOT analysis for theory, that I feel will affect my grades in the future if they are not improved are referencing, revision technique and exceeding the word limit on assignments. I feel that these are weaknesses because they are new to me and as a mature student I have been outside of academic study for some time. (Appendix D) for example, is my feedback from my 1st assignment and shows how I have been penalised one grade point for exceeding the word limit. I will need to look at these weaknesses more closely and plan to improve them overtime, as Burns Sinfield (2008b) have commented, it takes time and practice to be a good student; we are not just born that way. My SWOT analysis for practice shows my strengths as wanting to help people, being determined to succeed, my willingness to learn and valuing people. These are all good qualities of a being a successful and professional nurse (NMC 2008). I have always had a caring nature and I am very determined to succeed and be successful in what I choose to do. (Appendix E) is a reflective journal that I wrote after my second week in placement and clearly highlights my strengths in practice. I feel that during my time as a student nurse I will build on these strengths even more. I have identified my weaknesses in practice, from my SWOT analysis, as communicating with difficult patients, showing emotion and aseptic technique. (Appendix F) demonstrates how I found it difficult to communicate with a patient because I did not understand her condition. It was also difficult for me not to take her behaviour to heart and show emotion at the time, it is clear that this is an area I need to build on for the future. I also need to practice my aseptic technique as I feel very unsure of the whole process, but need to be able to get it right as it will protect me and the patient from contamination (Dougherty Lister 2008). According to Bulman Schutz (2008), nursing requires effective preparation so that we can care competently, with knowledge and professional skills being developed over a professional lifetime. One way this can be achieved is through what Schon (1987) refers to as technical rationality, where professionals are problem solvers that select technical means best suited to particular purposes. Problems are solved by applying theory and technique. However, Bulman Schutz (2008) argue that this is failure to educate and for us to learn from practice and develop thinking skills. I would agree with them, as I learn best from practical experience, and build on it to improve my skills. With this is mind, I am now going to focus on my weaknesses, in both theory and practice, and state how, when and why I plan to improve on these. Theory Weaknesses Weakness Identified Referencing This is very new to me and when writing my 1st assignment I found that it took up much of my time, as I struggled with it. Revision Technique According to Cottrell (2008a), reading through notes over and over is a pitfall with revision. This is the strategy that I would normally use. Exceeding the word limit on assignments I must take more care with this as on my 1st assignment I was penalised for it. How I Plan to Improve Referencing To practice writing out references from different sources. Revision Technique I have decided to use the advice of Cottrell (2008a) and produce index cards that ask me questions relevant to my chosen subject. I will also produce a timetable in order to manage my time. Exceeding the word limit on assignments I will count the words manually and make sure that I do not use the whole +10% again so that I am in danger of being penalised. When I Plan to Improve Referencing When I receive my feedback from my 1st assignment I will use the comments on my referencing to guide me. Revision Technique I will start preparing my index cards immediately and plan my timetable to start after submission of this assignment. Exceeding the word limit on assignments This is the next assignment that I will hand in so I will make sure that I adhere to the word limit. Why I Plan to Improve Referencing Referencing plays an essential part within my writing Gimenez (2007), so correct use and structure of references will improve my grades. Revision Technique Improving my revision technique will mean that I am more relaxed before an exam, and will help me to achieve better grades (Cottrell 2008a). Exceeding the word limit on assignments Adhering to the word limit as Cottrell (2008b) suggests, will improve my grades in future assignments. Practice Weaknesses Weakness Indentified Communicating with difficult patients On my 1st placement I experienced a patient that had communication difficulties which I found difficult to deal with. Showing emotion I am a very sensitive person and feel anxious that I will get upset in front of a difficult patient, or a patients family at an inappropriate time, e.g. patient death. Aseptic technique In practice I need to get this procedure right, but I do not feel 100% confident with it at present as I have not had much practice with it. How I Plan to Improve Communicating with difficult patients I will observe as much as possible my mentor, and other nurses communication skills. Showing emotion I will use reflective models to make sense of what has happened, and also discuss it with my mentor. Aseptic technique I have asked my mentor if I can practice this procedure as much as possible. When I Plan to Improve Communicating with