A Secret Weapon for Survey of Architecture Sample Essay Topics

A Secret Weapon for Survey of Architecture Sample Essay Topics Survey of Architecture Sample Essay Topics: the Ultimate Convenience! Do in-depth research When exploring your subject, you might need to study critical reviews regarding your topic. Closed-ended questions incorporate a list alternatives to pick from. If you're confused with a number of interesting topics to research on the web, it's much better to choose what interests you the most. The social issues research papers may appear easy to write in comparison with different topics, but still it demands an extremely creative strategy, a big quantity of curiosity and capacity to think beyond the box and search info in unconventional sources. The New Angle On Survey of Architecture Sample Essay Topics Just Released You may be requested to compose an essay about technology, education, media, family members, or another subject. Social networking is a cheap but efficient advertizing channel. The survey was piloted in a ne ighborhood university that provides graduate courses. If you are searching for assistance with your essay then we provide a comprehensive writing service offered by fully qualified academics in your area of study. Definitions of Survey of Architecture Sample Essay Topics You are able to likewise do the essays offered in the very first section of each one of the tests in the Official Study Guide. Writing the ideal survey questions for your paper is critical if you need to collect the info you're searching for. Information for this paper should come from a number of sources. Academic papers can't contain any signals of plagiarism. Selecting a research topic is something which everyone mostly goes about in the incorrect way. To make sure that you will see a complete answer to every question, we've got a support team that is always online. Open-ended questions usually ask people to compose some sort of short answer and don't provide respondents with a set of choices to select fr om. Closed-ended questions supply a list of alternatives for folks to pick from. What the In-Crowd Won't Tell You About Survey of Architecture Sample Essay Topics It is not important to us, whether you're too busy on the job concentrating on a passion undertaking, or simply tired of a seemingly infinite stream of assignments. A masterpiece is the consequence of simple and refined work. Fortunately, it's also somewhat less common. Instead, you've got to think of your own subject from a huge pool of possibilities. The Pain of Survey of Architecture Sample Essay Topics Paraphrasing the question at the beginning of the introduction signals that the writer of an Architecture essay intends to produce the work relevant from the start all the way through the finish. You will discover details about ways to select a topic and about architecture and its relationship with different arts. Architecture is the heart of life as it's critical for our modern times. The Secret to Survey of Architecture Sample Essay Topics Overall there are a lot of issues which may have resulted in the original defect in the property like a leak, damp, an issue with the gutters or rainwater goods, no matter how the remedy has to be found to the original problem or it might recur. While others wish to just demonstrate a subject. In the event you can't find your subject here, don't hesitate to have a talk with our staff and put an order for a customized history essay on your specific subject. Apparently, you don't need to babble, but I mean write about just 1 subject at one time. The topography of the website has to be assessed. The subjects listed on this page are somewhat universal and might not get the job done so great if you wish to develop a flawless history essay. You ought to be certain to understand everything clearly once you go for an essay topic. If you make your essay correctly, it will leave readers with a durable impression. If you wish to compose the essay yourself, we believe it would be best to pick a universal subject or issue. You should understand completely that you're not writing a descriptive essay. There's an amount of mathematical intuition an individual should know about when designing buildings and tall structures. Inside this way it's possible to collect important information about the wellness of a structure during construction and during its lifetime from a remote site. If you would like to have the own hard-earned volume of architecture then, you've got to compose a great architecture thesis. If for instance, you study architecture, there are several things which you could address in your final document. 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Frederick Douglass s Narrative Of The Life Of Frederick...

In the early 19th century, slavery was legal and popular in the southern states, among these slaves, one slave in particular impacted the 19th century was Frederick Douglass. Although he was a slave for most of his life, Douglass eventually became a freeman, a social reform, writer, and an abolitionist for slavery. However, before he became a freeman, Douglass experienced a brutal life as a slave. He faced dehumanization in his early life, but accomplished what most slaves we not allowed to do; which is getting educated, by self-educating himself and retaliating against the idea of slavery. Furthermore, since he self-educated himself, he was able to published the narrative, Narrative of the Life of Frederick Douglas; which, Douglass shows the audience how methods such as, physical abuse, psychological abuse, and lack of education were used to dehumanize slaves. He describes how he resisted these methods and realized that whites who participated in slavery themselves were being dehu manized. One of the most known and infamous way of dehumanizing slaves, was by abusing them. The most common abuse was whipping them; however, there were others ways of punishing them, such as, the lack of food, water, clothing and making them work long hours from the sunrise to sun down. Some slaveholders would only whip their slave if they disobeyed them, though others did it to make them live in fear and most for the satisfaction of it or to make fun of the slaves. This dehumanized slavesShow MoreRelatedMasculinity: Slavery in the United States and Douglass Pg1239 Words   |  5 Pagesclash between the white s and the culture of the Igbo people. The novel is about a man named Okonkwo, and his growth for respect, fortune and power which in the end leads to his expected death. His great power did not come to an end because of colonization, but rather his downfall was his obsession with masculinity. The narrative of Frederick Douglass also defines masculinity. The narrative of Fred erick Douglass took place in America. During slavery, Frederick Douglass was limited to plantationRead MoreJacobs Douglass: An Insight Into The Experience of The American Slave1019 Words   |  5 PagesThe slave narratives of the ante-bellum time period have come across numerous types of themes. Much of the work concentrates on the underlining ideas beneath the stories. In the narratives, fugitives and ex-slaves appealed to the humanity they shared with their readers during these times, men being lynched and marked all over and women being the subject of grueling rapes. The slave narrative of Frederick Douglas and Harriet Jacobs: Incidents in the Life of a Slave Girl themes come from the existenceRead MoreAnalysis Of A Slave Narrative By Frederick Douglass1646 Words   |  7 PagesWithin a slave narrative, the identity of the writer greatly affects the perspective of the story and the message that the author wishes to convey. For a narrative of this nature, to send its meaning directly and efficiently it must be able to illustrate the individual struggle of the writer as well as create a clear line between what it means to be a slave and what it means to be free. These identities of the author not only conflict with the image of self but also help to illuminate the strugglesRead MoreDouglas vs Stowe1650 Words   |  7 Pageswith a complicated social quandary that incorporated individual, societal, political, economic, and religious principles. Its authorship includes Frederick Douglass and Harriet Beecher Stowe who dually challenges the legitimacy of slavery in their literature. While both Harriet Beecher Stowe’s â€Å"Uncle Tom’s Cabin,† and Frederick Douglas’s â€Å"Narrative of the Life of an American Slave,† offer impelling accounts, regarding the historical slavery era throughout the 1800s, the two authors write from distinctiveRead MoreLife Of Frederick Douglas And Benito Cerano Essay1576 Words   |  7 Pagesunconcerned with the color of men s skins, emancipation will be a proclamation but not a fact† (Lyndon B. Johnson). Frederick Douglas and Herman Melville lived in the same time for almost the same length of time. Herman Melville lived from August, 1819 – September 2 8, 1891, while Frederick Douglass lived from February, 1818 – February 20, 1895. Yet these two narratives couldn’t have been more different. While taking a look at the Narrative of the Life of Frederick Douglas and Benito Cerano we can seeRead MoreBeing A Slave Worthy Of Manhood1149 Words   |  5 PagesIn the narrative The Life of Frederick Douglass, it is clear that Douglas had a very strong option about the differences between men. He did not seem to have the common out look in the differences between free men and slave, but rather something deeper. He believed that a slave with out hope or drive for a better life was not a true man, but that a true man was someone who was able to respect himself and become someone worthy of respect from others. Throughout, the story of Fredrick Douglass thereRead MoreThe Jungle By Upton Sinclair937 Words   |  4 PagesThe Jungle, by Upton Sinclair and Narrative of the life of Frederick Douglass, an American Slave, by Frederick D ouglass both bring forth personal or fictional events that capture the interest of the the reader. The use of pathos in their writing along with true events questions the ethics, morality, and human rights of each individual at the time setting for the publication. In the book, The Jungle, Upton Sinclair advocates for the overall elimination of oppression and exploitation of workers andRead MoreThe Narrative Of The Life Of Frederick Douglass And Assata1165 Words   |  5 PagesConfinement Narratives In the books, The Narrative of the Life of Frederick Douglass and Assata: An Autobiography the authors talked their experience of confinement while being in slavery and prison. The perspective Fredrick Douglas brought upon his experience of slavery affected the tone throughout the book. As for Assata her viewpoint of confinement was from her experience as a prisoner in the hospital and prison. Confinement is the act of isolating someone from human contact and society or aRead MoreThe Great Challenge For Marginalized Writers Essay1681 Words   |  7 Pagesdiscuss  the narrative strategies these writers use to challenge the status quo.   For example, how do they address their audience and get readers from dominant culture on their side? What stories do they tell about themselves or the experiences of those in their marginalized group, and how and why are these stories effective in challenging dominant culture?    The greatest challenge for marginalized writers is to evoke sympathy and support from white readers in their narratives. Writers hadRead MoreNarrative Of The Life Of Frederick Douglass, An American Slave1552 Words   |  7 Pages04/23/2015 Narrative of the Life of Frederick Douglass, an American Slave, Written by Himself Theme: False versus True Christianity In this theme, Fredrick Douglass contrasts the both forms of Christianity to show the underlying hypocrisy in slavery. The results show that slavery is not religious as it exposes the evils in human bondage. These ideals however can be distorted so as to fit in the society. Two forms of Christianity are presented in â€Å"The Narrative of the Life of Fredrick Douglass and each

