Frequently Asked Questions About Sexual Assault and Abuse

Protecting your child from sexual assault or helping your child if they have been sexually abused can be traumatic and confusing. Many people share the same questions and concerns. Here are comments, frequently asked question, and feedback about the topic of child abuse and sexual assault. 11 Common Frequently Asked Questions About Sexual Assault I am afraid of scaring my children by talking to them about sexual abuse, but I am also afraid not to talk to them about it. What should I do? Answer: There are many things that we teach our children to be careful about or about how to react to different scary situations. For example, how to cross the street (looking both ways) and what to do in the case of a fire (drop and roll). Add the topic of sexual abuse to the other safety tips that you give to your children and remember, the subject is often more frightening to parents than to their children. I do not know how to tell if someone is a sex offender. Its not like they wear a sign around their neck. Is there any sure way to identify them? Answer:  There is no way to tell who is a sex offender, with the exception of offenders listed on sex offender registries online. Even then, the chances that would recognize the offenders in a public place is questionable. That is why it is important to trust your instincts, keep an open dialog with your children, stay aware of your surroundings and the people involved with your children, and follow general safety guidelines. People may falsely accuse someone of being a sex offender or of being sexually abused.  How do you know for sure what or who to believe? Answer:  According to research, the crime of sexual assault is no more falsely reported than other crimes. In fact, victims of sexual assault, especially children, will often hide that they have been victimized because of self-blame, guilt, shame or fear. If someone (an adult or child) tells you that they have been sexually abused or identifies the person that sexually abused them, it is best to believe them and offer your full support. Avoid interrogating them and allow them  to decide the details that they are comfortable sharing with you. Help guide them to the proper channels for finding help. How does a parent possibly handle knowing that their child was sexually assaulted? I am fearful that I would fall apart. Answer: A common fear with children who have been victimized, is how their parents will react when they find out what has happened. Children want to make their parents happy, not upset them. They may feel ashamed and fear that it will somehow alter how a parent feels about them or relates to them. That is why it is paramount that if you know or suspect that your child has been sexually assaulted that you remain in control, make them feel safe, nurture them and show them your love. You must be strong and remember that the trauma that your child has endured is the issue. Redirecting the focus away from them to you, by displaying out of control emotions, is not be helpful. Find a support team and counseling to help you deal with your emotions so that you can remain strong for your child. How can children ever recover from such an experience? Answer:  Children are resilient. It has been shown that children who can talk about their experience with someone that they trust, often heals more quickly than those that keep it inside or who are not believed. Offering full parental support and providing the child with professional care can help the child and family to heal. Is it true that some children willingly participate in sexual activities and are partly to blame for what happened? Answer: Children cannot legally consent to sexual activity, even if they say that it was consensual. It is important to remember that  sexual abusers use deviant ways to gain control over their victims. They are highly manipulative, and it is common for them to make victims feel that they are to blame for the assault. If the child feels that they somehow caused the sexual assault, they will be less likely to tell their parents about it. When dealing with a child that has been sexually assaulted, it is important to reassure them that nothing that was done to them by an adult was their fault, no matter what the abuser did or said to make them feel otherwise. There is so much about sex offenders on the news. How can parents avoid being overprotective with their children? Answer: It is important that children learn how to react to the possible dangers that they may be confronted with in life. By being overprotective or exhibiting irrational fear, children tend to become helpless. It is more productive to teach children common sense, provide them with the information that can help them, and keep an open and inviting dialog going so that they feel safe to talk about their problems. I am fearful that I will not know that my child has been a victim. How can a parent tell? Answer:   Unfortunately, some children never tell that they have been victims of sexual abuse. However, the more informed parents are about what to look for, the better the odds are that they will recognize that something has happened to their child. Learn to keep close tabs on your instincts and look for any change in your childs behavior that is concerning. Do not dismiss thoughts that something might be wrong.   Is the court process terribly traumatic for child victims? Are they forced to relive the abuse? Answer:  Ã‚  Children who go through the court process often feel that they had regained the control that was lost when they were sexually assaulted. The court process can become part of the healing process. In many states, there are professionally trained personnel and child-friendly places designed to help child victims through the interview process. If my child is a victim of sexual abuse, does talking to them about it afterward make it worse? Answer:  Ã‚  A child should not feel that they are being forced to talk about being sexually assaulted. Be careful that you are opening the door for them to talk, but not forcing them through the door. Most children will open up when they are ready. It will help them to get to that point by knowing that when that time comes, you will be there for them. What should I do if I suspect someone is sexually abusing my child or child in the neighborhood? Answer:  Ã‚  It is best to contact the authorities and let them investigate. If you suspect the abuse because of something your child or another child told you, your primary role is to believe the child and give them your support.

Compare and Contrast Fayol, Taylor, and Weber’s Theories...

This assignment will compare and contrast the theoretical perspectives of management theorists Henri Fayol, Frederick Winslow Taylor, and Max Weber. Each of the three theorists had a unique view on public administration and policy. This assignment will briefly show the back ground and basic concept of each theory. Then the assignment will delve into each of the theories to determine how each theory stacks up against one another when they are laid side by side. The development of Taylors theory of scientific management began with his first encounter with workers as an executive trainee. That encounter reveals that his priorities were not with the worker, but instead with management. Taylor himself associated the encounter with the†¦show more content†¦463-464). Basically, these functions and principles show that Fayol wanted to streamline the organization and operation of the management arm of the business in terms of its own decision-making processes and in its relationship with the workers in the firm. For example, as Moorehead and Griffin explain, the principle of the unity of command was designed to make managements issuing of orders more efficient: Employees should receive directions from only one person, rather than receiving partial or even contradictory directions from more than one manager, and unity of direction means that tasks with the same objective should have a common supervisor (Moorehead and Griffin, 1998, p. 463). These individual parts of Fayols organizing plan were not meant to be separate but rather integrated parts of a whole new system: Combining these two principles [i.e. unities of command and direction] with division of labor, authority, and responsibility results in a system of tasks and reporting and authority relationships that is the very essence of organizing. Fayols principles thus provide the framework for the organization chart and the coordination of work (Moorehead and Griffin, 1998, p. 463). Fayol focused on theShow MoreRelatedCompare and Contrast of the Classical School of Management and the Human Relations School of Management1545 Words   |  7 PagesCompare and contrast of the classical school of management and the human relations school of management The classical or traditional approach to management was generally concerned with the structure and the activities of formal organization. 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Smell a faint bit of smoke Free Essays

Living room. A narrow hallway in the living room went to small winding Steps that took you to a great room on the second floor of the house, this is where my kids had their bedrooms. The house was surrounded with the most amazing yard. We will write a custom essay sample on Smell a faint bit of smoke or any similar topic only for you Order Now The white picket fence enclosed a grape arbor, as old as the house, and underneath the grapes there were two small rope swings attached to the arbor for my kids. Outside the fence was a large orchard filled with apples, pears and plums: and a lovely garden that I planted each summer with corn, tomatoes, cucumbers, green peppers, blueberries and raspberries. I remember the day as if it were yesterday. We were getting ready for the long weekend, and my brother was coming down from Portland to celebrate my sisters birthday. The day started as a typical late summer morning. The sun was shining high in the sky, the birds were busy in the grapes and was busy in the kitchen. My son was in the large claw foot tub playing pirate ships with soap bars and my daughter was on the computer in the living room playing her favorite game. It was a lovely morning. With the warm breeze blowing through the open doors and windows I could smell a faint bit of smoke, but that was not unusual. Our house was tucked in between many mint farmers. They would harvest the mint in the late summer, then burn the fields afterwards for pest and weed control. In the kitchen I heard a car come down the gravel driveway honking loudly. It was too soon for my brother to arrive, so I went outside to see what was happening. Before even stopping he pointed at the roof and yelled, â€Å"Your house is on fire! † â€Å"Your house is on fire-get the hose! † popped into high gear and grabbed the garden hose, turned the faucet on the outside spigot and handed it to the stranger and went inside to grab my children. Once I new they were outside safer went back inside the house to call the fire department. New wasn’t in eminent danger because the flames looked very small from the ground and they were high above on the roof at the other end Of the house. After calling, I went back outside and realized more people had arrived. Many more, some offering help and others just staring. Could hear some of them say ‘Nathan a shame, this historic house is on fire. † That was when I felt my first twinge offer and anger at the same time. The fire department came after what seemed like a lifetime. They were so very positive, â€Å"Don’t worry Miss, this can be stopped easily. Those reassuring words put me at ease. A stranger asked if would like to go down the street and use her phone to call anyone and let them know what was going on. She also offered up a t-shirt for my naked son. As I sat in this strange car, I felt as if time was going backwards. The clock tick-tock ever so slow. She took me back to my burning house to wait for my mom. As walked up towards the flames, my husband gave me the bad news that they couldn’t stop the fire safely. One of the firemen had fallen, caught his leg in the narrow stairway and was injured so they made the determination of safety. My heart sunk back into my stomach. The fire chief started asking me where important things were in the house. As we spoke to him, he would describe the area to someone inside via handheld radios: â€Å"Photo Album, left window†, one yelled. â€Å"Purse, wallet, right window† another called out. And items were flying into the yard through the windows. The crew worked hard to save what they could for our family. They Were so brave to sacrifice through the smoke and heat. I stood there shaking and watching the fire grow bigger and bigger. Soon the beautiful summer day was surrounded by so much noise; people talking, owes going, emergency vehicles coming and going. And the stench had taken the beautiful smells of late summer morning and turned it into something that is etched in my brain for eternity. A smell of wet clothes, burning wire, smoldering wood and melting plastic. A smell like no other. I watched the whole house burn to the ground. My biggest fear came to life right in front of me. Right in front of many people. The time didn’t pass slow that afternoon, I finally sat down as the flames were starting to diminish, people were leaving and darkness was settling the fields around me. Not a tear came down my face that day. I was numb. I stood in the drive way and looked at the mess, wet wood, ashes, burnt mattress, my daughters rocking horse sideways charred in the back yard. At that moment, standing there, staring at the mess I realized we lost most of our belongings. Day to day things you don’t think about, such as hairbrush, toothpaste, shoes, underwear, deodorant, dishes, bread, coffee, milk and snacks. I realized all my belongings, the material things were gone. I had lost everything in all the sparks that flew into once blue sky. But somehow, even though the flames took everything, had not lost what was truly important. How to cite Smell a faint bit of smoke, Papers