difficult patients Each time I am on placement I will plan to improve my skills in communication. Showing emotion I will start to use reflective models in my practice now so that I have experience of using them ready for when an emotional situation happens. Aseptic technique During the rest of my time in my 1st placement I plan to practice this so that I am comfortable with it by the end of my 1st semester. Why I Plan to Improve Communicating with difficult patients As a student nurse, and in line with the NMC (2008), I should make the effort to meet patients communication needs to provide the best care that I can. Showing emotion I want to appear professional to patients and their family, however I do agree with Scott (2008), that sometimes we should not be afraid to show emotion as a nurse, as long as we maintain our professional image at the same time. Aseptic technique The correct use of aseptic technique will protect myself and the patient from healthcare associated infections (Hart 2007). It will also prevent infections from being spread around the rest of the ward, which could harm other patients. I have clearly demonstrated that by using a reflective model as a guide I have been able to break down, make sense of, and learn from my experience during my 1st placement. So that I could identify my strengths and weaknesses in both theory and practice easily, I found that the use of a SWOT analysis provided a good framework to follow. I have then built on this by producing a development plan that focuses on my weaknesses and how, when and why I plan to improve on them. I will now begin to work on these, the main reason being of course, that I am determined to be a competent, professional nurse in the future.

Physical Activity And Academic Performance

Physical Activity And Academic Performance The recommendations for participating in physical activity for children is 60 minutes per day, or more. Physical education is insufficient for children nowadays (Carlson, et. al., 2008). Children can benefit a great deal from physical activity; the beneficial effect comes in many forms. For example, physical activity is considered good for cardiovascular health, musculoskeletal health, blood pressure, among other forms (Strong, et. al., 2005). Depression is a common disease, and gets more serious with adolescents. A research by Turner, Thompson, Huber, and Arif (2012) where depression symptoms score was divided into quartiles for analyses, showed that nearly three fourth of the students were in the third or fourth quartiles, which is too many students. Depression is the most common problem of psychological problems (Davey, 2008). The beneficial effect of physical activity for both psychological and physical well-being is well established. Accumulative evidence also suggests that phys ical activity improves cognitive performance (Singh, Uijtdewilligen, Twisk, Mechelen, Chinapaw, 2012). This review will critically examine the effect of physical activity on academic performance and further more whether the effect is mediated by depression. The review is divided into four sections where in the first one the relationship between physical activity and academic performance will be discussed, in the second section the relationship between physical activity and depression will be discussed. In the third section the relationship between depression and academic performance will be discussed and the fourth and final section will be about future directions. Physical activity and academic performance Several reviews have indicated that physical activity is related to improved academic performance but the strength of the relationship varies between studies (Singh, Uijtdewilligen, Twisk, Mechelen, Chinapaw, 2012; Trudeau, Shephard, 2008; Biddle, Asare, 2011). For example a review made by Biddle and Asare (2011) showed that physical activity can have a positive effect on cognitive functions, the behaviour in the classroom and academic achievement in children but the association is often weak and not entirely consistant. Harrison and Narayan (2003) did a cross-sectional research about adolescent ´s participation in sports and other activities. Their results were that if adolescents participated in sports or other extracurricular activities they were more likely to do their homework and have a positive attitude towards school and teachers. However, Tremblay, Inman and Willms (2000) also did a cross-sectional research on 12 year old children to see whether physical activity did in crease academic achievement in mathematics and reading. The participants answered a questionnaire about their physical activity and academic climate. The results showed a very weak but significant association between physical activity and academic achievement in both mathematics and reading. Similar results were in a research by Carlson et. al. (2008), but they did a longitudinal and cross-sectional research on children in kindergarten until they were in 5th grade and weak but significant association was also found in the result of this research. The only association between time spent on physical education and academic performance was with the group of girls who spent the most time in physical education (70 300 minutes per week) and the girls who spent the lowest time in physical education (0 35 minutes per week). No association was found in boys. The differences in gender could be because boys have higher levels of fitness