League of German Girls free essay sample

League of German Girls Hitlers youth was Hitlers Nazi party to train boys to go to war but there was also the League of German Girls that made up Hitlers youth movement. Formed in the 1920s, The League of German Girls was the only female youth party. It consisted of 2 sections at the beginning. The Young Girls League was for girls ages 10-14, and the League proper was for girls ages 14-18. Eventually a third section was added called the Belief and Beauty Society which unlike the other sections was voluntary and was for girls ages 17-21. The League was run by women, not men. In order to be a leader, you must not have kids and must not be married. There was no limit for how long a leader could be in charge, but the League was not able to keep one leader for a long time due to the rules. We will write a custom essay sample on League of German Girls or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Many women eventually resigned and left to get married. The League was much like a summer camp. Girls were taught National Socialist beliefs through camp songs, sports, and tradition. They were taught basic training and on Saturdays they had outdoor training. They did events such as the long jump, swimming, tightrope walking and somersaulting. Self sacrifice and rebelling against parents were emphasized to the girls. The League turned out to be more popular than Hitlers Youth for boys. The girls were given lessons on hand held weapons but the League was opposed of the girls ever putting the skills they learned with weapons to use. While the boys were called out to fight during WWII, the girls provided their help also. They went around collecting clothes for the unfortunate and many helped out in hospitals and train stations. As the war was coming to an end, many girls put their skills to use, left the League, and joined groups to wage guerrilla war.

Physics of the impossible Review Essay Example

Physics of the impossible Review Paper Essay on Physics of the impossible As is known, there are absolute and relative truth. Absolute truth it is simply banal, as a rule, they themselves are of little interest. But the latter the relative truth just represent the stages advance our knowledge in depth and no doubt this is not any normal after the success of the 20th century. it can not be. But it is worth considering that the look beyond what proved are two very different ways: 1) to declare that there is something in the knowledge available to us in principle and arrive almost all modern obscurantists, including priests; 2) to find the way for further progress through the overcoming of relativity existing knowledge, through getting rid of the part that contains the error, which was at a certain stage as inevitable as it is necessary. As the theory, to get rid of this part of the knowledge actually leads to an increment of knowledge. Therein lies the dialectical nature of the process of cognition. The whole history of physics illustration of metamorph osis. For example, according to one modern view our space is curved and corresponds to known Lobachevskian Einstein ideas, but on the other it is the most ultramodern still Euclidean, that, in particular, has recently confirmed the discovery of the so-called gravitational lenses. Therefore, modern physics its likely still a process rather than the finished result, designed to strike the imagination of the layman. Any knowledge is passed from prednauchnoy stage (fantastic views and unbridled empiricism) through stages of relative errors of emerging ideas, theories to the stage of relative truths, where knowledge becomes useful in practice for the first time (for example the laws of the theory of electricity, Ohms law, in particular) and further knowledge postnauny enters the stage a regular practice, no doubt ostavlyuschy practical truth is known. Any subversives physics enough to point out the breadth and comprehensiveness of this modern practice that every second confirms most o f the discoveries previously made. Physics of the impossible Review Essay Example Physics of the impossible Review Paper Essay on Physics of the impossible Smorevshie youth comedy series The Big Bang Theory probably noticed a little exaggerated fascination with the main characters young scientists, modern fiction. Klingtonskogo spoken language, full collections of comics, which would envy the most avid collector, detailed knowledge of the biographies of all the superheroes from Superman and ending with a female cat it all seemed more suitable for teenagers than for theoretical physicists from around the world. After reading the book Michio Kaku, I just made sure that the situation described in the book is not an exaggeration, and working on the dry theory can be inspired by the fantastic stories. Beginning each chapter with examples of their favorite books, movies, and even games, the author underscores that our yesterdays fantasies can tomorrow become a reality, and the number of impossible things in our universe is quite limited, and usually our imagination. The book can be a good starting point for those wishing to explore the latest theories and experiments in the field of physics, as a rule, go beyond the course of the school and the institutes programs. Using a simple and accessible language the author manages to create the illusion of understanding complex theories have untrained users, but I would not advise you to forget that this understanding only an illusion, and even the most insignificant matter the source, goes beyond the scope of this book, will put you in a dead end. Therefore, all those who are more or less interested in physics and astronomy, I would recommend to refer to the more specialized literature, using this book as a guide to the magical world of physics. We will write a custom essay sample on Physics of the impossible Review specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Physics of the impossible Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Physics of the impossible Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

New Friend Scavenger Hunt Icebreaker Activity

New Friend Scavenger Hunt Icebreaker Activity Students and teachers form bonds quickly when exchanging information about themselves. This scavenger hunt icebreaker activity creates bonds among students and between the students and teacher. Exchanging information fosters trust and connection. As a result, the entire group feels more comfortable and open. This activity works best for a large group. Adapt it for any group size by ensuring that each category fits more than one individual in the group. Scavenger Hunt Icebreaker Preparation In this icebreaker activity, participants find an individual in the group who fits the description for each of the following categories. Be sure that participants introduce themselves before asking questions of individuals they do not know. Provide each student with a basic handout containing a list of categories, such as the one below. Instruct the students to go around the room engaging with their peers and finding out who fits which category. By the end of the activity, every student should have each of their classmates names written down next to at least one of the categories. No students name should appear more than twice on anyones handout. Icebreaker Categories These categories may be adjusted to account for the grade, subject matter, or interest. To extend the time the icebreaker takes to complete and practice writing skills, have older students jot down each category before beginning the activity. Alternatively, type the list of categories beforehand (or simply print this one out), and hand one out to each student. Providing such a list would work well, particularly if you teach younger students. Was born in FebruaryIs an only childLoves country musicHas been to EuropeSpeaks another languageLikes to go campingLikes to paintHas a jobHas five or more brothers and sistersIs wearing colorful socksLikes to singHas been to Washington, D.C.Has been on a cruise shipIs double-jointedHas been to more than two continentsHas gone whitewater raftingPlays a sportLikes Mexican foodDislikes hamburgersHas been to an art museumHas (or has had) bracesHas met a movie starWas born in the state where you are locatedWas born outside the state where you are locatedHas a twinHas sleep problemsFlosses teeth dailyRecyclesIs wearing the same color you have on today (only one color need match)Has eaten a whole pizza

The Difference Between Iran and Iraq

The Difference Between Iran and Iraq Iran and Iraq share a 900-mile border and three-quarters of their names. However, the two countries have different histories and cultures, influenced by shared and unique invaders, emperors, and foreign rules alike.   Many people in the western world, unfortunately, tend to get the two nations confused. This can be insulting to Iranians and Iraqis, who have fought a number of wars against one another over the millennia to assert the independence of each nations governance. Where there may be similarities between these two rival neighbors, there are also significant differences between Iraq and Iran, pitting each against the other for centuries as everyone from the Mongols to Americans invaded their countries, only to later be run off by their military powers. The Differences Iran, pronounced ​ih-RON instead of AY-ran roughly translates in English to mean Land of the Aryans while the name Iraq, similarly pronounced ih-ROCK instead of AY-rack comes from an Uruk (Erech) word for city. Both countries have also been known by different names, Persia for Iran and Mesopotamia for Iraq.   Geographically, the two regions differ in more aspects than just their shared border. The capital city of Iran is Tehran while Baghdad serves as the seat of centralized power in Iraq. Iran ranks 18th largest country in the world at 636,000 square miles while Iraq ranks 58th at 169,000 square miles. Their populations differ proportionally, too. Iran boasts 80 million citizens to Iraqs 31 million. The ancient empires that once ruled the people of these modern-day nations are also vastly different. Iran was ruled in ancient times by the Median, Achaemenid, Seleucid, and Parthian empires while its neighbor was ruled by the Sumerian, Akkadian, Assyrian, and Babylonian empires. This resulted in an ethnic disparity between these nations. Most Iranians were Persian while Iraqis were of Arab heritage. Government and International Policy The government also differed in that the Islamic Republic of Iran operates within a syncretic politics format of  a theocratic Islamic governing body including a president, parliament (Majlis), Assembly of Experts, and their elected Supreme Leader. Meanwhile, Iraqs government is a Federal Constitutional government, essentially a representative democratic republic now with a president, prime minister, and Cabinet, much like the United States president.   The international landscape that influenced these governments also differed in that Iraq was invaded and reformed by the United States in 2003, unlike Iran. As a carryover from the Afghanistan War of years passed, the invasion and resulting Iraq War continued Americas involvement in Middle Eastern policy. Ultimately, they were largely responsible for implementing the representative democratic republic that is currently in place. Similarities Confusion is understandable when differentiating these neighboring Islamic nations given general common misunderstandings of Middle Eastern politics and history, which often included boundaries that changed with time and war and resulted in shared culture between neighboring nations. One of the stark similarities between Iran and Iraq is its shared national religion of Islam, with 90% of Iran and 60% of Iraq following Shia tradition while 8% and 37% follow Sunni, respectively. The Middle East has witnessed a battle for dominance between these two versions of Islam across Eurasia since its foundation in the early 600s. Certain cultural traditions associated with the religion and former rulers also carry over, as they do for much of the Islamic-majority Middle East. However, governmental policies on such religious philosophies as the necessity of hijabs for women differ nation-by-nation. Jobs, agriculture, entertainment, and even education all lend heavily on the same source material and as a result, also correlate between Iraq and Iran.   Both are also large producers of crude oil with oil reserves in Iran totaling over 136 billion barrels and Iraq having more than 115 billion barrels itself, which constitute a large portion of their exports and provide the unwanted source of political turmoil in the region as a result of foreign greed and power. The Importance of Differentiating Iraq and Iran are separate nations with unique histories. Although they are both located in the Middle East with predominantly Muslim populations, their governments and cultures differ, making for two unique nations, each on their way to independence, peace, and prosperity. Its important to understand the differences between them, especially considering that Iraq has only recently stabilized as a nation after the 2003 U.S. invasion and occupation. And, both Iraq and Iran have become major players in the continued conflicts in the Middle East. Additionally, its important to realize that the best way to differentiate Iran and Iraq and truly understand the complex issues surrounding current Middle Eastern power struggles is to look back, study these nations histories, and determine what the ideal way forward might be for their people and governments. Only with these nations pasts in mind can we truly understand their way forward.