Marketing Research Migrant Opportunity and the Educational Attainmen

Question: Describe about the Marketing Research for Migrant Opportunity and the Educational Attainment. Answer: Introduction: In the present educational structure, students are often looks to complete their higher education from different countries in order to develop a proper career. Many studies have highlighted that the rate of students who are focusing on to complete their higher studies in the foreign countries are continuously increasing (Archer 2013). As a result, educational structure is also developing in such a way so that people from different countries do not have to face too much difficulty in adjusting with the new educational structure. Specifically, in the countries like Australia, USA and UK students are coming from all over the world to develop a better future for them. In this report, the focus will be on a Australia based educational institute namely Holmes Institute, as it is presently experiencing students coming from several segments of the world for completing their higher studies. In this report, the prime focus will be on 5 students coming China, 5 from India and 10 from Nepal, as they have come to complete their higher studies from Holmes Institute. The report will try to evaluate the kind of demographic and psychographic characteristic changes that these students will have to face in completing their higher studies effectively. Demographic and psychographic characteristics of the selected students: Demographic characteristics of the selected students: As per the article by Prasad (2016), almost every economy has been developed with a combination of different variables. Therefore, it is necessary for every economy to evaluate different demographic factors to have a clear idea about their perspectives and thought process. For instance, Indian demography represents is among the most populated economies of the entire world. Furthermore, it includes people from different regions, colors, age and educational background. As a result, it has been assessed that people living in the same Indian economy do possess different thought process regarding a particular incident (De Brauw and Giles 2016). For instance, urban and rural demographic culture is also very different in the Indian economy. People living in the urban area have completely different lifestyle, as compared with the people living in the rural economy. Therefore, it is obvious that there thought process will also be very different from each other. However, in case of educational structure, all the people in India focus on providing the best educational facilities to their children so that they can able to fulfill all their objectives. Now, Australia is a much more developed country than India. Therefore, it also has a well-structured educational sector where people can able to form a proper career from them. On the other hand, Holmes Institute is regarded as one of the popular Australian Institute that is helping students from all over the world to fulfill all their goals. As per the article by Kothari, Kotabe and Murphy (2013), China is the most populated economy of the entire world. It has been also assessed that the rate of Chinese students who are focusing on to complete their higher education from foreign country in continuously increasing over the past few years. However, the students are looking to select an institution that is present in relative similar type of cultural and demographics background. Therefore, they often look for the economies that are far developed educational structure (Huang et al. 2015). Now, Australia is among the few countries in Asia that are well-developed at the same time it has more similar characteristics with the other countries of Asia like India, China and Nepal. Furthermore, students from these countries do not have to travel a huge distance for studying in the Australian economy as compared to any other European developed countries. Therefore, it also requires relatively lesser investment from the students livin g in the China, India and Nepal region. On the other hand, Australian per capita income is much more higher than these countries. Therefore, it will provide better opportunities for the students coming from these economies to develop a better future in an effective way. On the other hand, Nepal is among the smaller economies in the Asian region. Furthermore, Nepal is regarded as among the most underdeveloped economies in this area. Therefore, it is obvious that students in Nepal region will not have the necessary amount of opportunities to develop their career in an effective way (Xie and Zhou 2014). As a result, it has been identified that rate is increasing regarding the number of students is looking to complete their higher education in the developed countries in order to develop a bright future. As highlighted by Rupf et al. (2015) around two-third of the total population of the country is representing youth. Therefore, it reflects that Nepal needs to develop its educational structure in such a way so that people can able to receive equal opportunities for developing their effective careers. However, Nepal does not possess such kind of infrastructure for fulfilling all the requirements of the students. As a result, many students seek for better opportunities in other economies. Therefore, they come into Australia to fulfill all the objectives of the career in an appropriate way. Again, Holmes Institute is among the prime institute in Australia, it provides almost all types of courses that students seek for completing their higher studies. This induces students to consider Holmes Institute as a first choice. Psychographic characteristics of the selected students: As per the article by Subaiya and Bansod (2014), psychological characteristics are generally utilized to describe personality attributes of a particular or group of individuals. For instance, it reflects the kind of response a particular group of individuals to give on a particular situation. Thus, the personal characteristics depends on several factors like perception, education, atmosphere, etc. therefore, it is obvious that people living in the different economies will possess different types of psychological characteristics. As highlighted by Driver (2015) motivation, perception, learning, belief and attitudes are the major psychological characteristics that influence consumer decision-making processes. Motivation induces customers to develop a purchasing behavior. Now, education structure in the countries like Nepal, India and China is still not at the expected level. Therefore, it often motivates students to avail the educational services of the foreign countries. In addition, China and India is facing major challenges in keeping the population level under control so that people each students can able to receive fare amount of chances in developing effective career (Postiglione 2015). However, increasing population of these countries has also increases the competition level in the job market, which eventually increases the motivational level of the students to avail foreign education. As opined by Gupta and Gupta (2012) perception describes a process through which an individual choose, organize and interprets information to develop into something meaningful. Now, it has been assessed that majority of the students in the Nepal, China and India region perceives that they will receive superior educational facilities in the foreign developed countries. Therefore, they seek to select the best possible foreign institute in order to fulfill all their career objectives. As per the article by Desai and Dubey (2012), perception mechanism depends on three processes namely selective attention, selective distortion and selective distortion. Selective attention reflects individual focuses on few specific factors before choosing any particular products or services. Majority of the people India utilize this strategy to develop perception regarding the quality of product or service. It has been assessed that different people interpret particular information in different way, which increases the possibility of developing different types of perception regarding a particular factor (Meng, Shen and Xue 2013). People from different religion or education background often posses different types of perception regarding a particular factor. Countries like Nepal and India has people from different religious background. Therefore, this type of perception also utilized in a major way in these countries. As per the article by Dholakia (2015) learning is another major perception factor that develops psychological characteristics. Learning increases knowledge level of an individual that eventually affects the behavioral pattern in a major way. Thus, it has a major role to play in developing psychological characteristics of a group of individual. Beliefs and attitudes are other significant psychological factors that can affect consumer decision-making strategies in a major way. Belief represents conviction that an individual has on a particular products or service (Price 20 14). However, belief heavily depends on the external factors or the atmosphere of economy. Now, unstructured educational system in Nepal, China and India play a major role in developing beliefs among the students that they will receive superior educational services in the foreign countries. On the other hand, attitudes reflect as an assessment, a feeling or an idea regarding a particular object (Cao et al. 2013). Now, it has been identified that people in the China, Nepal and India possess positive attitudes towards foreign educational structures impact on fulfilling all the career objectives effectively. Recommended strategies for the educational providers in increasing the rate of recruitment of international students: The above discussion highlights the fact that majority of the students in the selected countries seeks to have foreign education in order to develop an effective career. Therefore, Holmes Institute will have to implement different types of strategy for recruit more international students in an appropriate manner. For instance, Holmes Institute will have to highlight the kind of subjects that has been included in the education system so that international student can able to select subject in a much more easy way. In order to highlight all the courses, Holmes Institute will have to consider online sources so that students from other countries can easily access it. It also can utilize direct international promotion campaign regarding the kind of opportunities student will receive if they complete their higher education from Holmes Institute. In addition, Holmes Institute will have to describe the success story of the institute in such a way so that student from different parts of the w orld influences to receive education from the mentioned institute. The success story of the institute will have to highlight the successful students who have able to develop effective career so that other students can able to motivate them to repeat the same in an effective way. In the present time, several institutes have focuses on utilizing advertising campaign in order to increase the popularity in the domestic as well as international market. Holmes Institute can also utilize this advertisement strategy for enhancing the popularity in the market. It is important that advertisement campaign of Holmes Institute a proper career path for the foreign students coming from several parts of the world. Otherwise, it might fail to create desire amount impact on the motivation or the perception level of the students. Furthermore, in the present competitive educational environment, students have invested huge amount of money for completing their higher education effectively. This investmen t increases even further for the students focusing on to complete their higher education in the foreign country. Therefore, Holmes Institute will have to focus on the effective utilization of the pricing structure so that students do not have to face huge amount of difficulties in taking admission in the institute. Furthermore, Holmes Institute can also offer scholarship to the best students, which will reduce the amount of money required for completing the higher education effectively. It also can focus on to provide knowledge that is more practical to the students so that they can able to motivate them to take admission in the institute. Conclusion: The above discussion highlights different types of demographic and psychographic differences between Australia with the countries like China, India and Nepal. It highlights the fact that Nepal, China and India is still struggling to provide the highest quality of education to each and every students in an appropriate way. On the other hand, Australia is among the developed countries, which is close to the countries like China, Nepal and India that has able to develop an effective educational structure in an appropriate way. Furthermore, Australia also has higher per capita income that describes students will have better opportunity to develop a superior career. Holmes Institute is among the prime institute that is present in Australia. Therefore, it is expected that people from the areas like China, Nepal and India will focus on to take admission in the Holmes Institute. References: Archer, M.S., 2013.Social origins of educational systems. Routledge. Cao, Y., Zhang, Y., Yu, Z., Mi, F., Liu, C., Tang, X., Long, Y., He, X., Wang, P. and Xu, J., 2013. Structure, gene flow, and recombination among geographic populations of a Russula virescens Ally from southwestern China.PloS one,8(9), p.e73174. De Brauw, A. and Giles, J., 2016. Migrant opportunity and the educational attainment of youth in rural China.Journal of Human Resources. Desai, S. and Dubey, A., 2012. Caste in 21st century India: competing narratives.Economic and political weekly,46(11), p.40. Dholakia, B.H., 2015. The Sources of Economic Growth in India. Driver, E.D., 2015.Differential fertility in central India. Princeton University Press. Gupta, D. and Gupta, N., 2012. Higher education in India: structure, statistics and challenges.Journal of education and Practice,3(2). Huang, J., Zheng, R., Chaloupka, F.J., Fong, G.T. and Jiang, Y., 2015. Differential responsiveness to cigarette price by education and income among adult urban Chinese smokers: findings from the ITC China Survey.Tobacco control,24(Suppl 3), pp.iii76-iii82. Kothari, T., Kotabe, M. and Murphy, P., 2013. Rules of the game for emerging market multinational companies from China and India.Journal of International Management,19(3), pp.276-299. Meng, X., Shen, K. and Xue, S., 2013. Economic reform, education expansion, and earnings inequality for urban males in China, 19882009.Journal of Comparative Economics,41(1), pp.227-244. Postiglione, G.A., 2015.Education and social change in China: Inequality in a market economy. Routledge. Prasad, U.S., 2016. Study of Nepal's Economic Relations with China.Journal of Development and Administrative Studies,23(1-2), pp.23-32. Price, R.F., 2014.Education in modern China. Routledge. Rupf, G.V., Bahri, P.A., de Boer, K. and McHenry, M.P., 2015. Barriers and opportunities of biogas dissemination in Sub-Saharan Africa and lessons learned from Rwanda, Tanzania, China, India, and Nepal.Renewable and Sustainable Energy Reviews,52, pp.468-476. Subaiya, L. and Bansod, D.W., 2014. Demographics of population ageing in India.Population Ageing in India,1. Xie, Y. and Zhou, X., 2014. Income inequality in todays China.Proceedings of the National Academy of Sciences,111(19), pp.6928-6933.