than girls at baseline and that boys need to have more s timulus than is provided in physical education. Cross-sectional studies give an example that there is a relationship between two variables but their weaknesses is that it can ´t say which variable causes the other. Intervention studies can say much more about the relationship between the variables. By using an intervention, Davis et. al. (2011) found out that the more exercise obesity children performed the better cognitive function they had. They put 171 obese children into three randomized groups, low dose exercise, high dose and control group. Low dose group had 20 minutes of exercise each day after school and 20 minutes of sedentary activities such as board games for 3 months. High dose group had two 20 minutes bout of exercise each school day. The children ´s academic achievement was measured by using Woodcock-Johnson Tests of Achievement III. The results showed that the high dose exercise group had more improved cognitive performance than the other two groups and low dose exercise group had better cognitive performance than the control group. These results show ´s that the more exercise obese children have the better cognitive function they will have. All these research find a positive relationship between physical activity and academic performance but the association is sometimes week and sometimes strong. But the researches are different and that could cause the different results. The strength of the relationship between these two variables could differ because of the different age of the participants. Increased physical activity could have much more effect on academic performance in adolescent than in children. Also the self-described physical activity and grades from participants could not be true so the association could differ because of that. Cross-sectional data is a limitation because it says only that there is a relationship between the variables but not what variable causes the other variable, but it can indicate that there is a relationship. Intervention studies provide stronger evidence that physical activity may lead to improved academic performance. But because there was only one intervention study then that is a li mitation. More intervention studies need to be done to provide a stronger evidence of the relationship between those two variables. There need to be more intervention studies for more than just obese children. In spite of these limitations the results indicate that there is a relationship between these two variables. Other, little is known about the re mechanism whereby physical activity affects academic performance. Independent line of researches raises the possibility that the impact of physical activity on academic performance may be mediated by other variables, for example depression. Physical activity and depression Physical activity has often been associated with depression, in other words depression has shown to decrease with more physical activity (Mata, Thompson, Jaeggi, Buschkuehl, Jonides, Gotlib, 2012; Toker, Biron, 2012). A review of reviews was conducted to find out the relationship between physical activity and depression in children and adolescents (Biddle, Asare, 2011). There were 5 reviews which were reviewed concerning physical activity and depression. The results showed that physical activity seems to have a negative effect on depression, but the intervention designs do not have enough quality and many of the reviews have cross-sectional researches which can deviate the relationship or it will not show whether physical activity affect depression or the other way around. A cross-sectional research that was conducted to find risk factors for depression in adolescents showed that the adolescents who were depressed were less likely to engage in physical activity than the adolescent s who was not depressed (Diego, Sanders, Field, 2001). But cross-sectional studies do not show the cause of the variables so it does not say whether depression causes less physical activity or physical activity causes less depression symptoms. Gallegos-Carrillo et. al. (2012) did a longitudinal research of 1047 Mexican adults, both male and female, who were free of depression between the years of 1998 2000. The participant ´s lifestyle and health were assessed, that is how much physical activity they had. The participants were divided into 3 groups after how much physical activity they performed each week, that is light, moderate or vigorous. After 6 years the participants was assessed again to see whether physical activity would prevent depressive symptoms. The results showed that the vigorous physical activity participants performed they had lower risks of developing depressive symptoms. The limitations in this research were that there was only one follow up after 6 years and that the participants had to fill out a questionnaire about how much physical activity they had. Another longitudinal research showed that leisure-time physical activity reduced depression symptoms only in women after both two and four years follow up but this was not found in men (Wang, DesMeules, Luo, Dai, Lagace, Morrison, 2011). But the long term effect on leisure-time physical activity and the changes of physical activity and marital status on the risk of evolving depression was the reason for this research. No participant had a depression at the baseline of the research. Similar results were also in a longitudinal