Enviromental law Essay Example | Topics and Well Written Essays - 3000 words

Enviromental law - Essay Example The government in Europe typically establishes the performance regulations for polluters which allow them purchase licenses. The polluters who lack to comply with the set law and conditions put in their licenses can be prosecuted or face the civil punishment. Although the control and command approach is usually important, the limitations are apparently increasing. It depends its effectiveness on standard bodies which can be under-financed or inefficient. The environmental goals are normally set with no proper contemplation of economic costs1. Command and control strategies are poorly equipped to cater for the highly compound issues. They lack to respond nicely with public concerns. Thus, it calls for growing interest in more flexible approaches which are reflexive for environmental protection. These include laws and policies which enhance for self-regulation. Environmental impact assessment (EIA) is the most crucial example for this new approach. The main idea concerning the environmental impact assessment relates to when a project has the probability of having serious environmental consequences which can be scrutinized before establishment of development. That is fundamentally a two stage process. The first stage deals with gathering and analysis of crucial information. The developer then prepares or commissions from the environmental consultant an environmental statement which describes the possible environment effects of development. Theoretically, this should be objective and accurate. Depending on Donald Mc Gillivray and Stuart Bell, the two British environmental lawyers, the ideas of EIA would include a completely biased free information kind of collation produced in a manner which would be sound, coherent and complete. Realistically, the environmental statements given on behalf of developers are usually biased and of low quality. This indicates why countries like Czech Republic and Croatic have come up with accreditation systems used by consultants responsible for such preparations. If the development is contradictory, more reports can be produced by pressure groups, private individuals and government agencies. The report can be commissioned via planning authorities. The second stage involves the assessment of that information by appropriate planning authority. The authority should take the probable environmental impacts into responsibility before coming with a decision whether or not to allow the development. The environmental impact assessment is principally a procedural mechanism. The authority may involve economic benefits of a project which could overshadow the environmental harm which is likely to result. But it cannot allow development without giving proper consideration to the concerned environmental implications. The history of Environmental Impact Assessment In Europe, Germany and France in 1975 and 1976 respectively, were the primary countries to introduce the EIA requirements. The suggestion aroused strong challenge though the EIA directive was expected in the European Community's Second Action Programmed on Environment in 1977. After eight years of strong debate, this came into action in July 1988 and has been edified. The EIA necessities were then introduced by many of the European EC and non-EC countries. Almost all the developed counties now currently the mandatory environmental

HR project Essay Example | Topics and Well Written Essays - 750 words

HR project - Essay Example This shows that a comprehensive review was made of the HR department of the Bank. 2. Best Performing HR Function In my opinion the best performing HR function was that of the John Manville Corporation. This was because the efforts made by HR for the training and development of the employees were really visible. The HR department encouraged the training and development efforts of its employees, and had an open door policy; it was also felt that the HR department recognized the need for work life balance and had a relationship with its employees that went beyond just the job function. 3. Most Comprehensive, Professional and Effective Project Summary and Presentation I think that the presentation made by the team that chose Nordstrom was the most comprehensive, professional and effective project summary. The various sections of their presentation regarding company history, HR evaluation and the way the company operates and its guiding principles and investment in HR training and practic ability is most clearly shown. They do not hesitate to hide their weaknesses but are keen to learn from them. The balance of text and images and flow of information was also quite effortless and very well made. 4. My Three Greatest Learning Points Acquired From This Project I think my number one learning point would be the value of teamwork. I really appreciated how my team got together for this project, how we discussed ideas for going about the project from start to finish, how we set them out on paper, about how to approach the project, who would do what and how, and what would be the final outcome and how it would be set out on paper. The other important part was to see that everything was covered as far as possible, and nothing was left out. The last part was in coordinating it all together in the form of a presentation and reviewing it until we felt that we had done a good enough job for a final presentation. The second learning point that I would mention was although that the re was a wide variety of the type of organizations covered by this project, from profits to non profits, engineering to retail. Yet it was amazing how the HR functions and responsibilities were more or less the same no matter what the organization or its purpose. In the final analysis, employee satisfaction and care was all that mattered from an HR perspective. The third learning point was that it helped each of us take responsibility for the project. Each team member had certain tasks to perform, with specific output desired and a deadline to meet the same. He or she had to do this so that the contributions to the project could be consolidated and sorted out before making the final presentation. The final shape would not have been possible if all the team members did not play their part. 5. What Has Become Powerfully Clear To Me as to the One or Two Most Critical Aspects of Managing Human Resources for an Organization I think that based upon all the reviews and presentations made i n class regarding this project, certain common factors emerged which made it clear to me that the one or two most critical aspects of managing the HR function for an organization are to promote a level playing field where justice and equity is provided for each and every employee, there are no favorites and nobody can bend the rules and get away with it. This is instrumental in boosting employee morale. Employees know that HR cares when they see these principles in action. Moving from improving employee

