Health and Social Care Setting Essay

Everyone is an individual and when they need to use the health and social care services it is import they have access to the setting which precisely meets their needs, different setting are designed to do just that and the trained staff within those settings have the skills and knowledge to meet those particular needs. Key elements: If everyone who needed support turned up at the same place, things would become rather crowded; more importantly, not everyone would receive the support that they really needed. Health and social care services are designed to meet particular needs and are staffed by professionals who know how to do this. Hospitals: Hospitals provide support for people who have an illness or who are recovering from one. Many hospitals provide support for a variant of conditions and illness and are staffed by people who are trained to do this. Some hospitals provide support for particular conditions such as ophthalmic eye care), maternity (care for the mother and baby durin g pregnancy and birth) and paediatric (children). Hospices: Hospices are normally much smaller than many hospitals and provide support for individuals who have a terminal illness. Some hospices provide respite care which means that an individual may come for a few days to give their career a brake. The staff receives special training in order to provide the people in the hospices the right support. Domiciliary support: Domiciliary support is provide in an individual’s own home and can be either health or social care. For example, community nurses will visit a person at home and give them nursing care: sometimes this could be removing stitches after surgery or changing a dressing. Community care assistants may help an older person with their personal care if they can no longer do so themselves. Domiciliary can enable people to either retune to or remain in their own home and provide a choice. Residential homes: Residential homes are designed to meet the needs of individuals who cannot take care of themselves. Many older people who can no longer meet their own personal needs, or who are lonely following the death of a partner, may prefer to live in residential home rather than remain in their own homes. Residential homes provide the companionship which people are missing, and staff will deliver the personal support if this is needed, in any way which preserves the dignity of the older person whilst safeguards. Other residential settings provide a home for younger people who have physical need and c annot live independently. The staff in both residential usually includes an activity coordinator who arranges events and activities designed to encourage the use of skills such as memory and physical mobility. Day centres: Day centres are designed to provide a social space for people who would otherwise spend most of their time alone. Many day centres provide companionship and midday meals for older people, enabling them to meet with people of a similar age and receive support from trained staff. Many day centres have regular visits from health and social care professionals such as counsellors, chiropodists and even opticians. They may also provide other servicer such as hairdressing and nail care. There are also day centres for young people who have a form of physical disability. Fostering arrangements: For a variety of reasons some children cannot be care for in their own homes. When this happens social services may arrange for the child to be looked after by foster careers who wi ll have received training in order to provide a suitable, temporary home for a child. This can either be short -team arrangement, for example if both parents were ill and there was no other relatives available to provide a home for the child, or long-team if there is thought necessary. Foster careers do receive some financial support, but main reward is seeing the children thrive.