Aristotle -Hapiness Essay Essays - Philosophy, Ethics, Virtue Ethics

Aristotle -Hapiness Essay Aristotle's view on the nature of human life: Is it correct? Essay written by Adrian from Gonzaga HS!! Is life really about the 'money', the 'cash', the 'hoes', who has the biggest gold chain or who drives the shiniest or fastest car, who sells the most albums or who has the most respect? Aristotle challenges views, which are similar to the ones held and shown by rap artists such as Jay-Z and the Notorious B.I.G., by observing that everything in the universe, including humans, has a telos, or goal in life. He states that the goal of a human life is to achieve happiness or eudaimonia. I believe that Aristotle is completely correct in his reasoning of the purpose of human nature. He even explains how happiness is different for every person, and each different type of person has a different idea of eudaimonia. He then goes on to talk about how a person must do all things in moderation, not doing the excess but at the same time doing just enough. This idea, called the golden mean of moderation was the backbone support to Aristotle's idea of human telos because it concluded that living a v irtuous life must be the same for all people because of the way human beings are built. Aristotle argued that the goal of human beings is happiness, and that we achieve happiness when we fulfill our function. Therefore, it is necessary to determine what our function is. The function of a thing, or its telos, is what it alone can do, or what it can do best. Like the function of the eye is to see, Aristotle declared the human being as the rational animal whose function is to reason. Thus, according to Aristotle, a happy life for human beings is a life governed by reason. Aristotle believed that a person who has difficulty behaving ethically is morally imperfect. His ideal person practices the golden mean of moderation. He believed that this moral virtue, of which happiness comes from, is a matter of avoiding extremes in behavior and finding the mean between them. Aristotle conceives happiness not primarily as an exercise of virtue in private or with friends, but as the exercise of virtue in governing an ideal state. Hence, a person who acts for his or her own well must also act for the good of all fellow citizens. Aristotle points out that honor, pleasure, and wealth are the things believed to make people happy. He stated that honor is superficial because it can be taken away at any moment. He said pleasure was enjoyable but that it is more an animal quality than human, and that wealth is merely a means to towards a greater good. He taught moderation, and that these three vices could be pursued but not as an all encompassing goal. Aristotle felt that through the four qualities of wisdom, courage, temperance, and justice, could a person be led to happiness. I agree with Aristotle's reasoning on how happiness is achieved and why it is the goal of human life, as we know it. He supports his point with so many examples that you realize that he is completely right. His stressing of the importance of moral virtues as the key to happiness and a successful government is brilliant. His messages of virtue and moderation transcend time and still are a great influence on modern western thought. Post a comment on this essay Read other users' comments Auto-generate citations for this essay: MLA or APA format Print this essay Philosophy

The dinner table Essays

The dinner table Essays The dinner table Essay The dinner table Essay In this section I will analyse the conversation between Eddie, Marco and Rodolfo at the dinner table. To make it easy to understand I will break the section into 2 parts, the first part is  What does the conversation show us about each of the characters?  First of all I will talk about MARCO.  At the beginning of act 1 we are introduced to a person called Marco who appears shy at first but as the scene continues we start to see a different person. The word BLUSHING (stage direction) shows us that Marco is not very confident when talking to people and that he does not like to argue much. The quote YOU COME HOME EARLY, RODOLFO shows us that Marco is like a fatherly figure towards his brother Rodolfo, it also shows that he is very protective of his brother. The one thing that I noticed about Marco is that he is physically strong but not mentally and socially; basically he would fight someone rather than have an argument.  Secondly I will talk about RODOLFO  The way Arthur miller has described Rodolfo shows me that he is never serious he acts more like a child the quote LEMONS ARE GREEN shows this. Most characters in the story (apart from Eddie) like Rodolfo he is seen as a good person the quote NICE GUY proves this. Lastly I will talk about Eddie. Firstly he takes the lead as the main character and believes to himself he is the main man in the family an example is LAUGHING which shows how confident he is, he tries to cover up his anger towards Rodolfo but doesnt do a very good job as everyone can clearly see hes angry.  How is it a dramatically effective opening to the scene?  Firstly it follows on from the first scene which is left off as a cliff hanger making people think what will happen next, the last scene finishes with this quote PRAY FOR HIM AND SO I WAITED HERE This shows that there is a edge to this as there is a two way outcome and that even the characters in the story are unsure as to what will happen next so it keeps the audience on the edge of their seats and wanting more.  Section 6  Again I will break this section down.  How are the audience kept in suspense by Miller, what are they left thinking?  In this scene Eddie challenges Marco CAN YOU LIFT THIS CHAIR he says this, as he wants to see how strong Marco is physically. Marco shocks everyone by showing that he is not scared of Eddie by lifting a chair up by one hand the quote that shows this is HE TRANFORMS WHAT MIGHT APPEAR LIKE A GLARE OF WARNING INTO A SMILE OF TRIUMPH Marco is trying to prove to Eddie that being a man is not about boxing it is about strength. Another point in which Marco is trying to show Eddie is that he is the bigger man and that if he messes with Rodolfo he messes with him. This causes drama at the end of the scene because it starts to show conflict between the two. By now Eddie has realised that he cannot win against Marco as he is too strong for him this makes the audience anticipate when will Eddie strike at Rodolfo as he wont do it in front of Marco. Marco is seen as a shield that has to protect his little brother, he has warned Eddie on a number of occasions, this keeps everyone interested and makes them think, and again the scene ends as a cliff hanger.  Now things have changed, as Marco has become the main man.