Patient Education And Epidural Pain Management Essay Example for Free

Patient Education And Epidural Pain Management Essay The term pain pertains to a sensation that is communicated by the sensory neurons that are located around the human body to the brain. This sensation is described as an unpleasant feeling that is generally related to a form of damage to a particular tissue in the body. Pain thus activates a specific physical and psychological reaction that tends to find a mechanism to terminate the unpleasant feeling. The ability to sense pain serves as the body’s warning system that informs us of any form of injury to our bodies. Pain is generally described in terms of its intensity and its duration. Intensity can be expressed through a range of descriptors from slight to agonizing, while the duration of pain may be depicted as constant or intermittent. Other characteristics that are commonly employed to describe pain include sharp, dull, throbbing and nauseating. The threshold of pain varies among individuals hence a numeric rating scale, with rating from 1 as the least painful situation to 10 as the most painful condition, has been employed for a more specific quantification of pain in patients. The numeric rating scale identifies level 4 as the cut-off score for pain that impedes an individual from performing his normal functions (Krebs et al. , 2007). In order to relieve an individual from pain, pain management is often provided at hospitals and clinics. In cases wherein the patient only suffers from acute pain, temporary medications are commonly administered to correct the medical problem. However, if the patient is experiencing chronic pain that is related to a condition that is currently being treated or is still undiagnosed, pain conduits are often put up to alleviate the sensation of pain in the patient. These conditions generally include cancer and neuropathy, wherein the pain is distinguished from the major medical condition of the patient. Pain management usually employs that administration of pharmacologic drugs such as analgesics and pain modifiers. In addition, other non-pharmacologic treatments may also be provided, which as normally interventional methods such as physical therapy, heat or cold compression and psychological therapy. One of the major interventional methods for pain management involves the administration of epidural analgesia, which is provided through the introduction of a catheter into the epidural space which is the space between the spinal cord and spinal canal. The effect of the injection of pain medications is to essentially remove the pain that the patient is experiencing by inhibiting further conduction of pain signals along the nerves or the spinal cord. Epidural analgesia is considered as a common technique for pain management because aside from reducing the pain felt by the patient, it also promotes vasodilation of blood vessels. Such result is actually a side-effect of epidural analgesia, yet it still benefits a patient if he has been diagnosed with a peripheral vascular medical condition. In addition, the utilization of epidural analgesia extends the effect of the pain medications for several days, instead of just a few days. In specific conditions that have associated pain such as childbirth, epidural analgesia is the favored pain management regimen because it does not cause any changes in muscle movement or power and it still retains its main role in pain conditions that may or may not require surgery. Epidural analgesia is also commonly used as an accessory to general anesthesia to decrease the patient’s need for opioid analgesics. Its use as an adjunct pain management scheme has been applied in a broad range of surgical procedures including hysterectomy, hip replacement, laparoscopy and open aortic aneurysm repair. Epidural analgesia is commonly used as the primary method for surgical anesthesia especially is Caesarean sections, which keeps the patient conscious during the entire surgical obstetric procedure (Halpern et al. , 2004). However, in such situations, the amount of anesthesia administered is generally much higher that what is usually employed for analgesia. Post-operative pain management may also involve epidural analgesia for the first few days after the procedure, which involves the introduction or retention of a catheter. There are certain situations when the patient is allowed to regulate the amount of pain medications that will be passed through the catheter. Such patient-controlled analgesia makes use of an infusion pump which the patient himself controls. Epidural analgesia is also used as remedy for back pain, as well as for palliative care. It has been established that epidural analgesia is most effective for the treatment of pain in specific regions such as the abdomen, pelvic and legs. This pain management technique is less effective in treating pain in chest, neck or arms, and is not effective for pain treatment in the head. It has been proven that epidural analgesia is more effective in relieving pain than intravenous narcotics and has been identified as the second most frequently used pain medication (Leighton and Halpern, 2002). Majority of women who give birth in hospitals are usually given only two options with regards to pain management, namely epidural analgesia or intravenous narcotics. It should be noted that alternative pharmacologic treatments for pain are also available, such as nitrous oxide and paracervical blocks. In addition, there are also doulas and continuous labor support, which typically requires less medical treatment and results in better outcomes with regards to the health of the mother and child. Also, these women are generally more satisfied with the results they observed after such alternative treatments. However, these alternative options are generally much more expensive (Simkin and OHara, 2002). It is interesting to note that even though epidural analgesia is reported to be significantly effective and common treatment for pain during child labor, there are a number of major side-effects that are associated with such use. It has been reported that epidural analgesia prolongs labor for an extended and considerable duration. In addition, its administration also influences the need for operative vaginal delivery and increases the chances for perineal laceration (Lieberman and ODonoghue, 2002). It has also been observed that the administration of epidural analgesia during obstetric procedures causes the mother to run a fever, which then results in the provision of antibiotics to the newborn child, as well as monitoring for symptoms and signs of sepsis in the infant. To date, great controversy envelopes the issue of whether epidural analgesia increases the risk of delivering a baby through Caesarean section as well as induces difficulty during labor. Research surveys show that most women have not been educated with regards to the possible side-effects of epidural analgesia (Declercq et al. , 2002). Hence the role and need for patient education has been an issue of close scrutiny in the past 5 years. Specific medical and non-medical groups have expressed their concern over the risks and benefits of epidural analgesia. More importantly, there has been concern that such type of patient education of pain management regimens should be given during pre-natal visits, and not during the actual labor stage of pregnancy. Hence, there is an urgent need to determine the amount of information that mothers know in relation to pain management and epidural analgesia because this option strongly influences the behavior of the newborn child, the breastfeeding conditions and the bonding between the mother and infant. In the United States, the dominant delivery method is composed of the induction of labor, administration of epidural analgesia, constant electronic fetal monitoring and Caesarean section. It has been analyzed that when the frequency of epidural analgesia is high, the alternative methods for childbirth are usually not available in the medical institution. These include sessions in childbirth education, doulas, non-pharmacologic pain management regimens, as well as the provision for nurses especially trained in assisting in medication-independent childbirth. Hence what is observed now in most of the hospitals are labor stages that are mainly supported by epidural analgesia and parenteral analgesics. In addition, medical healthcare professionals providing labor support are often overworked due to the huge number of delivery cases in a week. The issue of the shortage of nurses in the healthcare industry has also complicated the problem on the usage of epidural analgesia in hospitals. There are certain obstetricians who prefer to maintain a patient at labor that is supported by an intravenous line in order that they still find time to monitor their other patients in the hospital. It has been considered that the availability of healthcare professional during a patient’s labor and delivery is a luxury. More so, the inability to provide epidural analgesia to a patient during labor has often been a topic that has frequently been investigated in court malpractice cases. The importance of patient education with regards to epidural analgesia as the pain management scheme is thus very important in order to provide the patient with more than the regular two pain management choices that could be administered during her delivery. Patient education should also include the provision of information on the Caesarean delivery, wherein the patient must be able to carry enough knowledge to know that it is her right to request for a Caesarean delivery even when it is normally not recommended if there are no maternal or fetal complications for childbirth. There has been controversy with regards to the competence of smaller hospitals to could not universally provide epidural analgesia. It is unfortunate to know that not a single medical organization supports the concept of establishing a wide range of support methods during labor and pain management schemes, which is strongly associated with patient education and choice. In other countries, Caesarian delivery is the preferred delivery method by women because they are aware the other forms of labor and delivery schemes are not associated with sufficient medical care and attention (Behague et al. 2002). At the same time in the United States, women perceive that epidural analgesia is the sole and effective method for pain management. Actually, family physicians are not the main healthcare professionals that are responsible for the unbelievably high rates in the use of epidural analgesia during labor and childbirth. This medical professional observes when the patient is experiencing pain during labor and he relays this condition to the attending nurses, who in turn, will communicate the information to the anesthesiologist. Such relay of message from the patient to eventually the anesthesiologist is generally comprised by a simple nod from the family physician, which then triggers a battery of messages that eventually end with the administration of epidural analgesia to the patient. Such translation of patient pain to epidural analgesia administration is actually inappropriate and this is where patient education related to epidural analgesia comes into the picture. It is actually the family physician responsibility to educate his patient with regards to the choices in pain management. Instead of having a family physician that advocates epidural analgesia because it provides him freedom to look at his other patients while a particular patient is in labor, the family physician should be an advocate for the patient herself. Patient education entails spending time to teach and coach his patient which pain management schemes are currently available, as well as describing to the patient the effectiveness, side-effects and complications of each pain management scheme. The patient should also be educated of the limitations of each of the available pain management options. It is also ideal that the patient knows that she has the right to choose which pain management scheme she wants to receive, but this can only be done if the patient has sufficient understanding of pain management. It is also ideal that family physicians learn more of the details of the other alternative methods in managing pain. It has been observed that such patient education regarding pain management choices are important so that the patient has knowledge of what to expect during the actual medical procedure (Marmor and Krol, 2002). Patient education also involves the explanation of patient-controlled epidural analgesia (PCEA), which is a labor and delivery pain management option that uses bupivacaine with or without opioids. The theory behind PCEA is that the patient can personally adjust the amount of epidural anesthesia that is needed to remove the pain he is experiencing. Such option for pain management often results in a high degree of patient satisfaction because it allows the patients to be free of the uncomfortable sensation of pain, as well as provide a way for the patient to feel a sense of control over the entire hospital procedure (Standl et al. 2003). It is thus important the patient education be provided to a patient, in order for him to understand the entire scenario of the procedure as well as to help him draw an image of the expected events that could unfold during his stay at the hospital. PCEA is currently in high demand because the patients often want a quick solution to the pain they are experiencing. In addition, these patients are not patient enough to wait for the next round of administration of pain killers when they are experiencing constant pain. It is also essential that patient education in relation to epidural analgesia must explain that PCEA is inefficient during the first stages of labor and thus a higher concentration of epidural analgesia is needed to relieve the patient from pain. Patient education also diminishes the expectations of patients that PCEA always results in the complete removal of the feeling of pain when they choose PCEA. Knowledge and understanding of epidural analgesia will thus result in patient satisfaction in terms of pain management. Patient education as related to epidural analgesia also includes a description of the possibility that an extensive spinal block in the positioning of the catheter may happen (Bernard et al. , 2000). This event often results in the decrease in the motor abilities of the legs and that once the patient observes this, he must inform a healthcare professional immediately for medical attention. In addition, patient education should also alert the patient that the catheter employed in epidural analgesia has a chance to migrate within the blood vessels, which is also known as intravascular migration. Such event is associated with a slower rate of infusion of analgesia which in turn generates systemic effects. The patient should also be educated with regards to the toxicity of epidural analgesia. Providing patient education in relation to epidural analgesia often results in patient satisfaction because the patient has a better understanding of the mechanisms and principles behind the pain management scheme, as well as its similarity and difference to other pain management options, such as continuous epidural infusion (CEI). Patient education also involves explanation on the receptors that are involved in controlling pain. These include the N-methyl-d-aspartate (NMDA) which acts in the central sensitization of the patient. Simple explanations regarding antagonists that decrease the sensitization for pain without reducing hemodynamic or respiration activity should also be included, and the other options that results in negative physiological effects such as opioids should also be described. The provisions for instruction is especially important to patients that suffer from pain due to general musculoskeletal tumor resections and those that have other medical conditions that are related to wakefulness and full orientation. There are also options in combining a N-methyl-d-aspartate receptor antagonist such as dextromethorphan with PCEA, which often circumvents the issue of sedation in PCEA (Weinbroum et al. , 2004). Reports have described that such combination generally results in better feelings of well-being in the patient. Dextromethorphan is relatively safe for orthopedic oncological patients who are commonly administered massive dosages of analgesics. There has also been reported the patients could not distinguish the feeling of PCEA and dextromethorphan, although there is a significant difference in a lack of inhibition of motor abilities using this combination. CONCLUSION This report suggests that patient education in relation to epidural analgesia results in patient satisfaction. Patient education generates a better understanding of the principles and mechanisms behind pain management schemes. In addition, the patient is given the right to reject or accept epidural analgesia based on his own comprehension that was earlier provided by the healthcare professional. Patient education also supports a PCEA setting that improves analgesia, as well as patient satisfaction during labor. This supports a better setting for the patient himself and decreases the need for rescue analgesia. Also, the increase in analgesia consumption can also be controlled through patient education, thus minimizing the side effects that are generated by particular pain killers. More importantly, patient education removes the discontent and disappointment that the patient may experience from insufficient knowledge and understanding of epidural analgesia.