Experiment 1: Calorimetry

Experiment 1: Calorimetry Nadya Patrica E. Sauza, Jelica D. Estacio Institute of Chemistry, University of the Philippines, Diliman, Quezon City 1101 Philippines Results and Discussion Eight Styrofoam ball calorimeters were calibrated. Five milliliters of 1M hydrochloric acid (HCl) was reacted with 10 ml of 1M sodium hydroxide (NaOH) in each calorimeter. The temperature before and after the reaction were recorded; the change in temperature (? T) was calculated by subtracting the initial temperature from the final temperature. The reaction was performed twice for every calorimeter. The heat capacity (Ccal) of each calorimeter was calculated using the formula, C_cal=(- H? _rxn^o n_LR)/? T[1] where ? Horxn is the total heat absorbed or evolved for every mole of reaction and nLR is the number of moles of the limiting reactant. The ? Horxn used was -55. 8kJ per mole of water while the nLR was 0. 005 mole. Table 1. Average Ccal from recorded ? T values. Trial? T, (oC)Ccal, (J)Ave Ccal, (J) 112. 2126. 82202. 91 21. 0279. 00 213. 093. 00108. 50 22. 3124. 00 310. 5558. 00558. 00 20. 5558. 00 412. 0139. 50244. 13 20. 8348. 75 513. 093. 0081. 38 24. 069. 75 612. 0139. 50209. 25 21. 0279. 00 712. 111. 60111. 60 22. 5111. 60 813. 093. 00116. 25 22. 0139. 50 Different heat capacities were calculated for each calorimeter (Table 1). After calibration, a reaction was performed in a calorimeter by each pair. A total of eight reactions were observed by the whole class. The temperature before and after the reaction were recorded. Then the change in temperature was calculated. Eac h reaction was performed twice to produce two trials. The experimental ? Horxn for each reaction was solved using the formula, H? _rxn^o=(-C_cal ? T)/n_LR [2] where Ccal is the heat capacity previously calculated for each calorimeter. The percent error for each reaction was computed by comparing the computed experimental ? Horxn to the theoretical ? Horxn using the formula, % error=|(computed-theoretical)/theoretical|? 100% [3] Table 2. Comparison of calculated ? Horxn and theoretical ? Horxn. RxnLRTrial? T, (oC)? Horxn, (kJ/mol)Ave ? Horxn, (kJ/mol)Theo ? Horxn, (kJ/mol)% Error 1HCl13. 5-142. 04-131. 89-132. 510. 47 23. 0-121. 75 2HOAc11. 3-26. 34-41. 61-56. 0924. 65 22. 7-56. 89 3HOAc11. 8-189. 61-203. 16-52. 47287. 18 22. 0-216. 70 4HNO311. 5-73. 24-70. 80-55. 8426. 78 21. 4-68. 36 5Mg13. 0-118. 67-138. 45-466. 8570. 34 24. 0-158. 23 6Mg15. 5-559. 4-635. 72-953. 1133. 30 27. 0-712. 01 7Zn13. 0-43. 80-43. 80-218. 6679. 97 23. 0-43. 80 8CaCl210. 00. 00-5. 8113. 07144. 47 20. 5-11. 63 There were differences in experimental and theoretical values of ? Horxn as shown by the percent error for each reaction (table 2). The discrepancies were caused by many factors. One factor was the loss of heat. The heat may have bee n released when the thermometer was pushed or pulled during the reaction. The heat may also have been lost because the calorimeter is not totally isolated. Another factor was the dilution of the solution. The pipette or test tube may still have been wet when used. However, the concentration used in solving for values was the concentration of the undiluted solution. Another factor that may have contributed to the difference in the experimental and theoretical values was human error. It was manifested when reading the thermometer or measuring chemicals with different instruments. The factors aforementioned are the limitations of this experiment. References Petrucci, R. H. ; Herring, F. G. ; Madura, J. D. ; Bissonnette, C. General Chemistry, 10th ed. ; Pearson Education: Canada, 2011; Chapter 7. Appendices Appendix A Comparison of Observed and Theoretical Heats of Reactions RxnLRTrial? TnLRqrxn? HorxnAve ? HorxnTheo ? Horxn% Error 1HCl13. 500. 00500-710. 19-142. 04-131. 89-132. 510. 47 23. 000. 00500-608. 73-121. 75 2HOAc11. 250. 00515-135. 63-26. 34-41. 61-56. 0924. 65 22. 700. 00515-292. 95-56. 89 3HOAc11. 750. 00515-976. 50-189. 61-203. 16-52. 47287. 18 22. 000. 00515-1116. 00-216. 70 4HNO311. 500. 00500-366. 19-73. 24-70. 80-55. 8426. 78 21. 400. 00500-341. 78-68. 36 5Mg13. 000. 00206-244. 13-118. 67-138. 45-466. 8570. 34 24. 000. 00206-325. 50-158. 23 6Mg15. 500. 00206-1150. 88-559. 44-635. 72-953. 1133. 30 27. 000. 00206-1464. 75-712. 01 7Zn13. 000. 00764-334. 80-43. 80-43. 80-218. 6679. 97 23. 000. 00764-334. 80-43. 0 8Na2CO3/ CaCl210. 000. 005000. 000. 00-5. 8113. 07144. 47 20. 500. 00500-58. 13-11. 63 Appendix B Sample Calculations Calibration of Calorimeter 10ml 1M NaOH + 5ml 1M HCl n. i. e. : OH-(aq) + H+(aq) ? H2O(l)? Horxn= -55. 8kJ LR: HCLnLR= 0. 005mol Grp 1 Trial 1 ?T= 2. 2oC Sol’n: C_cal=(- H? _rxn^o n_LR)/? T C_cal=(-(-55. 8kJ)(0. 005mol))/(? 2. 2? ^ o C)? 1000J/1kJ ?(C_cal=126. 82 J) Determination of Heats of Reaction Neutralization Reaction Rxn 4 Trial 1: 10ml 1M NaOH + 5ml 1M HNO3 n. i. e. : OH-(aq) + H+(aq) ? H2O(l) LR: HNO3nLR= 0. 005mol ?T= 1. 5oCCcal= 244. 125 J Sol’n H? _rxn^o=(-C_cal ? T)/n_LR H? _rxn^o=(-(244. 25J)(? 1. 5? ^o C))/0. 005mol? 1kJ/1000J ? ( H? _rxn^o=-73. 24kJ) Reaction between an Active Metal and an Acid Rxn 5 Trial 1: 15ml 1M HCl+ 0. 05g Mg n. i. e. : 2H+(aq) + Mg(s) ? Mg+2(aq) + H2(g) LR: MgnLR= 0. 00206mol ?T= 3oCCcal= 81. 375 J Sol’n H? _rxn^o=(-C_cal ? T)/n_LR H? _rxn^o=(-(81. 375J)(3^o C))/0. 00206mol? 1kJ/1000J ?( H? _rxn^o=-118. 