research about adolescent girls because the sexes have found to be different in depression and physical activity (Jerstad, Boutelle, Ness, Stice, 2010). In that research, girls aged 11-15 years old reviewed a list of physical activity and crossed in a box for an activity that they had done more than 10 times for the past year and they answered a questionnaire for d epression symptoms. This was done once a year for a 6 years period. The results showed that there was a relationship between regular basis of physical activity and depression. If the girls were involved in physical activity it reduced the likelihood of having depression symptoms in the future. Because the research was only about adolescents girls the results can ´t be generalized to other groups. A research by Alosco et. al. (2012) points out that there is a relationship between depression and physical activity in older adults with heart failure. They did their longitudinal research on older people with heart failure. For baseline measure the older adults wore an accelerometer for 7 days and did an assessment to measure their fitness and answered a questionnaire concerning depression. All of those researches show that there is a relationship between physical activity and depression. There is a limitation is that there is no intervention study, because intervention studies provide stronger evidence than cross-sectional and longitudinal for the relationship between physical activity and depression. Cross-sectional studies is not good enough because they can ´t indicate the affect, which variable predicts what. The self-report of depressive symptoms and physical activity is a limitation in the longitudinal study ´s because it is not reliable; the participants could for example exaggerate how much time they spent in physical activity and decrease the depressive symptoms. Depression and academic performance In a cross-sectional research that conducted a stepwise regression on risk factors for depression in adolescents, how much time the adolescents spent on their homework and their report of their grades explained 13% of the variance of depression symptoms (Diego, Sanders, Field, 2001). They were explaining the relationship between academic performance and depression. A cross-sectional research was done with data from student responses National college health assessment from 2008 to study the relation between depressive symptoms and academic performance (Turner, Thompson, Huber, Arif, 2012). The depressive symptoms were divided into a quartile. The results showed that students who had the lowest level of depressive symptoms were least likely to report having C, D, or F for grades but the students who fell into the second quartile were most likely to report having an average grades of C, D or F. For better explanation, the students who had moderate symptoms of depression were more like ly than those who had milder or more severe to have worse academic performance. Pelkonen, Marttunen, Aro (2003) were also researching the risk for depression by a longitudinal study in Finland and their results indicated the relationship between poor academic performance and depressive symptoms. The data was collected when the participants were 16 years old and researched the risk factors for depression at the age of 22. Chen, Rubin and Li (1995) showed in a 2 year longitudinal research that depression has been related to academic performance, according to them depressed children in China had more academic achievement problems than children that were not depressed. Another longitudinal analysis research which was performed in Los Angeles, which 243 adolescents participated in, showed that if the adolescent perceived themselves as a victim it caused psychological adjustment such as depression and loneliness which caused lower grades in school (Juvonen, Nishina, Graham, 2000). That is similar to the findings of Schwartz, Gorman, Nakamoto, Toblin (2005) which did a longitudinal investigation which focused on the relationship between victimization of 9 year old children and academic achievement over a 1 year period. The participants were 240 from 12 classrooms. The results showed that the children who perceived themselves as a victim in the peer group, they had lower academic achievement than the children who did not perceive themselves as a victim, but the results showed evidence that this relation was mediated by depressive symptoms. Shahar, Henrich, Winokur, Blatt, Kuperminc, Leadbeater (2006) did a research about the relation between personality factor, self-criticism and depression on academic achievement in adolescents. This was a one year longitudinal study where 460 students in sixth and seventh grade participated in. They answered a questionnaire to measure their self-criticism and depression and their grades were obtained from their report cards. The ir findings were the first to certificate relation between depression and a personality aspect of defencelessness in predicting academic achievement. The results showed that interaction between adolescent self-criticism and depression predicted a decrease in one ´s average grade. A longitudinal research was done by Lehtinen, Raikkonen, Heinonen, Raitakari, Keltikangas-Jarvinen (2006) where the purpose was to find out whether the grades in school at the age of 9, 12 and 15 was associated with depressive symptoms 12 to 21 years later or at the ages of 21 to 37. Because there had