Should the Morning-After Pill be Available Over-the-Counter? Essay

Should the Morning-After Pill be Available Over-the-Counter? Last Tuesday, advisors to the Food and Drug administration voted to make the "morning-after" pill available over-the-counter (1). The FDA has not yet acted on this recommendation (1). The morning-after pill is the vernacular term for emergency contraception, specifically, two pills with the commercial name, "Plan B", which have the ability to inhibit and, depending on one's perspective, possibly to terminate unwanted pregnancies. The FDA approved the first version of the morning-after pill for prescription use in 1998 (1). The issue today is whether it should be available without a prescription. The morning-after pill is essentially a high dosage of the birth control pill (2). It can contain progesterone, estrogen, or both (2). . It can prevent fertilization in the fallopian tubes by altering sperm and egg transport or by preventing or delaying ovulation, and it can prevent fertilized eggs, or zygotes, from implanting in the uterus by thickening the uterine lining (1). It is not effective if the process of implantation has already begun (5). The morning-after pill is not to be confused with RU-486, the so-called abortion pill, which terminates a zygote implanted in the uterine lining (1). All three mechanisms of the morning-after pill do not necessarily all take place every time it is used and it is impossible to determine which, if any, of them prevented implantation in any successful case (3). One controversial ethical issue surrounding the morning-after pill is whether it is tantamount to abortion. The debate concerns whether pregnancy and life begin with a fertilized egg or with its implantation. If conditions in the uterus are ideal, a zygote will be... ...ommission of the FDA has recommended making the morning-after pill available over-the-counter in the United States as it is in other countries. One can only hope that the FDA will follow suit. Internet Sources: 1) http://www.cnn.com/2003/HEALTH/12/16/morning.after.pill/index.html 2) http://www.morningafterpill.org/ 3) http://www.nccbuscc.org/prolife/publicat/lifeinsight/sept98.htm 4) http://news.bbc.co.uk/2/hi/health/286429.stm 5) http://www.mckinley.uiuc.edu/health-info/womenhlt/planb.html 6)http://www.cbsnews.com/stories/2003/06/25/earlyshow/contributors/tracysmith/main560355.shtml 7) http://www.citypages.com/databank/24/1179/article11371.asp 8) http://www.smh.com.au/articles/2003/06/27/1056683908357.html?oneclick=true 9) The American Heritage Dictionary of the English Language: Third Edition. New York: Houghton Mifflin Company, 1996.

A short story that is written by Sir Arthur Conan Doyle Essay

This is a short story that is written by Sir Arthur Conan Doyle. At the time in which this short but very good story was written it was one of the first detective fiction story. This review of it will guide you through why it is a typical but very well written story. It includes the most famous detective in the world and is still a household name to this very day. The detectives name is Sherlock Holmes and has been written and read about for a number of decades. The main frame of the story is a lady called Helen Stoner who is worried about her life and comes to Sherlock for help and advice. Holmes with his partner Doctor Watson investigates Helens sisters death and hopes to find out the reason for this sinister crime. After looking and analysing the story it is evident that it has the right ingredients for a good detective fiction story. The ingredients that have been well placed into the story are a good opening. The opening starts with Sherlock waking up to his companion Watson and explaining that he is needed as a client is in deep worry. The other essential ingredients are drama, suspense a heroine or a such as Holmes as the hero and Helen stoner as the heroine. Detail is important in every story and detective fiction is no exception. Without detail the reader cannot properly understand what the situation the detective is in. Also the story has to have a good ending to it or maybe a twist like â€Å"The Speckled Band† does. The twist in this is totally unexpected as the killer is the father. The most important ingredients to a story, which I think is essential to the reader, are characters with good and believable characteristics. Without this ingredient the story is simply not a story. The reader has almost to know the character and then when this is accomplished they read on knowing that the person will follow the description that they have been given by the author. A good example of this is Dr Roylett. The words that are used here give a basic impression of him. â€Å"violence of temper†, ferocious quarrels with whoever might cross his path†, â€Å"shut himself up in his house†. From reading these statements the reader can imagine that this Roylett man will be any help with Holmes investigation. If they read on from here then they find out that he is not.

Gary Kelly Essay

For this paper, and from the options provided, I have selected Gary Kelly, of Southwest Airlines. He is the current CEO at Southwest, and during his 23 year long venture at southwest he has been able to do many great things for the company, making it a place where people wanted to come to work, even on their days off. He started out as a controller in 1984 and then moving on to become Southwest’s CFO in 1989, but it wasn’t until 2004 that Gary Kelley was made the CEO. During his many years at with the company he has worked very close with the co-founder Herbert Kelleher, during that time you could say that Herbert was Gary’s mentor, and as it turns out both of them have a few things in common. Both of these men were born on May 12th, both came from middle class families, and both were pretty good athletes when they attended school. Gary has some great ways he treats his employees and runs his company, and he seems to care very much for his employees I’d say to the point in which he would view them as family, and he takes care of his family. Throughout the past couple weeks in class we have used southwest as a discussion topic, and in doing this we have seen just how great these southwest employees seem to have it. days where employees are more than happy to come in even if they are off that day, and give their fellow employees a break, hiding out and surprising the crews of planes, and offering them snacks and a break while they in turn clean their plane. In one of the videos we watched a video in which Gary Kelly was at a picnic and the employees just came up to him to take pictures with him and just give him a hug, it seems that he has truly made this company a family. Gary Kelley was even named ‘Texas Public School’s Friend of the Year’, for his strong commitment to public education, and his ability to â€Å"†¦clearly see beyond the sensational headlines, and often negative politics, and understand that the success of Texas public education is everyone’s business. †(Pediatrics Week 2008). He has had a commitment to the public schools in Texas, supporting both educational organizations and employee volunteer programs. But lets not get away from the great business man he is, one article I read had this to say about him, â€Å"†¦Kelly has been as aggressive as Kelleher was in his youth – and perhaps even more confrontational, combining the instinct of a cockpit killer with the disarming, â€Å"aw-shucks† demeanor of the nice guy next door. † (Fitzpatrick, 2005) His quick thinking and out bidding his competitors, he was able to secure Chicago’s Midway Airport for around 117 million dollar bid for the assets and gates of the bankrupt ATA airlines company. As well as taking steps to open up flights to both Pittsburgh and Philadelphia, in an effort to show that he’s more than happy to take on Pennsylvania’s main airline US Airways. One of the things I really like about Gary Kelly is his level of respect, in this article from Fitzpatrick, it says, â€Å"Kelly also was not willing to take credit for the airline’s recent moves, saying it is â€Å"foolish† to think that â€Å"one person deserves credit for everything. † (Fitzpatrick 2005) But my favorite part of this article was the final sentences in which Mr. Kelly says, â€Å"I’d much rather talk about Herb than me. He’s a legend and he’s earned that. I’ve been in the job for eight or nine months. I haven’t earned anything. I’m just another Southwest employee, who just happens to be the CEO. â€Å"(Fitzpat rick 2005) Through all of this that I have read about Mr. Gary Kelly, I have learned that he truly cares for those who work for him, and while he could use his position as the CEO to try and instill fear into his employees, he would rather treat them all with respect and kindness, kind of reminds me of an old saying my grandmother use to say, you can get more flies with a few drops of honey than a whole cup of vinegar, basically she just said to be kind and that will get you farther than had you behaved in a disrespectful way. So far it has worked for Mr. Kelly; I am truly impressed with Southwest Airlines and all they have done to ensure the happiness of their customers and employees, he truly is a great man.

Prime Marks

Prime Marks Prime Marks Prime Marks By Maeve Maddox A reader commenting on a recent post about the En Dash introduced me to a punctuation term that was unfamiliar to me: â€Å"the prime mark†: Heres one for you: teaching about the apostrophe versus the prime or foot mark. Same with the quote marks versus the inch marks. I can only guess that this reader must teach students in specialized fields like mathematics, science, or linguistics, in which prime marks serve important purposes. Like the apostrophe, the prime mark (or two or three) is placed at the upper right of a number or other symbol. Unlike the apostrophe- which is vertical- the prime slants in the direction of the French accent aigu in the word à ©levà ©, but it doesn’t lean as far to the right. Now that I know what a prime mark is and how it differs from an apostrophe, I plan to continue using apostrophes and quotation marks on the rare occasions I want to abbreviate feet, inches, hours, or minutes. I can think of only two common uses of prime marks that one might see in a general publication: 1. To indicate feet and inches, as in this example from a feature in The Telegraph: At 6’5† [sic] Gareth May is no stranger to the giant jibes.   2. To note latitude and longitude, as in these coordinates for the city of San Francisco, California: Latitude: 37 °46†²29†³ N Longitude: 122 °25†²09†³ W A third use that I am familiar with is to indicate hours and minutes. For example, when timing a speech, I use the notation 1’15† to indicate â€Å"one hour, fifteen minutes.† In this context, seconds don’t concern me. Then there’s the ditto mark. Apparently it differs from the double prime in some way because Unicode defines them differently, but most people use quotation marks when they want to use ditto marks to repeat items in a list: Item 1 ream paper red blue green In specialized contexts, distinguishing between apostrophes, quotations marks, prime and double prime may be crucial. In general usage, however, apostrophes and quotation marks work just fine. One concession a writer can is to use straight apostrophes and quotation marks instead of the curly ones. For all you can possibly want to know about the significant uses of the prime mark, explore the Wikipedia article â€Å"Prime (symbol).† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:7 Examples of Passive Voice (And How To Fix Them)3 Types of HeadingsPlurals of Proper Names