67kJ) Displacement of One Metal by Another Rxn 7 Trial 1: 15ml 1M CuSO4 + 0. 5g Zn n. i. e. : Cu+2(aq) + Zn(s) ? Zn+2(aq) + Cu(s) LR: ZnnLR= 0. 00764mol ?T= 3oCCcal= 111. 6 J Sol’n H? _rxn^o=(-C_cal ? T)/n_LR H? _rxn^o=(-(111. 6J)(3^o C))/0. 00764mol? 1kJ/1000J ?( H? rxn^o=-43. 80kJ) Precipitation Reaction Rxn 8 Trial 1: 10ml 0. 5M Na2CO3 + 5ml 1M CaCl2 n. i. e. : CO3-2(aq) + Ca+2(aq) ? CaCO3(s) LR: Na2CO3/ CaCl2nLR= 0. 005mol ?T= 0. 5oCCcal= 116. 25 J Sol’n H? _rxn^o=(-C_cal ? T)/n_LR H? _rxn^o=(-(116. 25J)(? 0. 5? ^o C))/0. 005mol? 1kJ/1000J ? ( H? _rxn^o=-11. 63kJ) Appendix C Answers to the Questions in the Lab Manual There are many possibilities that explain the discrepancy of the experimental and theoretical values of ? Horxn. First, heat might have been lost to the surroundings. This is possible whenever the thermometer is pulled out or pushed in the calorimeter during the reaction. Also, the calorimeter might not have been thoroughly isolated. Second, the solution might have been diluted in the test tube or pipette. They might have been wet when used with the solution. Lastly, the discrepancies might have occurred due to human error. The students might have misread the thermometer when taking the temperature or the pipette when measuring the solutions. a. It is important to keep the total volume of the resulting solution to 15ml because any more or any less than that of the volume can contribute to the absorption or release of additional heat therefore affecting the ? Horxn. b. It is important to know the exact concentrations of the reactants to solve for their number of moles and to find out the limiting reactant. c. It is important to know the exact weight of the metal solids used to solve for their number of moles and to find out whether one of them is a limiting reactant. Also, the weight is needed to solve for the heat capacity of the solid when the specific heat is given. 200ml 0. 5M HA + NaOH ? -6. 0kJ LR: HAnLR= 0. 1mole H? _(rxn,mol)^o= (-6. 0 kJ)/(0. 1 mol) ?( H? _(rxn,mol)^o= -60 kJ) HA is a strong acid. OH-(aq) + H+(aq) ? H2O(l)? Horxn= -60 kJ/mole Calibration:15ml 2. M HCl + 5ml 2. 0M NaOH? T=5. 60oC LR: NaOHnLR= 0. 01mole Reaction:20ml 0. 450M CuSO4 + 0. 264g Zn? T=8. 83oC LR: ZnnLR= 0. 00404mole n. i. e. : OH-(aq) + H+(aq) ? H2O(l) n. i. e. : Cu+2(aq) + Zn(s) ? Zn+2(aq) + Cu(s) C_cal=(- H? _rxn^o n_LR)/? T C_cal=(-(-55. 8kJ)(0. 01mol))/(? 5. 60? ^o C)? 1000J/1kJ ?(C_cal=99. 6 J) H? _rxn^o=(-C_cal ? T)/n_LR H? _rxn^o=(-(99. 6J)(? 8. 83? ^o C))/0. 00404mol? 1kJ/1000J ? ( H? _rxn^o=-218. 0 kJ) OH-(aq) + H+(aq) ? H2O(l)? Horxn= -55. 8kJ ?Hof,H2O= -285 kJ ?Hof,OH-= ? ?Horxn= ? Hof,product – ? Hof,reactant -55. 8 kJ = ? Hof,OH- – (-285 kJ) ?( H? _(f,? OH? ^-)^o=-218. 0 kJ) Experiment 1: Calorimetry Experiment 1: Calorimetry Nadya Patrica E. Sauza, Jelica D. Estacio Institute of Chemistry, University of the Philippines, Diliman, Quezon City 1101 Philippines Results and Discussion Eight Styrofoam ball calorimeters were calibrated. Five milliliters of 1M hydrochloric acid (HCl) was reacted with 10 ml of 1M sodium hydroxide (NaOH) in each calorimeter. The temperature before and after the reaction were recorded; the change in temperature (? T) was calculated by subtracting the initial temperature from the final temperature. The reaction was performed twice for every calorimeter. The heat capacity (Ccal) of each calorimeter was calculated using the formula, C_cal=(- H? _rxn^o n_LR)/? T[1] where ? Horxn is the total heat absorbed or evolved for every mole of reaction and nLR is the number of moles of the limiting reactant. The ? Horxn used was -55. 8kJ per mole of water while the nLR was 0. 005 mole. Table 1. Average Ccal from recorded ? T values. Trial? T, (oC)Ccal, (J)Ave Ccal, (J) 112. 2126. 82202. 91 21. 0279. 00 213. 093. 00108. 50 22. 3124. 00 310. 5558. 00558. 00 20. 5558. 00 412. 0139. 50244. 13 20. 8348. 75 513. 093. 0081. 38 24. 069. 75 612. 0139. 50209. 25 21. 0279. 00 712. 111. 60111. 60 22. 5111. 60 813. 093. 00116. 25 22. 0139. 50 Different heat capacities were calculated for each calorimeter (Table 1). After calibration, a reaction was performed in a calorimeter by each pair. A total of eight reactions were observed by the whole class. The temperature before and after the reaction were recorded. Then the change in temperature was calculated. Eac h reaction was performed twice to produce two trials. The experimental ? Horxn for each reaction was solved using the formula, H? _rxn^o=(-C_cal ? T)/n_LR [2] where Ccal is the heat capacity previously calculated for each calorimeter. The percent error for each reaction was computed by comparing the computed experimental ? Horxn to the theoretical ? Horxn using the formula, % error=|(computed-theoretical)/theoretical|? 100% [3] Table 2. Comparison of calculated ? Horxn and theoretical ? Horxn. RxnLRTrial? T, (oC)? Horxn, (kJ/mol)Ave ? Horxn, (kJ/mol)Theo ? Horxn, (kJ/mol)% Error 1HCl13. 5-142. 04-131. 89-132. 510. 47 23. 0-121. 75 2HOAc11. 3-26. 34-41. 61-56. 0924. 65 22. 7-56. 89 3HOAc11. 8-189. 61-203. 16-52. 47287. 18 22. 0-216. 70 4HNO311. 5-73. 24-70. 80-55. 8426. 78 21. 4-68. 36 5Mg13. 0-118. 67-138. 45-466. 8570. 34 24. 0-158. 23 6Mg15. 5-559. 4-635. 72-953. 1133. 30 27. 0-712. 01 7Zn13. 0-43. 80-43. 80-218. 6679. 97 23. 0-43. 80 8CaCl210. 00. 00-5. 8113. 07144. 47 20. 5-11. 