Assignment Degree Essay Example | Topics and Well Written Essays - 1000 words

Assignment Degree - Essay Example Numerical root-finding methods use iteration, producing a sequence of numbers that hopefully converge towards a limit (the so called "fixed point") which is a root. The first values of this series are initial guesses. The method computes subsequent values based on the old ones and the function f. The bisection method is based on the fact that a function will alter sign when it passes through zero. The bisection method can halve the size of the interval in each iteration and eventually find the root by evaluating the function at the middle of an interval and replacing whichever limit has the same sign. False position method is an algorithm of the prior estimate for which the function value has opposite sign from the function value at the current best estimate of the root. In this method, the root is bracketed. Similar to the secant method, the false position method also uses a straight line to approximate the function in the local region of interest. The secant method is based on the assumption that the function is approximately linear in the local region of interest and uses the zero-crossing of the line connecting the limits of the interval as the new reference point. The next iteration starts from evaluation of the function at the new reference point, and then it forms another line. The process is repeated up to the time of finding root. The Newton-Raphson method finds the slope (the tangent line) of the function at the current ... The process is repeated until the root is found. 5. Fixed Point Iteration: It is a method of computing fixed points of iterated functions. For example, given that a function f defined on the real numbers having real values and given a point x0 in the domain of f, the fixed point iteration is which gives rise to the sequence which is hoped to converge to a point x. If f is continuous, then one can prove that the obtained x is a fixed point of f, i.e., f(x) = x. 6. Muller's Method: Muller's method is generalized from the secant method, in the sense that it does not require the derivative of the function. It is an iterative method that needs three starting points, , and .A parabola is constructed that passes through the three points; then the quadratic formula is used to find a root of the quadratic for the next approximation.The following equation generalizes the secant method of root finding by using quadratic 3-point interpolation : Then the following is defined : (2) (3) (5) The next iteration is described by this equation: Source : Abramowitz, M. and Stegun, I.A. (Eds). Handbook of Mathematical Functions with formulas, Graphs, and Mathematical Tables, 9th

The Prince of the Marshes by Rory Stewart Essay Example | Topics and Well Written Essays - 500 words

The Prince of the Marshes by Rory Stewart - Essay Example These cases are just a cause for great concern as they have claimed the greater number of casualties in the ongoing war in Iraqi. The most worrying part of the suicide bombings is that they can occur anywhere, even in protected areas. Just two days ago, a suicide bomber killed five people at the main reception area of the hotel where we are based. Fortunately, we had just retired to our respective rooms after a press conference and cocktail party with delegates from different regions representing various groups as a way of trying to find a workable solution to the war in Iraqi which has so far claimed close to a million people since it started a few years ago. Bombing of hotels, embassies as well as other official buildings is a regular occurrence here. These are targeted as they are in most cases suspected of accommodating enemies who are sponsoring war in that country. This has so far resulted in most foreign embassies being closed down as hundreds of people have been killed in these suicide bomb attacks. It is said that some areas outside Baghdad have been rendered impassable as a result of the high degree of destruction of infrastructure that was caused by the war. Most roads were destroyed and many areas are said to be full of landmines. In fact some areas are branded no go areas. Anyway, I am attending a one month workshop which seeks to establish feasibility studies of resuscitating the telecommunications infrastructure which was also not spared by the war. The main aim of the workshop is to try and see if the new information and communication technology can be improved as away of attracting investors in the war-torn country which is expected to be peaceful once again in the near future. I hope to gain a lot of experience from this workshop as we aim to design measures that would take a long way in attempting to put investment on the agenda in this troubled country. More importantly, I will also present my paper during the

Risk Assessment Audit Essay Example | Topics and Well Written Essays - 1750 words

Risk Assessment Audit - Essay Example This is especially on the employees who have major and significant problems in their places of work within the GE Oil & Gas Inc company. GE Oil & Gas Inc has gone on a considerable expansion program in West Africa and this has made it to encounter a lot of problem in relation to management and employee related issues. Audit report Petroleum and oil drilling and development together with it consumption has always been linked with widespread impact on the environment. Environmental impact occurs at all levels of oil and gas sequence but is apparent during upstream level of operations. The upstream level involves oil and gas exploration and production with impact such as accidental spills or atmospheric emissions. The environmental impact has conventionally not the focus on many players, and the oil and gas industry was not under immense environmental regulation for substance period during it operations. It is apparent that environmental regulation focusing on the oil and gas industry i s a latest phenomenon only few years old. Housing accommodation The housing for the GE Oil & Gas Inc is structured to meet all the employer and employees requirements in the various differentiated departments. This housing accommodation is for the employees of the GE Oil & Gas Inc and also the employers who manage the activities in the region that the GE Oil & Gas Inc is located in West Africa. The housing accommodation is not sufficient for the entire large stuff that is increasing with the expansion of the exploration processes and activities of the GE Oil & Gas Inc company. This makes the different aspects of the housing accommodation to be a matter of concern that should be addressed within time since it is crucial to ensure than the GE Oil & Gas Inc’s workers have shelter in order to perform better in their respective job sections. The jobs that have been well served with housing accommodation adequately include those of the top management criterion. This includes the ma naging director and the board of directors that maintain and supervise on the other junior employees. This is not that it is unfair; it is just that the West Africa branch of GE Oil & Gas Inc is still starting and has not fully become functional. Other housing accommodations are being constructed and within no time the issue will be solved. The buildings to house the equipments and the relevant tools operated by the company have all been completed since they come first in the priority list. Recommendations The housing accommodation should be provided for all the employees that have it in their respective detail in their contractual terms with the GE Oil & Gas Inc company. The housing accommodation is however up to the level required and the houses have been constructed according to recommended architectural designs. The condition of the trucks The condition of the trucks is not appealing. This is in terms of the type and the age of the trucks used in carrying the products of GE Oil & Gas Inc Company. The trucks that are used in West Africa are very much worn out as is the norm in most African construction companies that are small scale. The GE Oil & Gas Inc Company has picked up some of this habits and it’s not pretty for the colossal company that has some considerable control on the oil and gas market in the global economy. The company is very much in shape when it