Definition Essay on Success

Definition Essay on Success Definition Essay on Success The definition of success differs from one person to another. Most people work hard throughout their lives to achieve success. That might mean acquiring an education, being able to take care of one’s family, achieving a life’s ambition, or making money. One interesting view about success is that it means something different to each person. Also, perceptions of success can be faulty. A person may seem to be successful, but scandal and ruin can easily follow if a person has made poor choices to achieve his ideal of success. It is not uncommon to hear people confess that the people whom they thought were very successful in life turned out to be rather miserable. Some of the individual who are successful especially when measured in terms of material wealth are often afraid of other people trying to take advantage of them. Basically one common observation in life is that it is difficult if not close to impossible to be successful in every aspect of life. In most cases, o ne can be successful in one part of life and be a total failure in another. When one is looking for success, one should concentrate on one’s strengths rather than pursuing goals in those areas where they are likely not to enjoy a certain degree of achievement. There are many areas in one’s life that are generally considered important. These include the self, business, family, environment, material things, community, work, spiritually, business, and friends. In order to be truly successful, one needs to balance each of these areas. It is rather obvious that these areas cannot be of equal importance to everyone, and this is why people tend to work towards being successful in some areas in their lives while neglecting the other areas. It is, however, not a good idea to ignore any of these parts even though it is important to set priorities. Even when capitalizing on one’s strengths, an individual should strive to improve in other areas, as well. It is important to strive for a well-balanced life. For instance, if one works hard towards being successful and ends up becoming a workaholic, one may lose friends and family and in the long run, one may end up damaging his health or overall well-being. One should always try to keep each of the components of his life in harmony with each other. Some definition essay writing tips: When writing this kind of an essay, one should always begin by defining what success is. However, one cannot describe what one does not know. One should, therefore, demonstrate to the reader that he knows the meaning of success. He can offer the reader a definition and examples. After defining success one should write what success means in different areas of life. One should also note the importance of balancing priorities and offer an example or two. Are you looking for a high-quality custom essay written from scratch? Do you need writing assistance? Visit and we will help you!

Environmental Scan Paper Research Example | Topics and Well Written Essays - 1000 words - 2

Environmental Scan - Research Paper Example It is headquartered in US and it has various subsidiaries across the world. On the other hand, Safaricom is a telecommunication service company that is headquartered in Kenya. It offers its services in mobile service, data and internet to its mobile subscribers. The company has the highest number of subscribers in the area. It is not a multinational company. Both companies have a competitive edge over their rival companies. According to Singh (2012), competitive edge refers to an advantage that a company has over its rival company (p. 19). This advantage arises through various ways including, offering services of high value by either providing services that are of higher benefits or by means or lowering the price of the products, using marketing strategies and many other ways that justifies higher prices (Wheelen & Hunger, 2010, p. 28). Competitive advantage allows a company to earn high returns on its investments above the cost of investment (Wheelen & Hunger, 2010, p. 28). Therefore, a competitive edge should not only project better performance when compared to competitors but should endeavor to provide genuine value to the customers to ensure that they remain dominant in the market. Dell’s competitive advantage is in its range of products that it offers. It offers wide range of products that are highly needed by the customers. Its products are of high quality. Furthermore, it has already established a brand in the market and this makes it have a competitive advantage. Furthermore, it engages in wide range of advertising and marketing strategies that have enabled it to reach out to many potential customers across the world. Its strategies include, ensuring that, they produce goods that match the needs of the clients. They also ensure that their products are distributed to the clients the moment they are ordered. This has made the company to remain competitive. On the other hand,

Blue Zuma Project Term Paper Example | Topics and Well Written Essays - 3500 words

Blue Zuma Project - Term Paper Example Project Duration After adjusting the work timings and holidays of the project employees as well as the activities along with their relationships, it is estimated that the project would take two hundred and fifty (250) days for completion. The project would be completed on 22nd December 2008, as shown in the following snapshot. Critical Path of the Project The critical path of the project consists of the activities that include: (2) Market analysis, (3) Product design, (5) Product design selection, (8) Detailed Product design, (9) Test prototype, (10) Finalized product design, (12) Order production equipment, (13) Install production equipment and (14) Celebrate. Greatest Slack Time The greatest slack time is one hundred and fifty nine (159) of the activity named â€Å"Detailed Marketing Plan†. Network Sensitivity The network of the project titled â€Å"Blue Zuma† is not very sensitive, as there is free slack available that ranges from twenty (20) days (Manufacturing Proc ess) to one hundred and fifty nine (159) days (Detailed Marketing Plan), moreover, there is only one critical path of the project. Milestones The first sensible milestone of the project could be achieved after successfully completion of the activities that include: the Market Analysis, Product Design and Product Design Selection. The second milestone could be achieved by completing the activities that include: the Detailed Product Design, Test Prototype and Final Product Design. The milestone is represented with a diamond symbol as shown in the following snapshot. A comparison of Advantages and Disadvantages of the Schedule Table and Gantt Chart The Schedule table as a network diagram could be utilized to review the critical path of the project as well as the Early Start date, Early Finish date, Late Start date and Late Finish date of the activities as well as the project. One of the disadvantages of the network diagram is that it does not show the resource allocation of the activit ies. Whereas, the Gantt chart could be utilized to view the work breakdown structure or activity dependencies along with the activity start and finish time. The disadvantage of the Gantt chart is that it does not show the critical path and the predecessor as clearly as compared to the network diagram. Gantt chart - Snapshot Network Diagram – Snapshot Schedule Table showing ES, EF, LS, LF and Slack – Snapshot Part 2 – Resource Allocation Over Allocated Resources The four resources have been over-allocated in the project, the resources include: the Marketing Specialists, Design Engineers, Industrial Engineers and Purchasing Agent. In the following snapshot, the red color resources are over-allocated. Activities involving Over-Allocated Resources The Gantt chart has capabilities to show the activities which have resources that are over-allocated. Therefore, after reviewing the Gantt chart it has been found that there are three (3) activities having over-allocated r esources that include: the Detailed Marketing Plan, Detailed Product Design and Install Production Equipment. Over-Allocated Resources Levelling Within Slack After levelling the over-allocated resources within the slack (20 days, 159 days, 30 days etc.,) the two of the over-allocated resources named Marketing Specialists and Purchasing Agent have been regularized. However, still there are two over-allocated resources include: the Design Engineers and the Industrial Engine

Beauty of Switzerland Essay Example | Topics and Well Written Essays - 1500 words

Beauty of Switzerland - Essay Example They have very skilled and qualified labors. The economy is divided into many areas most prominent of them are technology including biotechnology, banking and financial services and pharmaceutical industry. Small and medium-sized enterprises play an important role in the economic development. The GDP growth rate is 2.8% nominal and 2.7% real. Â  The area of Switzerland is 41285-kilometer square and the boundary is 18558 kilometers. The boundary lines with the neighboring countries include France, Italy Austria, and France. All the four dimensions have different names, such as, Oberbargen (N 47Â ° 48 35"), Piz Chavalatsch (E 10Â ° 29 36"), Chiasso (N 45Â ° 49 08") and Chancy (E 5Â ° 57 24"). Dufourspitze has the highest elevation i.e. 4634 m.a.s (15200 feet) and Lago Maggiore has the lowest elevation i.e. 193 m.a.s (633 feet) (Renouf 2010). Â  Music: basically Switzerland is not a complete musical country but in the 20th century it had some very good composers such as Arthur Honegger, Othmar Schoeck, and Frank Martin. The music is categorized in different areas such as folk music, classical music, rock, pop, and jazz. Â  Science: The scientists from Switzerland have shown great contributions in the field of science, for instance, they introduced chemistry in the medicine. There are recognizable contributions in physics and mathematics is also made. Â  Leisure: The beautiful mountainous areas of the country have really influenced the leisure of the people. Their leisure activities include skiing, mountaineering, golf, tennis, football, basketball, gliding, swimming, mountain biking, and hiking. Â  