63 There were differences in experimental and theoretical values of ? Horxn as shown by the percent error for each reaction (table 2). The discrepancies were caused by many factors. One factor was the loss of heat. The heat may have bee n released when the thermometer was pushed or pulled during the reaction. The heat may also have been lost because the calorimeter is not totally isolated. Another factor was the dilution of the solution. The pipette or test tube may still have been wet when used. However, the concentration used in solving for values was the concentration of the undiluted solution. Another factor that may have contributed to the difference in the experimental and theoretical values was human error. It was manifested when reading the thermometer or measuring chemicals with different instruments. The factors aforementioned are the limitations of this experiment. References Petrucci, R. H. ; Herring, F. G. ; Madura, J. D. ; Bissonnette, C. General Chemistry, 10th ed. ; Pearson Education: Canada, 2011; Chapter 7. Appendices Appendix A Comparison of Observed and Theoretical Heats of Reactions RxnLRTrial? TnLRqrxn? HorxnAve ? HorxnTheo ? Horxn% Error 1HCl13. 500. 00500-710. 19-142. 04-131. 89-132. 510. 47 23. 000. 00500-608. 73-121. 75 2HOAc11. 250. 00515-135. 63-26. 34-41. 61-56. 0924. 65 22. 700. 00515-292. 95-56. 89 3HOAc11. 750. 00515-976. 50-189. 61-203. 16-52. 47287. 18 22. 000. 00515-1116. 00-216. 70 4HNO311. 500. 00500-366. 19-73. 24-70. 80-55. 8426. 78 21. 400. 00500-341. 78-68. 36 5Mg13. 000. 00206-244. 13-118. 67-138. 45-466. 8570. 34 24. 000. 00206-325. 50-158. 23 6Mg15. 500. 00206-1150. 88-559. 44-635. 72-953. 1133. 30 27. 000. 00206-1464. 75-712. 01 7Zn13. 000. 00764-334. 80-43. 80-43. 80-218. 6679. 97 23. 000. 00764-334. 80-43. 0 8Na2CO3/ CaCl210. 000. 005000. 000. 00-5. 8113. 07144. 47 20. 500. 00500-58. 13-11. 63 Appendix B Sample Calculations Calibration of Calorimeter 10ml 1M NaOH + 5ml 1M HCl n. i. e. : OH-(aq) + H+(aq) ? H2O(l)? Horxn= -55. 8kJ LR: HCLnLR= 0. 005mol Grp 1 Trial 1 ?T= 2. 2oC Sol’n: C_cal=(- H? _rxn^o n_LR)/? T C_cal=(-(-55. 8kJ)(0. 005mol))/(? 2. 2? ^ o C)? 1000J/1kJ ?(C_cal=126. 82 J) Determination of Heats of Reaction Neutralization Reaction Rxn 4 Trial 1: 10ml 1M NaOH + 5ml 1M HNO3 n. i. e. : OH-(aq) + H+(aq) ? H2O(l) LR: HNO3nLR= 0. 005mol ?T= 1. 5oCCcal= 244. 125 J Sol’n H? _rxn^o=(-C_cal ? T)/n_LR H? _rxn^o=(-(244. 25J)(? 1. 5? ^o C))/0. 005mol? 1kJ/1000J ? ( H? _rxn^o=-73. 24kJ) Reaction between an Active Metal and an Acid Rxn 5 Trial 1: 15ml 1M HCl+ 0. 05g Mg n. i. e. : 2H+(aq) + Mg(s) ? Mg+2(aq) + H2(g) LR: MgnLR= 0. 00206mol ?T= 3oCCcal= 81. 375 J Sol’n H? _rxn^o=(-C_cal ? T)/n_LR H? _rxn^o=(-(81. 375J)(3^o C))/0. 00206mol? 1kJ/1000J ?( H? _rxn^o=-118. 67kJ) Displacement of One Metal by Another Rxn 7 Trial 1: 15ml 1M CuSO4 + 0. 5g Zn n. i. e. : Cu+2(aq) + Zn(s) ? Zn+2(aq) + Cu(s) LR: ZnnLR= 0. 00764mol ?T= 3oCCcal= 111. 6 J Sol’n H? _rxn^o=(-C_cal ? T)/n_LR H? _rxn^o=(-(111. 6J)(3^o C))/0. 00764mol? 1kJ/1000J ?( H? rxn^o=-43. 80kJ) Precipitation Reaction Rxn 8 Trial 1: 10ml 0. 5M Na2CO3 + 5ml 1M CaCl2 n. i. e. : CO3-2(aq) + Ca+2(aq) ? CaCO3(s) LR: Na2CO3/ CaCl2nLR= 0. 005mol ?T= 0. 5oCCcal= 116. 25 J Sol’n H? _rxn^o=(-C_cal ? T)/n_LR H? _rxn^o=(-(116. 25J)(? 0. 5? ^o C))/0. 005mol? 1kJ/1000J ? ( H? _rxn^o=-11. 63kJ) Appendix C Answers to the Questions in the Lab Manual There are many possibilities that explain the discrepancy of the experimental and theoretical values of ? Horxn. First, heat might have been lost to the surroundings. This is possible whenever the thermometer is pulled out or pushed in the calorimeter during the reaction. Also, the calorimeter might not have been thoroughly isolated. Second, the solution might have been diluted in the test tube or pipette. They might have been wet when used with the solution. Lastly, the discrepancies might have occurred due to human error. The students might have misread the thermometer when taking the temperature or the pipette when measuring the solutions. a. It is important to keep the total volume of the resulting solution to 15ml because any more or any less than that of the volume can contribute to the absorption or release of additional heat therefore affecting the ? Horxn. b. It is important to know the exact concentrations of the reactants to solve for their number of moles and to find out the limiting reactant. c. It is important to know the exact weight of the metal solids used to solve for their number of moles and to find out whether one of them is a limiting reactant. Also, the weight is needed to solve for the heat capacity of the solid when the specific heat is given. 200ml 0. 5M HA + NaOH ? -6. 0kJ LR: HAnLR= 0. 1mole H? _(rxn,mol)^o= (-6. 0 kJ)/(0. 1 mol) ?( H? _(rxn,mol)^o= -60 kJ) HA is a strong acid. OH-(aq) + H+(aq) ? H2O(l)? Horxn= -60 kJ/mole Calibration:15ml 2. M HCl + 5ml 2. 0M NaOH? T=5. 60oC LR: NaOHnLR= 0. 01mole Reaction:20ml 0. 450M CuSO4 + 0. 264g Zn? T=8. 83oC LR: ZnnLR= 0. 00404mole n. i. e. : OH-(aq) + H+(aq) ? H2O(l) n. i. e. : Cu+2(aq) + Zn(s) ? Zn+2(aq) + Cu(s) C_cal=(- H? _rxn^o n_LR)/? T C_cal=(-(-55. 8kJ)(0. 01mol))/(? 5. 60? ^o C)? 1000J/1kJ ?(C_cal=99. 6 J) H? _rxn^o=(-C_cal ? T)/n_LR H? _rxn^o=(-(99. 6J)(? 8. 83? ^o C))/0. 00404mol? 1kJ/1000J ? ( H? _rxn^o=-218. 0 kJ) OH-(aq) + H+(aq) ? H2O(l)? Horxn= -55. 8kJ ?Hof,H2O= -285 kJ ?Hof,OH-= ? ?Horxn= ? Hof,product – ? Hof,reactant -55. 8 kJ = ? Hof,OH- – (-285 kJ) ?( H? _(f,? OH? ^-)^o=-218. 0 kJ)