Mobile Phone use: Reaction Times

Mobile Phone use: Reaction Times The purpose of this study was to determine the effects of divided attention upon response time. Participants consisted of 51 female and 10 male students from the University of Canberra, ranging in age from 19- 60 years (M = 24.95, SD = 7.99). Participants were asked to complete a spatial cueing task while using their mobile phone to either send text messages or make phone calls. Data was collected using the universities computers on the program Cog Lab 2.0. Results revealed that the text and talk conditions for all task types (neutral, valid, and invalid) had significantly slower reaction times than the control condition. The text group showed significantly slower reaction times than the talk group. Furthermore, the control group showed that the reaction times for the valid tasks was significantly faster than the neutral, and significantly faster for the valid than invalid tasks. These results do support previous research and literature in the area of mobile phone use while driving. The use of mobile phones has grown over the last five years, with over 21.26 million users in Australia alone (White, Hyde, Walsh Watson, 2010). Despite increasing evidence that mobile phone use while driving presents risks; drivers still engage in this behaviour. A self- report study on mobile phone use while driving in Australia, found that 43 percent of mobile phone owners use their phones while driving to answer their calls, followed by making calls 36 percent, reading text messages 27 percent, and sending text messages 18 percent. Approximately a third of these drivers used hand free units, indicating that most Australian drivers use hand held mobile phones while driving (White Watson, 2010). The impairment potential of mobile phone usage while driving has been the focus of various behavioural and experimental studies. Although these studies differ in the extent of behavioural changes found, most researchers agree that there is a significant negative effect on different aspects of driving performance. The most common aspects are the withdrawal of attention and slower reaction times (Reed Green, 1999). The impact of driving while using a mobile phone on reaction time is often explained with reference to a phenomenon commonly referred to as inattentional blindness or change blindness (Strayer, Drews Johnston, 2003), wherein a person who is focusing attention on one particular task will fail to notice an unexpected stimulus even while directly looking at it (Simons Chabris, 1999). Strayer and Johnston (2003), determined that drivers conversing on a hands free mobile phone were more likely than drivers not using mobile phones to fail to notice traffic signals and respond slower to brake lights. As a result drivers were more likely to cause rear end accidents and less likely to be able to recall detailed information about specific visual stimuli (Strayer et al., 2003). These researchers also found this behaviour in participants who fixated their vision, suggesting that mobile phone conversations may induce inattentional blindness in the context of driving. However, Strayer Johnston (2003) considered that because they used a high- fidelity driving simulator that these results were conclusive of real life driving. These results may not be accurate in real life scenarios were participants would be driving on real roads with real vehicles. Beede Kass, (2006) also used a driving simulator to measure the impact of a conversation task on a hands free mobile phone and a signal detection task while driving. Results suggested driving performance in terms of traffic violations, was significantly impaired while participants converse on the hands free unit and overall performance in the signal detection task were low. Finally they found an interaction between the mobile phone conversation and a signal detection task in measures of speed, speed variability, reaction time and attention lapses (Beede Kass, 2006). However, drivers that are not subjected to distracting tasks may also fail to notice important features of the traffic environment. That is, even when scanning different parts of the visual scene appropriately, there is a risk that important features will be missed in unattended areas (Simons Chabris, 1999). In considering the phenomena of inattentional blindness, it is worth reiterating a key modifier, unexpected events. Generally, the occurrence of these inattentional failures seems to be reduced when the observer anticipates the object. Therefore, the unexpected events seem to be the most problematic. In the context of traffic, these may be somewhat harder to define quantitatively because these events can take on many different forms (Simons Chabris, 1999). A study conducted by Posner, Snyder Davidson, (1980) using a spatial cueing task, looked into the theory of expected versus unexpected events. They believe that participants responses to cued targets are usually faster and sometimes more accurate than responses to uncued targets. Results from the study conducted by Posner et al., (1980) suggest that participants were faster when the cue appeared in the same location (valid) and slowest when the cue appeared opposite the indicated cue (invalid). Posner, Snyder and Davidson, (1980) interpreted these results as showing that participants shifted their attention to the location of the target prior to its appearance. Equally, when participants were expecting the cue to appear in the opposite area, participants shifted attention to the wrong location. However, it may be possible to describe these results as being due to participants anticipation of the target position, or even chance. Alternatively, Simons Chabris (1999) provided a review of experiments in which participants focusing on visual tasks fail to notice unexpected visual stimuli, and present their own seminal explanation of the phenomenon. Results suggest that the probability of noticing the unexpected object depended on the similarity of the particular object within the display and the difficulty of the task. Simons Chabris (1999) add that the spatial proximity of the object to attended location did not affect the detection, suggesting that participants attend to objects and events, not positions (Simons et al., 1999). However, this study did not explore whether individual differences in noticing, take place from differences in the ability to perform the primary task. Strayer, Drews Crouch (2006) compared drivers using mobile phones to drunk drivers, concludingthat when controlling for driving difficulty and time on task, mobile-phone drivers exhibited a greater impairment than intoxicated drivers. Results of this study found that the reaction time of drivers using a mobile phone were slower by 8.4 percent relative to drivers who neither had consumed alcohol nor were using phones. Also drivers using mobile phones were actually more likely to have a rear- end crash than drivers who had consumed alcohol (Strayer Crouch, 2003). The impact of using a hands free phone on driving performance was not found to differ from the impact of using a hand held phone, which researchers suggested was due to the withdrawal of attention from the processing of information in the driving environment while engaging in mobile phone conversation (Strayer et al., 2003). However, the measures used for the two impairments mentioned above, are quite unusual. Mobile phone i mpairment is associated with the diversion of attention and is temporary, while the impairment from alcohol persists for longer periods of time. Furthermore, while mobile phone users have some kind of control (e.g. pausing a conversation) drivers who are intoxicated cannot do much to control their performance. Studies that have looked at the effects of texting while driving have also suggested a negative impact on drivers performance (Drews, Yazdani, Celeste, Godfrey Cooper, 2009). Research by Drews Cooper (2009) found a lack of response time in participants who used their mobile phones to send text messages while driving on a simulator. They concluded the texters in the driving simulator had more crashes, responded more slowly to the brake lights of cars in front of them- and showed more impairment in forward and sideways control than drivers who talked on their mobile phones while driving. (Drews et al. also found that text messaging participants longest eyes off the road duration was over six seconds. At 55mph this equates to a driver travelling the length of a football field without looking at the roadway. In summary, the purpose of this study is to explore the effects of divided attention on response time. To achieve this purpose, this study aims to measure response times in the neutral, valid, and invalid conditions of a spatial cueing task, while participants use their mobile phones to talk or text. Based on both theory and past research, it is hypothesised that the control group will have significantly faster reaction times over all groups (text and talk). It was also hypothesised that the reaction times for the control group across all task types (valid, invalid, and neutral) would be significantly different. More specifically, it was predicted that the task type for the valid condition would be faster than the neutral task, and significantly faster for the valid than the invalid task. It was hypothesised that there would be a significant difference between participants reaction times within the talk group across all three conditions (valid, invalid, and neutral) in contrast to th e text group. More specifically it was predicted that the reaction times for the talk group will be significantly faster overall compared to the text group. Method Participants The participants of this study consisted of 61 graduate and undergraduate students of the unit cognitive psychology, from the University of Canberra (51 female and 10 male). Ages ranged from 19 to 60 years (M = 24.95, SD = 7.99). Participants were allocated a condition based on their tutorial group. Tutorial one were allocated to the text condition, this group included 20 participants of which two performed the control condition due to non- availability of a mobile phone. Tutorial two participants were allocated to the talk condition, this group included 18 participants, of which one participant did the control condition. Tutorial three and four participants were allocated to the control condition, this group included 24 participants, of which three participants did the text condition. One participant was excluded from the study, as they did not record their mean response times. Materials All 61 participants were given a spatial cueing task on the universities computer during class tutorials. Participants used the computer program Cog Lab 2.0 to view and complete the cueing task. Each participant was given an instruction sheet as per his / her tutorial group. Participants within the text and talk condition used their own personal mobile phone. Procedure Student participants were divided into three groups as arranged by their tutorial time and group. These groups comprised of three conditions text, talk, and control. While in tutorials participants were given an instruction sheet and told to follow the instructions as per their group category (text, talk, or control). In order to maintain confidentiality participants were asked to select and record a code name. They were than asked to give their age, gender, and identify the group they had been assigned to. Each group of participants were given a set of instructions that were unique to their own group. The text group were told to complete the spatial cueing exercise while writing and sending three text messages. They were instructed not to answer their phone or talk to anyone else during the experiment. The talk group were instructed to make a series of short calls or one long call while taking part in the experiment. They were also told not to answer the phone or talk to any one else in the room. The control group were given instructions to focus only on the experiment and give it the same attention they would if driving a car on a busy road. They were told not to talk on the phone, message, or talk to anyone else in the room. Participants were then asked to complete the spatial cueing task on the computer (Cog Lab 2.0) per their assigned group. Design Variables: The independent variable in this study was the mobile phone = 3 levels, the dependant variable was response time. Results Effect of Condition on Reaction Time Mean reaction times for the Text group were slower than for the Talk group, and those for the Talk group were slower than the Control group. Mean reaction times for each condition on the Neutral, Valid and Invalid tasks are shown below in Figure 1. Figure 1. Mean reaction time for control, text and talk conditions across neutral, valid and invalid spatial cueing tasks. A Kruskal-Wallis ANOVA indicated a significant difference in reaction times across Control (Mean Rank = 15.0), Talk (Mean Rank = 31.3), and Text (Mean Rank = 48.3) conditions, H(2,61) = 38.60, p The significance level was reset to p = .02 using a Bonferroni correction. A Mann-Whitney U tests indicated that the Text group (Mean Rank = 33.48 for Neutral task, Mean Rank = 33.95 for Valid task, Mean Rank = 33.0 for Invalid task, n = 21) had significantly slower reaction times than the Control group (Mean Rank = 12.48 Neutral task, Mean Rank = 12.04 Valid task, Mean Rank = 12.91 Invalid task, n = 23), U = 11.0, z = -5.416;U = 1.0, z = -5.181; U = 21.0, z = -5.651; (corrected for ties), p Follow-up Mann-Whitney U tests indicated that the Talk group (Mean Rank = 28.59, Mean Rank = 29.24, Mean Rank = 28.18, n = 17) also had significantly slower reaction times than the Control group (Mean Rank = 14.52 Neutral task, Mean Rank = 14.04 Valid task, Mean Rank = 14.83 Invalid task, n = 23), U = 58.0, z = -3.762; U = 47.0, z = -4.063; U = 65.0, z = -3.57; (not corrected for ties) , p Follow-up Mann-Whitney U tests indicated the Text group (Mean Rank = 25.81, Mean Rank = 26.86, Mean Rank = 26.05, n = 21) had significantly slower reaction times than the Talk group (Mean Rank = 11.71 Neutral task, Mean Rank = 10.41 Valid task, Mean Rank = 11.41 Invalid task, n = 17), U = 46.0, z = -3.89; U = 24.0, z = -4.536; U = 41.0, z = -4.037; (not corrected for ties), p Effect of Task Type on Reaction Time A Friedman ANOVA showed there was a significant difference in reaction times across task type for the control group, à Ã¢â‚¬ ¡2(2) = 24.09, p Discussion This study explored the effects of divided attention on response time. The results of the Kruskal-Wallis ANOVA did show a significant difference between reaction times across all three conditions (control, talk and text). However this analysis leaves the ambiguous situation of not knowing which condition/s differed more so than others. A second analysis was performed, this revealed that response times for the text group across all task types (valid, invalid, and neutral) were significantly slower than the control group, the effect was large. Results also revealed that the response times for the talk group across all task types were significantly slower than the control group; the effect was medium to large. These results are consistent with the first hypothesis. Previous studies much more scientific than ours, conducted in vehicle simulators have also found a significant relationship between similar aspects of texting, talking, and driving. However, drawing comparisons between this s tudies results and past studies results, issues arise over the current studies methods. This study was not employed in a driving simulator, nor was the task undertaken in a real driving environment or vehicle. Participant simply sat in front of a computer in a class room where they were told to imagine driving a car on a busy road. There is no possible way this would accurately represent actual driver duties or a real driving environment. The sample size is also quite questionable and would not represent the current driving population. A future benefit for this study would be to create a more legitimate driving environment and increase the sample size. The results of the fourth analysis also supported the hypothesis; these results showed the text group to have significantly slower reaction times than the talk group across all task types, the effect was large. Results are also consistent with past research on texting, driving and mobile phone use. Although, this study was not performed in a real or simulated driving environment these results were expected because texting required the participants to remove their eyes and attention away from the computer screen. However, these results only indicated a difference between reaction times, they do not suggest where the difference lies or how much interference can be attributed to the manual manipulation of the phone (e.g. texting), or how much can be attributed to the demands placed on attention by the phone conversation. A benefit to future studies would be to measure each one of these underlining factors separately and then compare those with other activities commonly engaged during dr iving. The last analysis showed there was a significant difference in reaction times across task type for the control group. More specifically results showed reaction time for valid tasks to be significantly faster than for neutral tasks, and significantly faster for the valid than the invalid. These effects were described as large. This result also supports the hypothesis and the previous study conducted by Posner and Davidson, (1980). However, most spatial cueing experiments including this one have been concerned with the effect of directing attention on the detection of stimuli. Little has been done on the influence of visual attention on higher-level cognitive tasks, i.e., where a response would involve making a decision between two or more alternatives (Johnston, McCann Remington, 1995). According to Johnston et al. (1995) responding to a higher-level cognitive task and detecting a stimulus may only be the first stage or a single process in a series of mental procedures involved in th e response. Directing attention to the location of the stimulus might result in faster detection of the stimulus. It may be beneficial for this study and others like it to explore this theory more comprehensively. References Beede, K. E., Kass, S. T. (2006). Engrossed in conversation: The impact of cell phones on simulated driving performance. Accident Analysis Prevention, 38, 415-421. Retrieved from http://www.Canberra.edu.au/library Drews, F. A., Yazdani, H., Celeste, N., Godfrey, Cooper, J. M., Strayer, D. L. (2009). Text Messaging during simulated driving. Journal of Human Factors and Ergonomics Society, 51, 762-770. Johnston, J. C., McCann, R. S., Remington, R. W. (1995). Chronometric evidence for two types of attention. Journal of Psychological Sciences, 6, 365-386. Posner, M. I., Snyder, R. R., Davidson, B. J. (1980). Attention and the detection of signals, Journal of Experimental Psychology, 109, 160-174. Reed, M. P., Green, P. A. (1999). Comparison of driving performance on-road and in a low-cost simulator using a concurrent telephone dialling task. Ergonomics, 42, 1015-1037. Simons, D. J., Chabris, C. F. (1999). Gorillas in our midst: Sustained inattentional blindness for dynamic events. Perception, 28, 1059-1074. Strayer, D. L., Drews, F. A., Crouch, D. J. (1999). A comparison of the cell phone driver and the drunk driver. Journal of Human Factors and Ergonomics Society, 48, 381-391. Strayer, D. L., Drews, F. A., Johnston, W. A. (2003). Cell phone- induced failures of visual attention during simulated driving. Journal of Experimental Psychology, 9, 23-32. White, K. M., Hyde, M. K., Walsh, S. P., Watson, B. (2010). Mobile phone use while driving: An investigation of the beliefs influencing drivers hands- free and hand- held mobile phone use. Journal of Traffic Psychology and Behaviour, 13, 9-20. Retrieved from http://www. canberra.edu.au/library Self-evaluation Form for Cognitive Psychology 2010 Lab Report For each item in the table, highlight or bold the description that fits your work for that component of the lab report. HD D CR P F Title n/a n/a n/a > 12 