Developing Scientific Thinking in Education

Developing Scientific Thinking in Education Developing Scientific Thinking Abstract The essay title was chosen since developing scientific thinking is a key area of teaching in the primary classroom. The skills which are to be developed through scientific thinking are transferrable to many other areas of the curriculum, and many of the skills are central to real life experiences. The essay will discuss why the skills taught in SC1 are of importance. The aspects of SC1 which were taught were forming of hypothesis and relating conclusions to the hypothesis, selection of appropriate equipment, methods and measurements, fair testing and also analysing ways in which the investigation could be improved. The outcomes of these lessons were positive, with the children showing their ability to interact and produce their own questions which could be investigated. They selected appropriate equipment and methods with teacher guidance, and were able to formulate a hypothesis to test. The children were able to contribute ideas as to how to make the test fair, and were able to comm unicate their results in a scientific way, through graphs. The children were also able to recognise factors which affected the outcome of their experiment and suggest further improvements which could be made. In conclusion, the lesson showed that the methods used were a viable way of teaching SC1. It did however highlight several issues which would need to be accounted for in the future, such as group size; a larger group would require greater organisation, and would possibly require a different emphasis during the lessons to account for different knowledge levels and learning styles. Introduction The main justification for the inclusion of investigations within the national curriculum is to develop the set of skills and processes within the children, with conceptual understanding of science being the secondary outcome to be achieved (Watson et al., 2000). The overall aim is for pupils to be developed into critical thinkers, through the development of various investigative skills. All pupils begin school with some limited skills already developed, but these are built upon throughout Key Stage 1 and 2 so that by the beginning of Key Stage 3 (DfES, 2007) all pupils ideally possess a diverse set of skills which will prepare them for the various subjects to be studied at this level, and will also assist them in many real life experiences, particularly as they reach a stage in their life at which they must be able to use skills to form their own opinions and decisions for the first time in their lives. The science curriculum is broken down into four components, and while the last t hree sections, SC2, 3 and 4, are heavily based on knowledge, SC1 is the component which deals with the development of scientific skills, and is central to each of the other components also. Scientific Enquiry in the National Curriculum Organisation of SC1: Enquiry The SC1 portion of the science curriculum is mostly concerned with teaching pupils the mental processes and practical skills which are needed to think and work in a scientific way (Newton and Newton, 1998): Ideas and evidence Planning Carrying out Interpreting and evaluating Recording and presenting data Some of these skills are already possessed at a basic level when a child begins Key Stage 1, and will be developed throughout Key Stage 1 and 2 (DfES, 2007). Other areas of science curriculum There are three other areas of the science curriculum which are taught in parallel to SC1. SC2 is concerned with life processes and living things. This area of the curriculum teaches the pupil to be able to recognise, observe and describe a range of features of the human body, animals and plants. This area is also concerned with life processes, which pupils learn to recognise, describe and explain. SC3 is the area of the curriculum in which materials and their properties are studied. In this component children are taught to be able to classify materials through various properties. SC4 is the area of the curriculum which is concerned with physical processes, such as electricity and forces, in which children should be able to form comparisons, and learn to offer explanations as to why certain phenomena occur (National Curriculum in Action, n.d.). It can be seen from the content of SC2-4 that the ideas and knowledge which is developed in SC1 is fundamental to the remaining three components of the curriculum. The ideas which SC1 teaches are required in order for the development of the other areas to occur. For example, in SC1 the ability to interpret and evaluate is developed, and this is a transferable skill which can be used in each of the other three strands. The ability to evaluate and interpret data is essential for pupils to be able to spot patterns between the life processes of living things and to use these to make evidence based predictions about the way that life processes work in other creatures which have not been specifically studied. This is only an example of one of the many ways in which there is an interdependent relationship between the four strands of primary science education; there are many other ways in which the development of skills in SC1 impacts on the ability of the pupil to develop in other areas of the curriculum. Importance of SC1 SC1 is concerned with three main areas, which are experimentation, exploration and investigation (Newton and Newton, 1998, p. 77). These ideas are all closely related, and when used together form an effective method for introducing new ideas or concepts, or developing the level of understanding in current knowledge. It has been found in previous studies that while numerous activities are offered in the classroom in which children are able to develop skills involving observations, planning and measurement, there are less opportunities available in which children get the chance to put forward ideas, hypothesise and interpret an investigation (Newton and Newton, 1998, p. 77). Goldsworthy (n.d.) also showed that there is a distinct unbalance in the skills which teachers at Key Stage 2 concentrate on in the classroom; it was shown that half of the teaching sampled concentrated on the ‘fair test’. While this is important, there are other skills which are more easily transferred to other areas that appear to be neglected in the classroom at the present time. For example pattern seeking and exploring were found to be dealt with rarely, and using and applying models not at all. This research assumes that the reason for this is due to previous teacher training, as some years ago the emphasis was very much on the fair test; however there have been many teachers come through training in recent years that would have had more up to date training, which should see this in remission, which has not happened. This suggests that there must be other factors which are affecting the areas which are taught in the classroom. For example it could be that the concepts which are most explored in the primary classroom are more abundant in other areas of the curriculum, or it could simply be that the teachers are more comfortable with certain aspects of the curriculum, so these are the areas which are concentrated on in lessons. It could also be that a lack of knowledge on behalf of some teachers leads to confusion between the fundamental concepts involved, such as thinking that experimentation and investigation is the same thing, which could lead to there being vital areas of development which are ignored. It could also be due to time pressures, since processes leading to investigations are often lengthy (Garson, 1988, p. 62). During science activities, discussion plays a critical role, since it is through discussion between pupil and teacher that questions are raised which can be investigated and explored; discussion also leads to effective development of communication techniques. Experience is also needed for the pupils to draw upon in order to identify questions (Newton and Newton, 1998, p. 79), therefore providing varied practical activities for pupils is also essential to development in science (Newton and Newton, 1998, p. 78). Independent investigations are centred on the pupil being in control of the investigation, by setting their own questions in response to given information, and deciding the best approach to tackle the questions raised (Newton and Newton, 1998, p. 79). This skill is useful in may areas of the curriculum, since it instils the skills necessary for the pupil to conduct their own research into any area which they study, for example if the child were set a literacy task in which they had to find examples of a specific type of poem, they would use the same set of investigative skills as in science; they would assess the knowledge that they already have, identify the question to be answered, and then choose the most appropriate option to tackle the task at hand. These skills are invaluable in life, particularly in adulthood, since it is by these same investigation methods which we make many decisions, such as the decision as to which electricity supplier is the cheapest, or where you would b e able to buy a new tyre for your car. The skills which SC1 aims to develop are fundamental skills, exploration skills, direct experiment skills, and independent investigation skills. Fundamental skills which may be developed through science are the manipulation of materials, measuring skills and recording skills. These skills are fundamental not only to creating a sound scientific method of investigation and reporting for the pupils, but also to other areas of the curriculum. For instance the manipulation and measurement of materials is a skill which is particularly useful in technology lessons, such as cooking and craft; recording skills are important in any area in which information needs to be communicated effectively from the pupil to another person. It can also be seen that these skills are fundamental in life itself; measurement is a transferable skill which enables you to effectively plan and measure the time which you spend doing various tasks in life; recording skills allow a person to communicate information to anyone, not only their teacher; manipulation of materials can be an everyday occurrence, such as knowing how to make a cake. When children begin school they can already use their five senses, and can therefore observe and communicate the things which occur around them. However this is usually on a very shallow level, and exploration skills need to be developed in order to enhance these observations, and enable the child to form explanations. These skills can be put to use in many areas of the school curriculum, for example in history, where rather than simply observe events that have happened in the past, exploration skills enable the pupil to delve further into the reasons behind the occurrences. This skill is particularly useful as a life skill, since without the ability to relate reason to an occurrence, it is not possible to alter events which might occur. For example it may be observed that it is slippery when out walking in the snow, which any child would be able to recognise. However with the ability to explore why this may be, and form an explanation as to the reason, it is then possible to explore ways in which the problem may be overcome. How SC1 was used in teaching Central to my approach on teaching of science enquiry is Vygotsky’s idea of ‘zone of proximal development’ that learning should be child-centred and based on activities that encourage the development of reflection through which they gain abstract understanding. Active learning rather than passive learning, collaborative learning rather than individualised learning and the integration of contextual process skills. I have observed lessons where it seemed that the learning objectives that the teacher had for the lesson were concerned with its factual content rather than with a concern to support children’s learning by involving them in the course of learning. As discussed in the beginning of this essay, while this may lead to the acquisition of knowledge through passive learning, it is unlikely that the children are able to develop the key skills outlined in SC1 through these methods. When planning my science work with the children I considered the scientific enquiry skills to be explored in terms of those that I felt were important to develop and relevant to the topic. My learning outcomes included the following: Finding questions that could be investigated scientifically and Choosing how to achieve answers Able to explain a fair test based on predictions I felt that these learning outcomes would lead to the development of analytical skills, since they centred on the pupils exploring their own ideas, and while they were based somewhat on the fair test, this was not the sole purpose of the lesson, simply a method by which children could be shown analytical skills. I began the lesson by talking to the group about the aspect of scientific enquires and on what scientific skills they will be focusing during the lesson (see appendix 1). We talked about the steps they can make when carrying out a scientific investigation. I asked two children to stand together and the rest of the group in pairs to brainstorm any differences in the children that they observed, a process that required a dialogic discussion. After a couple of minutes I bought the group together, listened to their observations and recorded them on the interactive white board. A short extract below illustrate some of the discussion: Andrew: Simon is taller than Leo. Lianne: I bet Simon can run faster than Leo. CT: Why do you think that? What are you basing your statement on? (Pause, no response) Can you explain why you think that? Lianne: Because he has longer legs means he can cover more ground CT: Does anyone else agree with Lianne’s ideas? Andrew: No, I think it depends on how much energy you have. CT: How could we find out whose idea (hypotheses) is true? Andreas: Simon also has longer arms than Leo. Andreas: I think he can throw a ball higher, because he has got a stronger arm. CT: Why do you think someone with longer arms should have stronger arms than someone with shorter arms? Andreas: Well, because he has more muscles. CT: What could we do to find this out? Through further questioning they were able to turn their ideas into questions that could be investigated (Carrà © and Ovens, 1994, p. 6). Here are a few of their suggestions. â€Å"Whether people with longer arms can throw balls higher?† â€Å"Whether people with longer legs can jump higher?† â€Å"Whether people with longer legs can run faster?† On the interactive white board I wrote two questions, â€Å"What will I need to test my question?† and â€Å"Can we investigate with the resources available?† The pupils had a discussion as to what equipment they would use first. One question was modified to whether people with longer arms threw the furthest, since health and safety issues had to be accounted for. Prior to this lesson, the children had taken part in a PE lesson where they were introduced to foam javelin, and they decided they wanted to use these javelins instead of tennis balls to test their predictions. I wrapped up the discussion by reviewing the question with the group to check that it was well defined and focused, telling them they should think mainly about their predictions and where it fits into the cycle of their investigation and what other skills were connected to the process. The group worked collaboratively and divided the responsibilities among themselves. â€Å"Science is thus a sociable activity by nature of the inherent need to communicate between scientist†¦From all background, cultures, countries and language to communicate† (Feasy, 1999) In a subsequent lesson, the children followed their plan and recorded their results on a chart showing person in one column and length of throw in the second column. The group used their results chart to draw a graph to look for a pattern and discovered that their original hypothesis had not been correct. They drew their conclusion that the people with the longer arm did not necessarily throw the furthest. During the plenary I talked to the group about their investigation and asked them whether they were pleased with their results and the way they had collaborated. The children decided that the hardest part of the investigation was the controlling the variable; they recognized that in this instance there were environmental factors such s the wind which affected their experiment; they thought they should have tested the wind direction and speed to ensure it was accurate. They also thought that it was largely due to the technique employed to throw the javelin and how they were feeling on the day to how far you threw the javelin. From their data they agreed that although there was a pattern of those with the longest arms throwing the furthest this was not a concrete fact: â€Å"Miss, Simon threw further than you and you have longer arms than him†. The children were asked to suggest improvements which could have been made to the investigation to make it better, and they suggested on e improvement could be to perform their investigation indoors. I felt the interaction that went on whilst carrying out scientific investigations was beneficial to the children’s learning and enabled them to find out what they do and do not know. (See appendix 2) â€Å"Within†¦discussion students can be encouraged towards critical reflection, examining practice by articulating it†¦Ã¢â‚¬  (Loveless and Dore, 2002, p. 148). The children reported orally rather than writing a formal report about their investigation which gave them ownership of their work and it also gave me a chance to carry out some post assessment on their scientific knowledge. Socio-cultural theorist Vygotsky (1978) emphasised the importance of language use and social interaction within communities for the development of educated ways, of making sense of the world, such as those associated with science. Evaluation of lesson In the instance discussed here the children involved were part of a high achieving group; if the same work were to be undertaken with a whole class diverse backgrounds and learning styles would need to be accounted for, which means that there would need to have been greater organization, and possibly longer allowed for the lessons to account for a longer learning process to take place. Motives for learning must be kept from going passive they must be based as much as possible upon the arousal of interest in what there is to be learned, and they must be kept broad and diverse in expression. (Bruner, P. 80) I have taught quite a few hands-on activities in both my placements schools and I find the children are interested and motivated in doing these activities. I feel they enjoyed the open-endedness of their task and the idea that they can do investigations themselves. This was reflected in the reaction of the children to the lesson discussed above: â€Å"The more you work on our investigation, the more you find out. It made me realize how I have to sometimes change my opinion†. I feel the children did have an understanding of how to find questions which could be investigated, and also had knowledge of how to develop a hypotheses and present a fair test. Duggan and Gott (2002) indicate that those who can apply their learning in a novel situation are likely to be more creative. â€Å"Creativity in science needs to be fostered with more emphasis placed on developing understanding†. I also felt that in the lesson there were added benefits to the hands on approach in behaviour management, since none of the children presented problems with behaviour during the sessions. This is possibly because they were all actively involved in the process, which allowed no time for lack of interest by ant child. Implications for future teaching of science enquiry The results of the session were very positive overall. The way in which the children reacted showed that they already had some previous knowledge of the skills which were approached, and this must be taken account of in future lesson planning. For instance if teaching a group which has less previous knowledge more time would need to be devoted to discussing the issues such as the fair test idea in the first session. Children may also need more time to develop their own ideas if this is something they have little previous experience of doing in the science situation. Another issue which must also be accounted for in the future is the size of the group which is being taught. For instance in this example the small group size not only meant that the children were all of the same ability, but also enabled interaction between the entire group easily. If there were a whole class involved in the activity, certain aspects, such as the brainstorming may be less successful, since it would be mu ch harder to engage every member of a large group. This suggests that activities such as this would be better performed in small groups; for instance if the class were to be broken into smaller groups, each could be given ownership of a particular area to discuss. Conclusion The way in which the science curriculum is divided into four components does not mean that each of these components should be taught in isolation. The first of these components is arguably the most important, since it is the one which is based on the idea of teaching skills rather than knowledge, and this unit is fundamental to teaching each of the other three. The fact that Science Enquiry is aimed at developing investigative and exploration skills suggests that practical sessions are fundamental to the lessons. From my own experience I have found that children react very well to practical sessions, and show capability of developing their skills through interaction. The success of these sessions also suggests that the format would be very useful in other areas of the curriculum, such as topic work, where they could be used to demonstrate to pupils that the skills which they are learning are applicable to many other areas outside of science. It also encourages greater development of skills that will be essential to pupils in many real life experiences. References Carrà ©, C. and Ovens, C. (1994) Science 7-11: Developing Primary Teaching Skills. New York: Routledge. DfES (2007) Science at Key Stages 1 and 2. [Online] Available from: http://www.standards.dfes.gov.uk:80/schemes2/science/teaching?view=get. [Accessed 2nd May 2007]. Duggan, S. and Gott, R. (2002) What sort of science education do we really need?, International Journal of Science Education, 24 (7), pp. 661-679. Feasy (1999) Primary Science Literature, Hatfield: ASE Garson, Y (1988) Science in the Primary School, London: Routledge. Goldsworthy, A. (n.d.) Acquiring Scientific Skills. THIS IS IN THE NOTES, I DO NOT KNOW WHAT BOOK. Loveless, A. and Dore, B. (2002) ICT in the Primary School, Buckingham: Open University Press. National Curriculum in Action (n.d.) QCA [Online]. Available from: http://www.ncaction.org.uk/subjects/science/index.htm. [Accessed 3rd May 2007]. Newton, D.P and Newton, L.D. (1998) Coordinating Science Across the Primary School. London: Falmer Press. Watson, R., Goldsworthy, A. and Wood-Robinson, V. (2000) SC1: Beyond the Fair Test, in Issues in Science Teaching, London: Routledge Falmer, pp. 70-74.