Plastic Surgery is the Way to Become a Better Individual Research Paper

Plastic Surgery is the Way to Become a Better Individual - Research Paper Example Now, an individual can actually alter or enhance almost any part of his body whenever he wants or needs to. So, having plastic surgery is worth the pain, the risks and the cost if it helps person to become a better individual. People in ancient times were not foreign to plastic surgery. Throughout history, different cultures have one way or another manifested making changes in their physical appearances. Although the procedures were somehow crude, the principle was the same. For example in Egypt, the dead were made to appear as they were when alive so as to be recognized in the afterlife. (DiBacco) In ancient Rome, literature makes reference to Roman surgeons removing scars on the back because it meant a man turned his back during battle or was whipped like a slave or performing breast reduction on a fat man because his big breasts looked ugly. (â€Å"Beautiful Body†) put article titles in quotes The first recorded case of plastic surgery on living individuals was in India whe re people had their noses and ears repaired because they lost these in battle or as a punishment. (â€Å"Beautiful Body†) When surgery was still very new in Europe, Acharya Sudhrut of India had already described surgery procedures and treatment for dislocations and fractures in the book, Sushrut Samhita. (Badri) Eventually, plastic surgery found its way to the western part of the world albeit with slow progress. It was not until World War I that plastic surgery would be on the rise again, with the doctors performing reconstructive surgery on the soldiers. (Kita) Continuous developments in the field of plastic surgery have shaped it into what it is today – an avenue to help individuals feel better about their bodies, whether the purpose for doing so is aesthetic or reconstructive. Plastic surgery can be classified into cosmetic surgery and reconstructive surgery. According to the American Society of Plastic Surgeons, â€Å"reconstructive surgery is performed on abnorma l structures of the body caused by congenital defects, developmental abnormalities, trauma, infection, tumors or disease.† Breast reconstruction or reduction for women who experience back pains because of their breast size; microsurgery or flap procedures to replace body parts affected by injury or diseases like cancer; surgeries for webbed toes or fingers, tumors, etc. (Grayson), appendage replacement, facial surgery (Wiet) and skin grafts are some examples of reconstructive surgery. On the other hand, cosmetic surgery is more often associated with beautification though it has the same beginnings as reconstructive surgery. Eventually, altering an individual’s body part became a need in an attempt to purge society of deformities. (Essig) There are a number of cosmetic procedures â€Å"to achieve the look that the patient wants.† (Plastic) Some require going under the knife while some are non-surgical. The most popular ones include laser hair removal, laser surger y, BOTOX and breast implants. (Plastic) Plastic surgery has become so common in the world today that the International Society of Aesthetic Plastic Surgery were able to list the top 25 countries for plastic surgery. The United States, China, Brazil, India, Mexico, Japan, South Korea, Germany, Turkey and Spain ranked among the highest. (Top 25) Individuals who undergo plastic surgery usually give two reasons: to move up the corporate ladder or get a job or to feel better