words Abstract concise, accurate and elegant description of problem, participants, experimental conditions, method, results, and conclusion. concise and accurate description of problem, participants, experimental conditions, method, results, and conclusion. D accurate description of problem, participants, experimental conditions, method, results, and conclusion (one omitted) generally accurate description of problem, participants, experimental conditions, method, results, and conclusion (up to two omitted) poor description of participants, problem, participants, experimental conditions, method, results, and conclusion (three of more omitted) Introduction concise, accurate and elegant introduction of the topic concise and accurate introduction of the topic accurate introduction of the topic CR generally accurate introduction of the topic, some minor errors of understanding less than accurate introduction of the topic comprehensive coverage of literature and substantial critical thought and analysis establishing importance, relevance and context of the issue comprehensive coverage of literature and sound critical thought and analysis establishing importance, relevance and context of the issue good understanding of the literature but limited critical analysis establishing importance, relevance and context of the issue CR good understanding of the literature but little or no critical analysis establishing importance, relevance and context of the issue little or no understanding of the literature or critical analysis establishing importance, relevance and context of the issue developed and justified argument for experiment using own ideas based on a wide range of sources which are thoroughly analysed, applied and discussed critical appraisal of the literature and theory from a variety of appropriate sources and developed own ideas in the process D clear evidence and application of readings relevant to topic and use of appropriate sources lit review is less complete than for D and HD literature is presented in a purely descriptive way (no critical thought); there may be limitations in understanding of the material literature is presented in a disjointed way with no critical thought and major limitations in understanding of the material exceptional understanding of problem and theoretical framework, and integration and innovative selection and handling of theories clear understanding of the general problem and theoretical framework and insightful and appropriate selection of theories good understanding of general problem and theoretical framework and most key theories are included in a straightforward manner CR adequate understanding of general problem and theoretical framework and selection of theory is appropriate but some aspects have been missed or misconstructed little or no understanding of the general problem and/or the theoretical framework concise, clear and accurate argument leading to a statement of hypotheses clear and accurate argument leading to a statement of hypotheses accurate argument leading to a statement of hypotheses CR generally accurate argument leading to a statement of hypotheses; hypotheses incomplete/inaccurate inaccurate or missing argument or statement of hypotheses Method concise, accurate and elegant description of participants, materials, design and procedures concise and accurate description of participants, materials, design and procedures accurate description of participants, materials, design and procedures CR generally accurate description of participants, materials, design and procedures (one may be missing) poor description of participants, materials, design and procedures; one or more of these may be missing experiment is completely and easily replicable from the information in the method experiment is completely replicable from the information in the method D experiment can be almost replicated from the information in the method errors are more noticeable and may be more serious experiment can be replicated with moderate accuracy from the information in the method one or two major errors experiment cannot be replicated with a satisfactory level of accuracy from the information in the method major and serious errors Results results from Moodle are included and correctly placed HD n/a n/a results from Moodle are included but incorrect placement or they have been altered results from Moodle are not included and/or correctly placed, or are not those provided via Moodle Discussion concise, accurate and elegant summary and interpretation of results related back to the hypotheses concise and accurate summary and interpretation of results related back to the hypotheses (only very minor errors) accurate summary and interpretation of results related back to the hypotheses (only minor errors) generally accurate summary and interpretation of results related back to the hypotheses (one or two more major errors) poor or inaccurate summary and interpretation of results related back to the hypotheses (major errors) comprehensive discussion of the results in relation to previous literature and theory, and substantial critical thought and analysis of where the current findings belong in the literature comprehensive discussion of the results of the results in relation to previous literature and theory and considerable critical thought and analysis of where the current findings belong in the literature sound discussion of the results in relation to previous literature and theory, and some critical thought and analysis of where the current findings belong in the literature CR reasonable discussion of the results in relation to previous literature and theory, but no critical thought or analysis of where the current findings belong in the literature poor discussion of the results in relation to previous literature and theory critically evaluation of evidence supporting conclusions including reliability, validity and significance comprehensive evaluation of the relevance and significance of results including reliability, validity and significance sound evaluation of the relevance and significance of the results including reliability, validity and significance CR satisfactory evaluation of the relevance and significance of the results including reliability, validity and significance little or no evaluation of the relevance and significance of the results including reliability, validity and significance exceptional interpretation of any unexpected results and discussion of alternative interpretations of findings clear interpretation of any unexpected results and discussion of alternative interpretations of findings good interpretation of any unexpected results and discussion of alternative interpretations of findings CR satisfactory interpretation of any unexpected results and discussion of alternative interpretations of findings little or no interpretation of any unexpected results or discussion of alternative interpretations of findings concise, clear and thoughtful discussion of problems, limitations and generalisability of the study, and implications for future research projects clear, accurate and thoughtful discussion of problems, limitations and generalisability of the study, and implications for future research projects D accurate and competent discussion of problems, limitations and generalisability of the study, and implications for future research projects discussion of problems, limitations and generalisability of the study, and implications for future research projects little or no discussion of problems, limitations or generalisability of the study, or implications for future research projects Norovirus: Causes and Solutions Norovirus: Causes and Solutions Contents Origin and spread of the Norovirus: Symptoms: Transmission in health care facility: Prevention of Norovirus: Preventive measures for spread of virus in health care facility: Early (or primary) control actions: Control of transmission at the ward level: Specific Nursing care for patients: Personal care: Proper hand hygiene: Extra care: Bibliography Essay Origin and spread of the Norovirus: Norovirus, occasionally acknowledged as the winter vomiting bug in the United Kingdom, is the utmost common reason of viral gastroenteritisin human beings. It affects individuals of all ages. The virus is transferred byfecally polluted water or food, by person-to-person interaction and through aerosolization of the disease and following adulteration of surfaces.The virus affects about 267 million individuals and reasons above 200,000 deceases every year; these deaths are frequently in less advanced republics and in the very young, aged and immunosuppressed. Norovirus infection is categorized by watery diarrhoea, forceful vomiting, nausea, abdominal pain, and in several cases, general lethargy, muscle aches, loss of taste, headache, weakness and low-grade fever may arise. The illness is typically self-limiting, and severe sickness is rare. Though having norovirus can be spiteful, it is not generally hazardous and most that contact it make a full retrieval in a couple of days. Norovirus is speedily disabled by either adequate heating or by chlorine based disinfection, but the virus is less vulnerable to alcohols and cleaners. (Ben Lopman, 2011) Aftercontamination,resistanceto norovirus is usually partial and momentarywith one publication drawing the deduction that defensive immunity to the similar pressure of norovirus continues for six months, but that all such resistance is disappeared after two years. Outbursts of norovirus contagion often happen in closed or semi closed societies, such as long-term care amenities, overnight campsites, clinics, schools, dormitories, prisons, and cruise ships, where the contamination spreads very speedily either by person-to-person spread or through polluted food. Numerous norovirus outbursts have been outlined to food that was controlled by one infected individual. (Sears, 2008) The species name  Norovirusis derivative of Norwalk virus, the only kind of the genus. The species causes about 90% of epidemicnonbacterial outbursts of gastroenteritisround the domain,and may be accountable for 50% of all foodborne outbursts of gastroenteritis in the USA. Symptoms: Symptoms recorded by the Centres for Disease Control and Prevention (2011) contain vomiting, non-bloody diarrhoea with stomach cramps and biliousness. These seem following a development period of 24-48 hours, though there are examples where signs present after only 12 hours succeeding disclosure to the virus.(Mcgeary, 2012) Blacklow (1996) found grown-up volunteers injected with the virus established a momentary mucosal laceration of the proximal minor intestine but had no colon association; this proposes norovirus infection frees the large intestine; hereafter faecal leucocytes do not exist in stool testers. This feature has been used to aid distinguish the contamination from others such as salmonellosis, C difficile infection orshigellosis. Transmission in health care facility: Noroviruses are found in the faeces and vomitus of infected individuals. This virus is very spreadable and can feast rapidly through healthcare amenities. People can become infested with the virus in numerous ways: Having straight contact with another individual who is infested (a healthcare employee, guest, or another patient) Ingestion food or drinking fluids that are polluted with norovirus. Touching tops or objects polluted with norovirus, and then touching your face or other food items. (HAIs, 2013) Prevention of Norovirus: In a healthcare capacity, patients with supposed norovirus may be located in isolated rooms or share accommodations with other patients with the identical infection. Extra prevention actions in healthcare amenities can reduce the chance of interacting with noroviruses: Follow hand-hygiene rules, and cautiously washing of hands with cleanser and water after interaction with patients with norovirus contagion. Use robes and gloves when in connection with, or caring for patients who are indicative of norovirus. Regularly clean and sterilize high touch patient exteriors and apparatus with an Environmental Protection Agency-approved produce with a tag claim for norovirus Eliminate and wash polluted clothing or linens Healthcare employees who have signs consistent with norovirus should be barred from work. Preventive measures for spread of virus in health care facility: The virus is characteristically conveyed to persons by the faecal-oral path from fecally polluted foodstuff or water, person-to-person interaction or interaction with polluted fomites. In current institutional outbreaks, airborne spread via vomiting has been suggested as expediting rapid spread of contagion. Once noroviruses are presented onto a region or floor, the contamination may spread speedily through the facility in spite of cohorting and actions to limit the feast of the contaminations. To support in the decision-making procedure for infirmaries and nursing homes when these contaminations happen, the Bureau of Communicable Diseases, Division of Public Health has collected a list of recommended, but not required control actions established from knowledge with organization of earlier hospital eruptions. The movements taken by diverse hospitals or nurturing homes may vary with the sum of cases and degree of spread within the facility. (health protection agency) Early (or primary) control actions: †¢ Once a catalogue case presents within an area, immediate separation of the patient and the instant area is necessary. †¢ Patients inflowing the hospital with indications evocative of norovirus contagions should be admitted straight to a private area until another cause of disease are recognized. †¢ The contamination control staff should be instantly notified about the beginning of the first case. †¢ Infection control run should meet every day to screen the outbreak and assess control actions. †¢ Support enteric defences and strategies to all staff associates. †¢ Staff should be repeated that good hand washing after all patient interaction (washing with warm running water and cleanser for at least 10 seconds) is the utmost operational way of dropping person-to-person feast of contamination. In the absenteeism of running water, alcohol emollient may be used except hands are totally soiled. †¢ The native health officer should be instantly notified once an outburst is alleged. †¢ Indicative patients or inhabitants should be cohorted. †¢ If an outburst lasts consider closing the facility to new admittances. †¢ Pretentious staff must be controlled from patient interaction for 48 hours after termination of signs. (management of norovirus, 2004) Control of transmission at the ward level: †¢ Unluckily, by the time the outburst has been documented on a ward, it is probable the majority of vulnerable patients and employee on duty may have been exposed to the infested agent, mainly if vomiting is an extensive symptom. †¢ Gowns, gloves and masks should be worn every time contact with a diseased patient or polluted atmosphere is expected. †¢ Affected areas or floors should be sealed to new admittances and companions to avoid the introduction of other vulnerable individuals. †¢ Airborne spread may be a noteworthy contributor to the sum of cases since projectile retching could possibly create infectious sprays. Air flows created by open spaces or air conditioning could scatter aerosols extensively. Air streams should be reduced. †¢ Affected areas should persist closed until a 48-hour period has passed with no fresh cases amongst patients or staff. †¢ Non-essential employee should be excluded from pretentious clinical zones. †¢ Reducing the risk of communication from sickness may be problematic. (HPS norovirus outbreak, 2013) The following actions may be valuable and are suggested: †¢ Removal of exposed foodstuffs such as plates of fruit †¢ Rapid washing and fumigation of parts where vomiting has happened with a 0.1% hypochlorite solution (made fresh everyday) †¢ Administration of anti-emetics drugs †¢ Full cleaning routine on all pretentious wards. (Norovirus outbreak prevention toolkit, 2012) Specific Nursing care for patients: Personal care: Patients with Norovirus infestation are very sensitive because this disease is very irritating due to its unbearable symptoms. Nurses should provide such patients great personal care. Nurses must give attention to individual patient for hygiene. Symptomatic treatment is provided to such patients so nurses must provide extra care to patients. Nurses should wear Gowns, gloves and masks all the time and should not move outside of ward frequently to prevent spread of the disease. (Caballero, 2014) Proper hand hygiene: Staff should rinse their hands (or use alcohol-based hand disinfectant) whenever they go in and leave a patient/resident area. Staff may be more directed to achieve hand hygiene at the following intervals: †¢ Particular intermissions (e.g., once per hour) †¢ Upon ingoing to a kitchen †¢ After using the washroom †¢ After shaking hands or other bodily contact with colleagues or visitors †¢ After sneezing †¢ After touching the face of patient †¢ After puffing the nose †¢ After rubbing hands on dress and similar actions †¢ After treating raw foods †¢ After usage of dirty kitchen gears and kitchenware †¢ After sweeping, cleaning, or mopping †¢ After a discontinuity †¢ After eating, smoking, or drinking †¢ Before and afterward using PPE e.g. gloves †¢ Before treating the food, particularly ready-to-eat foods and frost. Though, detailed hand-washing is also significant in keeping gloves or other gears from flattering vehicles for transporting microorganisms to the food. †¢ Preceding to handling or administering any oral medicines †¢ After changing diapers †¢ After handling other possibly polluted objects. (norovirus management toolkit) Extra care: Extra assistance is a need of these patients. Patients of Norovirus are disturbed psychologically due to its irritating symptoms so these patients require extra care and time. Vomits should be cleaned immediately and properly to prevent the airborne spread of this disease. Nurse should be present in ward all the time to provide extra care to these patients. Nurses have very significant role in patient care because they are the only staff in the health care facility that takes care of the medications, hygiene and moods of patients and patients with Norovirus require extra care due to their conditions. Bibliography management of norovirus. (2004, feburary). Retrieved from public health: http://www.publichealthmdc.com/environmental/food/documents/ManagementofNorovirusInfectionOutbreaksinHospitalsandNursingHomes.pdf Norovirus outbreak prevention toolkit. (2012, october). Retrieved from public health country of los angeles: http://publichealth.lacounty.gov/acd/docs/Norovirus/NoroToolkit2012.pdf HAIs. (2013, feburary 25). Retrieved from Centres for disease control and prevention: http://www.cdc.gov/HAI/organisms/norovirus.html HPS norovirus outbreak. (2013, september). Retrieved from national services scotland: http://www.documents.hps.scot.nhs.uk/hai/infection-control/toolkits/norovirus-control-measures-2013-09.pdf Ben Lopman, P. G. (2011, december 11). Environmental transmission of norovirus gastroenteritis §. Retrieved from http://uepa.br/portal/downloads/Lopman2012.pdf Caballero, v. (2014, november 15). role nursing in norovirus outbreak. Retrieved from American public health association: https://apha.confex.com/apha/142am/webprogram/Paper298230.html health protection agency. (n.d.). Retrieved from british infection association: http://www.his.org.uk/files/9113/7398/0999/Guidelines_for_the_management_of_norovirus_outbreaks_in_acute_and_community_health_and_social_care_settings.pdf Mcgeary, t. (2012, feburary 3). how to prevent the spread of norovirus. Retrieved from nursing times: www.nursingtimes.net/how-to-prevent-the-spread-of-norovirus/5040972.article norovirus management toolkit. (n.d.). Retrieved from nevada state health division: http://www.health.nv.gov/PDFs/HSPER/NorovirusManagementToolkitResponsePlan_Version1-1.pdf Sears, T. M. (2008, july 8). Gastrointestinal Flu: Norovirus in Health Care and Long-Term Care Facilities. Retrieved from clinical infectious diseases: http://cid.oxfordjournals.org/content/47/9/1202.long