Governess Relationships in Brontes Jane Eyre Essay -- Jane Eyre essay

Governess Relationships in Bronte's Jane Eyre    The Victorian governess suffered socially because of her position. The relationship between her and others that were in her class was strained because of her financial situation. She often suffered from "status incongruity." The relationship between a governess and a gentleman was difficult because she was not his financial equal (Peterson 13). While the relationship was strained in her novel Jane Eyre, Bronte leads us to believe that it is not altogether impossible. When speaking of the governess and relationships we must first deal with "status incongruity" in the novel. There are several instances in Jane Eyre where the social strain is clearly displayed. The scene that takes place just before the charades give us a clear depiction of "status incongruity": Will you play? he [Rochester] asked. I shook my head. He did not insist, which I rather feared he would have done: he allowed me to return quietly to my usual seat. He and his aids now withdrew behind the curtain: the other party which was headed by Colonel Dent, sat down on the crescent of chairs. One of the gentlemen, Mr. Eshton, observing me, seemed to propose that I should be asked to join them; but Lady Ingram instantly negatived the notion. "NO" I heard her say: "she looks too stupid for any game of the sort." (185; ch. 18) "Status incongruity" is well displayed here. Rochester (not willing to exclude her) invites Jane to play charades, but offers no protests when she rejects his offer. Jane does not want to participate because she feels uncomfortable. Avoiding the game of charades was Jane’s way of escaping a situation which might have made both parties uncomfortable. She does not want to be placed in a si... ...ndependency (437; ch. 38). It is only when Jane has money of her own and is re-established in the social class to which she belonged that her marriage is able to take place without objections, or further complications. Bronte takes the impossible relationship, and makes it a reality. She does this, however, without losing the realism of the relationship. Jane Eyre is not a story of Cinderella and Prince Charming, Jane does not get rescued. In fact Jane works her way up the social ladder, accomplishing marriage without the social strain it would have had if she were still a governess.       Works Cited Bronte, Charlotte. Jane Eyre. Ed. Beth Newman. Boston: Bedford, 1996. Hughes, Kathryn. The Victorian Governess. London: Hambledon, 1993. Peterson, Jeanne. "The Victorian Governess." Suffer and Be Still. Ed. Martha Vicinus. London: Indiana UP, 1972.