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Control Room - Movie Review Example However, this movie, Control Rooms, reveal a different side to the facts, the film reveals the extent to which the staff and reporting crew of the Media network had gone to convey the truth behind the sugar-coated waged war against the innocent civilians of Iraq (Samuel-Azran 73-89). Thus, in my opinion, in spite of its sketchiness, the movie delivers the message of its theme explicitly and indirectly, that touches the very cords of the hearts of sensitive humans. 2. To what extent the documentary might change your perception on the war in Iraq? I agree to Ty Burr (2004) when he says, â€Å""Control Room" is like an open window that sucks the smog out of the room. Clear-sighted and fair-minded, sympathetic to everyone except Saddam Hussein and the topmost level of the US government, this modest yet necessary documentary digs into the tussle between bias and balance in modern journalism and sends you out debating where one side's reporting becomes the other side's distortion.† This movie has changed my perception of war in Iraq to a greater extent. Earlier I had taken this military act to be against a brutal and killing enemy who had a monster like image in my imagination. Never had I considered the people dying there to be humans. I had always regarded their execution as a winning ‘mission accomplished’. ... If US had to wage a war against Saddam Hussain, it must have had find another way. To kill millions of people in the name of execution of their tyrannical ruler is to add inflict on injury. These people were already suffering and the military invasion had destroyed whatever they had managed to save so far. Truly, I am impressed and affected by the reporting of Al-Jazeera now as â€Å"†¦the station has revealed (and continues to show the world) everything about the Iraq War that the Bush administration did not want it to see† (Varma, 2004) 3. Critically identify the strengths and weaknesses of the video. The video, Control Room, is no doubt a marvelous and daring act done by Noujaim. The movie reveals hidden truths and passion for reality that is shared by all the journalists with living conscience. She has focused the role of the Qatar based media network, Al-Jazeera, which had covered the gruesome details of the happenings in Iraq. This particular network had sent its co rrespondents in Baghdad and other areas where they had covered the live details of the bombarding and shelling on the innocent civilians for which US government had blamed it to be a pawn in the hands of propagandist lobby of Arabs. However, the video exclusively reveals the false facets of the media world and this particular aspect makes this movie strong and effective. Moreover, Noujaim has just offered details of what happens behind the camera in a news agency network. All the interviews are taken in a bias free and impartial manner and the conclusion is left to the watcher. She has not tried to force her own ideas on the people; she has just captured with her camera what she found. â€Å"In the spirit of welcoming all information, she refuses to draw conclusions--these are left to the

Surrealism and its Inspiration Research Paper Example | Topics and Well Written Essays - 1250 words

Surrealism and its Inspiration - Research Paper Example When Breton designed the cover of ‘Young Cherry Trees Secure against Hare’s surrealism,’ he brought out a strong message for the audience. In the cover, he transformed the commonly known symbol for freedom that bears the face of a woman and replaced it with his own. He realized that he could use what people had prior knowledge to create an impact. He was advocating for the liberty that artists needed. He was defying the old way of thinking that expected artists to express issues that people knew. It is with this thinking that he founded surrealism (Sepp and Lester 78). With such thinking in the artist’s mind, disorder may result because odd ideas from the subconscious mind come out. One of the famous surrealists of the time was Salvador Dali. Dali started out as a poet but diversified to being an author of books and painter. Dali was a vocal artist who defended his wild pieces of work and asserted that he did not need to understand them himself. As long as they were coming from his subconscious mind, he did not have to hold back from expressing himself. As a result, Dali produced work that amazes anyone seeking to appreciate his pieces of work. One of the images that has evoked the imagination and attention of people over time is the painting Dali named the ‘persistence of memory’. In this painting, he portrayed soft watches hanging on a rock, on a tree and on another surface that is not very clear. The unique thing about these watches is that they are melting. The persistence of memory attracted a lot of interpretation and different opinions on the interpretation. The fact that watches were melting seemed to suggest something that was continuously happening to time. Many guessed that the painting was a reflection of the relativity between... Surrealism and its Inspiration This paper will consider how much order one can find in the artwork of some of the surrealist artists. In addition, the paper will consider whether the unrealistic images portrayed have meaning in real life. An analysis of Andre Breton’s description of surrealism because he developed the entire concept will give an insight of the real surrealistic art. Breton was a poet and novelist. There are unique things that happened to Breton that led to the development of surrealism. When he was studying medicine, he got an introduction into Sigmund Freud. Freud was a psychoanalyst who had developed theories explaining the potential of the mind to carry out multiple amazing functions. From these theories, Breton adopted new attitude of writing. Having realized that the mind had potential that he imagined, Breton explored new ways of writing (Sepp and Lester 78). The second influence came from the Dadaists who influenced his thinking. He defied the dada movement later because he wanted an art movement that allowed him to express himself without the need to reason. In 1924, he managed to describe surrealism fully in a manifesto. This manifesto emphasized the power of imagination. Visual arts have had a significant growth since the early 1900s. As presented in this paper, Surrealism, just like other visual arts has had an interesting history. Worth noting, it is evident that understanding the themes behind surrealistic arts may not be easy. This is because the themes do not appear on the surface. So much disorder seems to appear for interpreter.

CASE STUDY; CAR COSTS ARE CUT THROUGH NEW TECHNOLOGY Essay

CASE STUDY; CAR COSTS ARE CUT THROUGH NEW TECHNOLOGY - Essay Example This is the reason for fall in the price of palladium in the following months. As per the theory of economics, the price of a commodity increases when its demand increases in the market. Similarly, the price falls in the event of fall in the demand for the same. The same has happened in the case of Palladium. Though Mazda has not announced by when the new technology would be used, the market expected a downfall in the demand for the commodity if automobile industry adopts the new catalyst. Thus, the demand of palladium is changed due to change in non price factor, that is, technology. Therefore the demand curve shifts downwards with no change in supply. Subsequently the price will reduce to reach at a new equilibrium. This phenomenon can be explained using figure 1 below. Let D1 be the existing demand curve of palladium. When the news of new technology came up, the demand curve shifted to D3. This means that the quantity of Palladium that is demanded by the industry is reduced and so the price also gets reduced to adjust to the change in quantity demanded. Same can also be seen in the case of supply curve figure 2. (Webshells, 2010) When demand for palladium is reduced, there is an oversupply created in the market. Due to the oversupply the supply curve s0 is shifted to s2. Therefore the price comes down to adjust to the market. Technological breakthroughs are very much important in automobile industry. Only technology adoption can help automobile companies to reduce the cost of production. Take the case of new innovation by Mazda. As per the technology, palladium usage can be reduced by 90%. Palladium being one of the most expensive metals in the world, the cost saved by the company by adopting this technology is huge. The savings in cost will help the companies to charge less for the cars and thus companies can introduce low cost cars in the market. Tata has done a