Electricity Essay -- Electricity History Discovery Essays

Electricity The effects of electricity control much of our daily lives. Many of our gadgets and everyday tasks are run by this wonderful source of power. For example without electricity we would not be able to make a cup of coffee in the mourning, or even make a long distance call to family or friends. There have been several technological breakthroughs by many brilliant people throughout history regarding electricity. It has come from being discovered as a small current to being transformed into useful power to run such things as computers. Ben Franklin, Guglielmo Marconi, Thomas Edison, Paul Nipkow, and Charles Babbage have all contributed to the advancement of electricity, and all of their advancements have supplied society in many ways. Benjamin Franklin was a brilliant scientist who invented many useful things. Although throughout his experiments and inventions, he was curious about one special thing. "He was so curious in fact that his experiments toward electricity took up over four years of his life, and devoured over one half of his of profits of his printing business" (Fleming 4). After many trials and experiments, he discovered this power source while flying a kite during a lightning storm. "Through his loses he turned this new born curiosity into a full fledged branch of science." (Fleming 4) His findings led to many other scientists to test on this phenomenon and invent many practical and useful things that led to the expansion of human knowledge. Many of these inventions were used to better everyday human life. l Thomas Edison was another intelligent scientist that used the findings of Ben Franklin to invent a contraption called the light bulb. At the time of Edison?s findings, there was only gas and cand... ...othing like what are computers are today, it still started the ball rolling for the invention of many practical and useful computers today. Each of these men have contributed to our society in their own special way . Each of their creative minds brought something into this world that has changed it forever. Without men like these brilliant scientist our world would never prosper and grow like it has. Bibliography - Baldwin, Neil. Edison Inventing the century. New York: Hyperion, 1995 - Computer History. http://Encyclopedia.com/ - Dunlap, Orrin. Marconi The Man And His Wireless. New York: The MacMillan Company, 1932 - Fleming, Thomas. The Man Who Dared The Lightning. New York: William Morrow and Company, 1971 - Laas, William. Settel, Irving. A Pictorial History of Television. New York: Grosset and Dunlap, inc., 1969