been found difference between sexes both in depression and grades, the sexes were measured separately. The results were that lower grades in 12 and 15 year old girls was associated with depression 12 and/or 17 years later, grades seemed not to have any other association with later depression. Because it seems that some researches will mean that depression has an effect on academic performance while other po int out that academic performance has an effect on depression Hishinuma, Chang, McArdle, and Hamagami (2012) did a longitudinal research to put in a model called Longitudinal bivariate dynamic latent change model, which can be used to transmit the hidden scores from one variable to another over time. The results indicate that depression causes lower grades in adolescents but not that lower grades cause depression. There is a relationship between depression and academic performance according to previous researches. The cross-sectional researches do not have much reliability because they only indicate that there is a relationship between depression and academic performance but they can ´t say much more about the relationship. Longitudinal researches are better than cross-sectional but intervention researches are the best of describing the relationship but there is no intervention research so that is a major limitation. Summary and future directions As reviewed above there is a relationship between physical activity and academic performance but this evidence is not strong and most of the studies have been correlational. But as also reviewed above there is a relationship between physical activity and depression and also between depression and academic performance but this evidence is also not strong because there are only correlational study ´s. Future studies should examine if interventions if aimed at increasing physical activity also improve academic performance. They should also examine potential mechanism whereby physical activity affects academic performance. The literature review above suggests that physical activity is associated with less depression and that depression is associated with worse academic performance. These findings raise the possibility that the relationship between physical activity and academic performance may be mediated by the beneficial effects of physical activity on depression. The model below will explain that there is a relationship between physical activity and academic performance, but if depression in the individual is taken into account there will not be a relationship between these two variables because it is mediated by depression. Depression Academic performance Physical activity Figure : Depression as a mediator between physical activity and academic performance. If this model is right, then it will suggest that for adolescents to get higher grades they can increase the physical activity and by doing so decreasing depression and finally get higher grades in school.

A Comparison And Contrast Between Flowers From Another World Ad Hi, Ar :: essays research papers

ENGLISH COMPARATIVE ESSAY ASSINGMENT II ‘A comparison and contrast between â€Å"Flowers from another world† and â€Å"Hi, are you alone?†Ã¢â‚¬â„¢ This essay will attempt to compare and contrast two films directed by Spanish director actress Iciar Bollain. The films to be compared and contrasted are â€Å"Hi, are you alone? (â€Å"Hola,estas sola?†) and â€Å"Flowers from another world† (â€Å"Flores de otro mundo†). The most apparent reason for comparing and contrasting these two films is that both focus their attention on women’s affairs and behaviours in today’s Spanish society, both display similarities in their content but most important is the differences that one may find in the portrayal of women the director seems to be interested in. A) â€Å"Hi, are you alone?†: Trini and La Nià ±a are the same age: 20, and have the same uncomplicated way of going about things, they simply go ahead and do them. The two girls also share the lack of a mother. During their trip, they share everything, including Olaf, a Russian who knows not a word of Spanish and with whom La Nià ±a has an affair. They have a mutual letdown: Marilo. La Nià ±a finds love and loses it, finds her mother to lose her again, but also finds a friend, Trini, whom she is certainly not about to lose. This is film is regarded by many critics as an enchanting road movie about being a woman, being young, love and frienship is the first directorial work by Iciar Bollain. In this opera prima, Iciar shows her ability to direct actors, especially her two leading actresses, but it is in her handling of a story told so many times before (two girlfriends on the road has been the theme everywhere, who can forget Thelma and Louise!) and thus making look so fresh and original that her directorial t alent is revealed. She has managed to capture, not the loss of innocence, but the gaining of maturity, the moment when we learn which things we can change and which we cannot. In this film we do not find a false step since the fraternal relationship between the two young women is very cleverly constructed and transmitted to the audience. We also feel that the two leading actresses, Silke and Candela Pena are up to the level of the rest of the film. B) â€Å"Flowers from another world†: A bus load of women arrive at a bachelor ceremony in a dying Spanish village in hopes of marrying men that can support them and in some cases, their children.