Disability and Workability with Diabetes Coursework

Disability and Workability with Diabetes - Coursework Example This research appraisal aims to broaden the awareness of the health care providers of the latest status and trends in nursing research and practice, specifically on: (1) identifying the similarities and differences of the qualitative and quantitative research designs, (2) to identify the implications of the three studies in relevance to the nursing practice particularly in the perspective of occupational health nursing, and (3) to gather information on the proper nursing management of clients with diabetes at work, their legal rights as to the limitations set forth on the Disability Discrimination Act of London (1995) in order to make their activities of daily living more meaningful in spite of having diabetes. Appraised for this purpose are the three recent research studies on diabetes conducted by the renowned medical and nursing research teams in the United Kingdom. These are: (1) Disability & Workability: Diabetes – An Occupational Health Nursing Case Study (NHS Education for Scotland, 2004, pp.21-24) – a qualitative research; (2) The Socio-Economic Factors and Outcomes in Type 2 Diabetes (Coates, et al., January 2008, pp. 1-113) – a quantitative research; and (3) Effectiveness of Self-Management Intervention in Patients with Screen-Detected Type 2 Diabetes (Thoolen, et al., November 2007, pp. 1-6) – a quantitative research. This case study highlights some of the issues to be considered in the workplace for an employee with newly diagnosed insulin-dependent diabetes. It also illustrates the need for collaborative working between the multidisciplinary professionals caring for the employee in the community and occupational health services. The implications of this study for nursing practice, particularly to occupational health nurse, are as follows: Be aware of what illnesses and disabilities are taken into account under the Disability Discrimination Act (1995) and ask your client if his or her disability affects the ability to carry out tasks at work.

Candide Essay Example | Topics and Well Written Essays - 500 words - 2

Candide - Essay Example Most of these Barons perverted justice because they had unfettered powers. Dr. Pangloss represented philosophers of that generation. Dr. Pangloss believed in logic steeped in divine providence. Dr. Pangloss position discouraged effort. It allowed people to accept things as they were and live with them. This position discouraged science and development in the society. James the Antabaptist depicted the fact that idealistic religion caused good people to suffer whilst bad people enjoyed life. This was a fundamental questioning of the essence of religion. This is shown by the fact that even though James did many good things by healing Dr. Pangloss, sharing the little he had and even rescuing the drowning man, he drowned in the stead of the person he sought to save. On the other hand, the bad person who was rescued got a new lease in life and went to loot from the rubles of the Lisbon earthquake. Candide, Ms Cunegund and the Old Woman were just helpless victims of the society who suffered because of the injustices of the European society. The institutions satirized included the Catholic Church which supported the oppressive system of Europe. The Old Woman was the daughter of a Pope. Protestants in Germany had a belief in divine providence which stood in the way of independent thinking. Protestants in Holland had a strong hatred for the Pope and this led to war. Atheists were seen as people who did not believe in anything but enjoyed life. States like Germany, Portugal, Ottoman Empire and Britain were depicted as unjust and disrespectful of human rights. They supported extrajudicial killing, slavery, war and many inhumane practices. Candides travels show the different trends in Europe like the injustices perpetrated in wars in Europe. In Holland, Voltaire shows evidence of anti-Catholicism, pure capitalism and lack of social security systems. In Lisbon,

Social Welfare to Student Research Proposal Example | Topics and Well Written Essays - 1750 words

Social Welfare to Student - Research Proposal Example Nevertheless, several of the undergraduate students consider social welfare policy to be disinteresting (Popple & Leighninger; Woik, Pray, Weismiller & Dempsey). Some of the students like working only with people and families and are not interested in macro-level issues. Some others do not have enough experience in tackling with the major troubles, thus they have to be striving with the thinking of incompetence to comprehend social welfare policies. Still others find that it is difficult to apply policy structures to the political, economic and socio-cultural complications which are a part of the social welfare troubles. There is a theory that by using experimental styles for teaching students about the social welfare policy, they would be able to attain more knowledge and skill regarding their work on social and economic justice matters. In this study a comparison of two kinds of ways will be presented. One way is by teaching about social welfare policy as a service learning course while the other incorporates social welfare policy into the learners' class experience. This study has been undertaken in order to provide the teachers and students with the information regarding the methods of teaching about the issue at hand. This was the motivation. Through this they can discover the ways of teaching effectively. Many know about the students' disinterestedness in matters regarding social welfare policy. ... Several of the teachers have seen this for themselves and have noticed how such feelings may rise to such heights that they do not allow the learner to absorb the new information, employ logical structures, and reflect on the probabilities for social action. Although these troubles are troubling a survey for the graduates revealed that they feel that their education did not help them as much in social welfare policy as it did for doing direct service (Anderson & Harris, 511-512). Service learning is being noticed a lot in social work partially because of the experimental pedagogy of service learning is congruent to the social work's feasible focus, and both stress on the requirement of addressing the social difficulties. Initiating at the position at which the patron is a hallmark of social work practice which is strengthened in service-learning programs prerequisite that the society and not the leaner is the one defining the difficult and the actions which they would carry out so as to tackle with it (Jacoby & Associates; Weigert). Likewise, service learning modules, for example social work, are defined through a meaning of reciprocity and empathy in people's relations (Enos & Troppe; Eyler & Giles; Rhoads). Furthermore, service learning stresses on consideration together with the act so as to allow the students to raise their consciousness and to challenge their rulings concerning the social troubles like poverty, tyranny, and communal prejudice. This syste m promotes the stress of social work on morals explanation and its augmented dedication to tackle the issues of communal and monetary unfairness. In spite of there existing a match between service education and social work, there are not many social welfare policy modules that