Road Safety

Road safety is increasingly becoming a major killer and a worldwide concern. A child is killed in an accident every three minutes. Everyday more than one hundred people are killed due to lack in road safety. Around six thousand people are injured due to these small mistakes of a driver. Many people look at road safety as non-essential, but this a major topic of accidents occurring every minute nowadays. . Road accident is a global tragedy with ever-raising trend. To avoid these, a driver should be careful not to break the road safety rules and maintain the road safety culture.The main reason for accidents is high speed driving. Many people are killed, left seriously injured in road accidents. Drivers must be well educated regarding road safety & what to do what not to do. Police officers have a key role in encouraging improved road-user behavior. The main causes of the car accidents are driver distractions, drunken drivers, using cellular phones while driving, speeding, aggressive dr iving, mechanical failure, road conditions and weather.Lack of discipline of the driver, refusal to follow traffic rules, lack of experience and licensing older drivers also may be a cause of these accidents. Road accidents involving children has become a major cause for concern around the world. Within recent times, there has been a dramatic increase in the number of road accidents involving children. Accidents are generally classified as single vehicle and multiple vehicle accidents. The increase of road accident is closely linked with the rapid growth of population, economics development, industrialization and motorization encountered by the country.It continues to be a growing concern to all those who use the roads. There are many other causes of accident on the road. One reason is that, nowadays people can obtain license easily. But actually, people who want to get the license must have an experience and know the rules on the road. However, we do not have a big number of experi enced drivers on the road. However, there are traffic laws that may prevent these kinds of accidents to happen, but it is still up to the driver to follow the road safety rules and maintain road safety culture. .† Road Safety Road safety is a major issue affecting the road sector. Road accidents remain a serious impediment to sustainable human development in many of the developing member countries (DMCs) of the Asian Development Bank (ADB). Road accidents continue to be an important social and economic problem in developing countries like India. Growth in the number of motor vehicles, poor enforcement of traffic safety regulations, poor quality of roads and vehicles, and inadequate public health infrastructures are some of the road safety problems facing in India.The object of this Thesis is to present a status report on the nature of the government policy towards the Activity plans implemented till now and which has to be implemented later for the reduction of road fatalities and for the safe roads, and also giving the guidelines for financing of remedial measures, institutional framework, physical characteristics of the road, traffic control and calming measures, road safety education and enforcement is sues.The aim of the Activity plans is to analyze the present situation of road safety in India and to indicate main problems in individual sector of the Activity implemented by comparing and taking the examples of some of the ASEAN Region who are successed in implementing in the individual sectors. The effect of the programme to real safety situation is estimated, and further plans could be corrected if it is necessary. Implementation of the goals for the coming years to reduce the number of accidents at maximum extent and give people, the safe and the steady flow of traffic in India.The vision of a tremendous change next 5 to 10 years is based on a big potential for improvement and a joint effort of all involved groups on all levels of traffic safety, centrally coordinated by the National Road Safety Authorities. The Action Plan is deliberately divided into 14 key Sectors of activity in broadly the same way as the individual country road safety action plans. The sectors involve man y different disciplines and a very wide range of multi sector activities but all are based on applying scientific, methodical approaches to the problem. At the end the thesis gives the recommendations and conclusion for the safe Roads in India Road Safety Nowadays, the movement of vehicular traffic on road is increasing day by day. Every year thousands of people die in road accidents due to their or others fault. Consequently, there is a growing concern for road safety and thrust upon the knowledge of traffic rules in civic life. Ignorance of traffic rules and their non-observance results into accidents, fatal injuries or permanent physical disabilities, loss of life and damage of properties.To prevent it, there is a need to generate awareness about traffic norms and their observance at mass level. The rules of road are hard and fast and cannot be broken without danger to life or limb. While on road, we must always look ahead and judge the speed of traffic and the timings of traffic lights. Accidents occur if we are unmindful of the other users of the road. We should always keep a close watch on other road users especially pedestrians as they move slowly.We must maintain adequate distance from vehicle ahead of us. We must drive our ve hicles at specified speeds. At higher speed, the stopping distance exceeds the visual distance and therefore, it causes accidents. We should avoid sudden use of breaks, as it is risky. The best way to stop quickly is to drive slowly or to keep speeds under control. We should always keep a safe distance from large and heavy vehicles. In case, our vehicle comes between large vehicles there is a like hood of our vehicle being crushed.Since long vehicles cover more space, we must not be on its either right or left side when it is taking a turn. We must not over take vehicles as it may lead to an accident. We must follow the traffic signals as they assure us safety. There are three signals- red light, yellow light and green light. The red light indicates that we should stop. The yellow light indicates we should wait for green signal and the green signal indicates that we should start going. Road Safety Road Safety is essential in our daily life. Thus to observe the traffic rules is an important activity to ensure road safety. Road safety should first of all begin at home by teaching and instructing children about the traffic rules with some good hints on the do‘s and dont‘s. Children should also be taught the highway code and advised to follow them strictly. Hence safety rules is everybody‘s business. Statistics has time and again shown that a great proportion of the people involved in road accidents are school children.It cannot be denied therefore that improper education is one of the major causes of accidents. There are cases where accident are caused by children running across the road without much attention, crossing behind parked vehicle, cycling two or three abreast carrying pillion riders, alighting from moving buses and cycling without due care. Therefore, they should be thought the important the road safety both at home and in schools. Exhibitions by the schools and demonstrations by the police authorities can do much in instilling in the children in a greater awareness of the dangers on the roads.As for the drivers on the road, they should always concentrate and study the situation ahead. It is very important that they anticipate road movements. They should drive safely showing consideration for others road users. The drives of heavy vehicles especially, should exercise greater consideration for those of smaller vehicles. Motorist and taxi- drivers should not exceed the speed limits and should always think of the safety of the passengers. A good driver should also know how to assess the speed and the distance of the oncoming traffic.Dangerous of overtaking has been cited as one of the major causes of road accidents. Drives in their enthusiasm or impatience overtakes other vehicles and end up in the head-on collision with other oncoming vehicles. Drives should always exercise caution and show more road sense. Motorcyclist should al ways wear safety helmet for their own safety. They should remember that prevention is better than cure. The government on their part should distribute pamphlets which warn and instill fear in road-users who are careless and inconsiderate.Posters in ivid pictorial terms which tell of the dangers and the consequences of careless reckless driving should also be imposed to act as deterrents to negligent driving. Unroadworthy vehicles such as vehicles whish are very old and in state of despair, vehicles which do not be allowed on the road until the defects are corrected. Finally all roads until the defects are reflectors should not be allowed on the roads until the defects are corrected. Finally all road-users should cultivate the virtues of consideration, tolerate, patience, caution and a respect for the highway code for everybody‘s benefit Road Safety Road safety is increasingly becoming a major killer and a worldwide concern. A child is killed in an accident every three minutes. Everyday more than one hundred people are killed due to lack in road safety. Around six thousand people are injured due to these small mistakes of a driver. Many people look at road safety as non-essential, but this a major topic of accidents occurring every minute nowadays. . Road accident is a global tragedy with ever-raising trend. To avoid these, a driver should be careful not to break the road safety rules and maintain the road safety culture.The main reason for accidents is high speed driving. Many people are killed, left seriously injured in road accidents. Drivers must be well educated regarding road safety & what to do what not to do. Police officers have a key role in encouraging improved road-user behavior. The main causes of the car accidents are driver distractions, drunken drivers, using cellular phones while driving, speeding, aggressive dr iving, mechanical failure, road conditions and weather.Lack of discipline of the driver, refusal to follow traffic rules, lack of experience and licensing older drivers also may be a cause of these accidents. Road accidents involving children has become a major cause for concern around the world. Within recent times, there has been a dramatic increase in the number of road accidents involving children. Accidents are generally classified as single vehicle and multiple vehicle accidents. The increase of road accident is closely linked with the rapid growth of population, economics development, industrialization and motorization encountered by the country.It continues to be a growing concern to all those who use the roads. There are many other causes of accident on the road. One reason is that, nowadays people can obtain license easily. But actually, people who want to get the license must have an experience and know the rules on the road. However, we do not have a big number of experi enced drivers on the road. However, there are traffic laws that may prevent these kinds of accidents to happen, but it is still up to the driver to follow the road safety rules and maintain road safety culture. .†