Corporate Social Responsibility Essay example -- Business Corporate So

Corporate Social Responsibility Corporate Social Responsibility (CSR) is a very controversial topic. A question that has been debated for the past few decades is; is it corporately viable to introduce social responsibility as a proposed addition to the work ethic of business organisations. As well as, if adopting the framework of corporate social responsibility would yield positive improvements for those organisations. The purpose of this essay is to research the notion of CSR and uncover its true framework and outline what social responsibility truly means to corporate organisations, and whether it should be seriously considered to be a legitimate addition to the corporate framework of an organisation. This will be done by outlining some of the basics through the explanation of some terms underpinning CSR and managerial involvement. An explanation of how CSR is an essential part of business language. This will then be followed by a breakdown of the complex framework that CSR is believed to have. The social expectations that consumers have of business, and ways those businesses can meet these expectations will be addressed. Then an outline of the role management plays in the incorporation of socially responsible attributes to a corporation will be expressed, evidence to suggest that ?if this means that there a social contract that requires business to honour a moral bare minimum, then a business manager is duty-bound to obey it? (Bowie 1991: 56-66). This essay shall also investigate some of the classical theories of CSR and its contribution to profit maximisation. Finally, some specific arguments that state that the introduction of social responsibility is not a good idea and how it has failed to create the ?good society? (Friedman 1970: 122-126) will be discussed. Corporate social responsibility has undergone a definitional evolution over the past half century but has always and will always remain an essential part of business language. Definitions of CSR have became more specific; since the 70?s, with alternative emphases, being placed on issues such as the understanding of corporate citizenship (which is a key concept of CSR), and the stakeholder theory. In early writings CSR was referred to more often as social responsibility (SR) rather than as CSR. Bowen (1953: 6) set forth an initial definition of the social responsibility: "It re... ...974. ?Social responsibilities of business managers?. Academy of Management Journal, vol. 17, pp. 135-143. McWilliams, A. and Siegel, D. 2001, ?Corporate Social Responsibility: A Theory of the Firm Perspective?, Academy of Management Review, vol 26, no. 1, pp 117-128. Mitchell, R., Agle, B., & Wood, D. 1997. ?Toward a theory of stakeholder identification and salience: Defining the principle of who and what really counts?. Academy of Management Review, vol. 22, pp. 853-886. Robbins, S. P., Bergman, R., Stagg, I. and Coulter, M. (2000) ?Management?, French?s Forest: Prentice Hall. Verschoor, C. (2001) ?Corporate Power Must Be Balanced With Good Citizenship?, Strategic Finance, vol. 83, no. 3. Waddock, S., & Graves, S. 1997. ?The corporate social performance--financial performance link?. Strategic Management Journal, vol. 18, pp. 303-319. Weigelt, K., & Camerer, C. 1988. ?Reputation and corporate strategy: A review of recent theory and application?. Strategic Management Journal, vol. 9,pp. 443-454. Wright, P., & Ferris, S. 1997. ?Agency conflict and corporate strategy: The effect of divestment on corporate value?. Strategic management Journal, vol. 18, pp. 77-83.

Animal Farm: Depicts the Views of Communist Society

Animal Farm The views of communism are not very common today simply because of how impractical they are. The human nature to create hierarchy is a direct contradiction to the views of communist society. Animal Farm is George Orwell’s comment on communism in the form of a satire where the animals on a farm rebel against the farmer and seize control. From the first stirring of rebellion, there are resolutions to keep all animals equal.However, the farm soon went from a utopia to something far from perfect as the pigs slowly take reigned over the other animals. The pigs completely corrupt Old Major’s vision of Animalism by taking special privileges, changing the commandments, and exploiting the animals. At the start of Manor Farm’s transition to animal farm, the pigs rewrite Old Major’s idea of Animalism and Squealer is forced to change the Commandments to fit new circumstances. The first alteration to the Commandments comes after the pigs move into the Mr.Jo nes’ farmhouse. A few animals remember something in the commandment specifically on beds, but cannot muster much because of their inferior intelligence. The ban on sleeping in beds is changed in Napoleon's favor by the addition of the words â€Å"with sheets† to the fourth commandment (â€Å"No animal shall sleep in a bed†. These suspicions are further forgotten as Squealer assures the other animals that the pigs sleep in beds with blankets, and have gotten rid of the sheets.In addition, the pigs start to drink alcohol. When Napoleon gets drunk, many animals are alarmed and shocked, but all that ultimately happens is that the words â€Å"to excess† are added to the fifth commandment (No animal shall drink alcohol). It is evident that Old Major’s speech was in vain as the pigs ignore the old pig’s warnings and start to attain human traits. There is no subtle change to the third or first Commandments about wearing clothes and walking on two le gs.This is because by the time the pigs start to put on clothes and walk on two legs, they are so powerful that it is unnecessary. Instead, all of the â€Å"unalterable laws† are abandoned and Old Major’s inspiring commandments are replaced by the slogan- â€Å"All animals are equal, but some are more equal than others. † The pigs’ changes to the original views of Animalism causes them to take control and essentially put the farm back into its previous condition before the rebellion.The sole difference was the control of Farmer Jones, and that of â€Å"our Leader, Comrade Napoleon†. George Orwell uses Anima Farm to portray the pitfall of a totalitarian society. Orwell shows his opposition by creating a novel with animals representing different people in the world. The author’s message is a warning of what comes with communistic governments and dictatorships. The pigs and animals on the farm are simply an allusion to the communist societies i n the world today.

Gatsby Essy

Gatsby is not of royal greatness but fulfills all the other criteria of a tragic hero. Like everything else, the typical tragic hero has evolved greatly since its beginning days and Fitzgerald has made a large contribution to its evolution with his tragedy, The Great Gatsby. Jay Gatsby is considered a modern day tragic hero because he fulfills all of the expectations a tragic hero in todays day and age has. The first expectation that Gatsby fulfills to be a modern day tragic hero is that he has a Hamartia. His Hamartia is his obsession over having Daisy to himself.He considers her as the last thing in life that he needs in order to have perfection. She is the only unrealistic dream that he chases and in the end, dies because of her, which is symbolic of her devastating impact on his life. Everything he does in life is geared towards his goal of having Daisy's love. A quote to show when Nick realizes Gatsbys Hamartia is, â€Å"Then it had merely the stars to which he had aspired on t hat June night. He came alive to me, delivered suddenly from the womb of his purposeless splendor† (Fitzgerald 79).Nick realizes all of Gatsbys parties and everything Gatsby does is to reach his ideal, Daisy. This flaw of Gatsby's is what indirectly leads to his horrific death. Something else that happens to Gatsby which makes him a tragic hero is Hubris. Ever since the beginning of his life, Gatsby has always envisioned himself as better than what he was given. He was born poor, but worked to be rich and successful, all for Daisy. He is too arrogant though, to realize he will never get Daisy. He thinks himself too powerful and cannot understand how Daisy cannot ossibly love him enough to leave Tom.A quote to prove this is, â€Å"Was already behind him, somewhere back in that vast obscurity beyond the city, where the dark fields of the republic rolled on under the night. † (Fitzgerald 189). He is too conceited to realize that his illegal money isn't enough for Daisy to fully love him back. His arrogance is what leads to his destruction in the end by the Gods. Pathos is another requirement Gatsby fulfills in being a modern day tragic hero. Although Gatsby makes many mistakes that are indirectly the cause of his death, he Just didn't know better.He can't seem to get over his obsession of Daisy, as he is blind to the truth. Gatsby is a romantic dreamer who believes he will win the love of his life by gaining wealth. Daisy, however, is completely undeserving of his devotion. This is what causes the reader to feel empathy with Gatsby at the end. It's not his fault that he can't seem to notice how superficial and materialistic Daisy really is. A quote to prove Gatsby's absolute love for Daisy is, â€Å"He stretched his arms to warm water†(Fitzgerald 25). This reters to whenGatsby is seen looking at the green light leading to Daisy's house. W this, the reader can see the extreme desire Gatsby has for Daisy, but no matter how much he reaches for he r, he will never be able to have her. This however, is something Gatsby doesn't realize, making the reader feel compassion for his blindness to the truth. Catharsis is also something else seen in The Great Gatsby that makes Gatsby a tragic hero. Towards the end of the novel, the readers start to realize his complete carelessness and selfishness.He only cares about himself and oes what he feels is best for himself, not really taking into consideration how his decisions will affect anyone else. A example of his recklessness would be Myrtle Wilson's death. Although Daisy was the one who ran her over, Gatsby showed no remorse with killing Myrtle and even after he stepped on the emergency brake and Daisy fell into his lap, he drove on without regret of leaving her there. A quote to show this is, â€Å"So I pulled on the emergency brake. Then she fell over into my lap and I drove on† (Fitzgerald 137).Gatsby could've easily turned the car around and went ack to see if Myrtle was oka y but he decided to drive on, which shows how he only cares for himself. Even when he became friends with Nick, he only did so to get closer with Daisy. Daisy's materialistic outlook influences Jay enough to think that way too. So everything that Gatsby ever does, is all for his personal gain and his dream of getting Daisy. Gatsby's catastrophe death is the one of the things that happens to him which makes him a tragic hero. Gatsby is tragically murdered by Mr.

An investigation into the theory of resistance Essay

My results support this as the graph of length against resistance shows that relationship is directly proportional. As the points on the graph are very close to the line of best fit, this supports my prediction. Also as I repeated my experiment 3 times and obtained very similar results, it shows that this experiment is repeatable and reliable. So, I conclude that as the length of wire increases, so does the resistance. I have realised also that double the length means double the atoms, which doubles the collisions and in turn, as explained in my prediction, doubles the resistance. This leads me also to believe that resistance would be less in smaller wires, this is due to higher current and increased heat. During the investigation three major changes were brought to my attention, these changes were: -> As I increased the length of wire, a. ) The potential difference increased b. ) The flowing current decreased c. ) The resistance in the wire also increased. I also found that when doubling the length of wire the resistance will more or less double also. E. g. when the length was 50cm the resistance was 4. 00Ohm, and when the length was 100cm theresi e was 8. 00Ohm. Evaluation The experiment I carried out was completed by means of very basic school laboratory equipment. Although reliable and trustworthy evidence was collected, proved by the similar 3 times repeated results and matching line of best fit to my prediction, I believe my results could have been far more accurate with a greater time span and some far more enhanced technical equipment, such as a digital multimeter. Although during my experiment there were no major anomalies there were a few variations within my repeats of the experiment. These minor variations truthfully had no major effect on the overall experiment due to the diminutive extremity of them. Nevertheless these small variations may have many similar reasons for appearance of which that the major anomaly would have on occurrence. These reasons could consist of such things as: – Loose connectivity and/or faulty equipment – Human error (inaccurate readings and/or checks) – Temperature (collision speed alterations) To improve the accuracy of my experiment It would have been helpful if: – The wire was in a temperature controlled environment, this is because resistance is affected by temperature. – The voltmeter and ammeter were difficult to take a reading off, this is due to the unsettling of the actual readings, they flicker and change several times before stopping on a final reading. If you move slightly however, the results will flicker again and become distorted. To prevent this, a better quality analogue meter with a built in mirror to prevent parallax could be used to my advantage. – Also, if I had more time I could have extended my experiment and repeated it with shorter intervals of wire. I could have taken readings every 5cm instead of every 10cm, this way I could gather more information and add a set of supplementary details to my results. If I changed all of the above, in theory I should come across far superior accuracy in my readings. If this theory is correct my results graphs should show a stronger correlation. If I were to present extra evidence I could make the following changes for further experiment. – Increase length of wire – Increase the thickness of the wire, – Change the material of the wire. If the above three changes were investigated for further experiment, I would hope that they would only validate my predictions and basically back up my evidence. Â