Japan Earthquakes' Effect on Japan's Environemnt Research Paper

Japan Earthquakes' Effect on Japan's Environemnt - Research Paper Example In 2011, Japan recorded the strongest earthquake in the recent past, which later triggered a devastating tsunami along the northern pacific coast. This earthquake, named the Great East Japan earthquake, caused massive losses in Japan. The 9.0 earthquake caused a 124 foot tsunami wave, deaths of close to 20’000 people, and massive destruction of homes. Apart from these losses, the earthquake caused the nuclear accident that occurred in Fukushima Prefecture (LÃ ¼sted 4). The fact that Japan is an earthquake prone country makes it prepare for such happenings. In 2011 earthquake, tsunami early warning signs enabled Japan to take the necessary precautionary measures that helped in saving hundreds of thousands of lives. Unfortunately, the 2011 earthquake struck with massive waves that were of bigger magnitude than it was previously predicted. This was the reason why many people lost their lives, massive property destruction, and severe damage on the environment. The massive losses of lives that are evident in different earthquakes that have struck Japan are mainly due to subsequent effects that follow an earthquake. Majority of these effects are environmental in nature, and their impacts may last for a prolonged period of time (LÃ ¼sted 11).usted 11). What is an earthquake? An earthquake refers to a sudden movement of the earth due to an abrupt release of energy that has piled up over a prolonged period. Numerous studies support that a majority of earth quakes occur along boundaries where plates making the earth’s outer layer meet. Scientists use the knowledge of locations where earthquakes take place and the nature of ruptures they produce to describe the plates boundaries. It is worth noting that a majority of destructive earthquakes are as a result of dislocation of the earth’s crust. In such situations, the crust exacts its effects by bending and then breaks and snaps to a new position when the prevailing stress exceeds the pressure exerted by rocks (Alexander 47). The earth has three types of plate boundaries. The first boundaries are the spreading zones. In these zones, molten rock material rises up; this leads to the separation of two plates and addition of material along their edges. Spreading zones are most common in oceans. The second types of boundaries are the transform faults, which occur where plates move past each other. Earthquakes that occur along these plates happen at shallow depths, leading to visi ble straight linear patterns. The third types of plates are the subduction zones, which occur in earth’s regions where one plate subducts another plate. This phenomenon pushes the subducted plate downwards into the mantle causing it to melt. Subduction zones form shallow or deep earthquakes, deep ocean trenches, and mountain ranges that have volcanic activities (Alexander 55). Geologists have evidence that supports the idea that earthquakes occur frequently along faults. These regions of the earth show areas of weakness along the earth’s crust. Once an earthquake has occurred along a fault zone, it is unlikely that all stress is relieved from the earth crust. This situation creates a chance for another earthquake to occur in the future. In some cases, earthquakes are likely to strike before, during or after a volcanic activity. In this case, earthquakes are not linked to the occurrence of the volcanic eruptions, but the force associated with the volcanic eruption cause s the earthquakes to happen (Oxlade 35). Seismographs are the

The programme you are discussing Essay Example for Free

The programme you are discussing Essay When it comes to props for individual characters, the most identifiable would be that of Pat Butchers huge earrings, which seem to get bigger and more wild as the years go on but strangely enough, you do see people turned out like this in the Eastend and though you wonder why, it is a code which should be included because its realistic and is a great example of key observation by the Eastenders research team. They also cleverly use simple items such as fruit machines, dartboards and the statue of Queen Victorias Head in the pub itself to bring together all aspects of the traditional East-end local. The set itself is based at Elstree studios in Hertfordshire and is filmed on a real street used as the set. A lot of research has obviously gone into creating the right location, as everything seems very realistic, even minor aspects such as the Arthur Fowler memorial bench in the middle of the street, the high steps leading up to the houses, the local pub with the market outside, the fish and chip shop and the underground train station; it all fits together nicely to connote a typical London area. There are also extra details with things like graffiti and fly-posters on the walls. Along with the stereotypes of the cast, it all works successfully and again has obviously come from very observant, detailed work. It would be practically impossible to put these codes and conventions into another medium with similar affect. Take the original medium form of Soap; radio, for example. The whole structure of Eastenders would have to be adapted to work with sound only and it couldnt possibly be considered as the same entertaining show. As I have just discussed; a good majority of Eastenders success comes from the great detail and accuracy used in the mise-en-scene, which is what can actually be seen in each shot, therefore this could not easily be transferred to a medium such as radio. Radio uses only sound and relies on the audiences imagination for image creation, therefore the minor aspects such as graffiti, fly-posters on the wall and Pat Butchers character-identifying earrings cant be constantly described without boring the audience. If Eastenders was originally created for radio only, the team would have a completely different approach and would rely only on street-like, rural sound effects to create the London scene, they would hope the audience imagines aspects like graffiti but in some cases they wont. As a radio show, they would have to emphasise and rely more on storylines rather than setting, props and costume, therefore with their current entertainment methods Eastenders would not be a successful radio show, however, if it was greatly adapted, it could work but would seem like a different show completely. As far as Im aware, soap has never been attempted at the medium level of a theatre, stage production. Again, I feel this would need great adaptation and this would most likely take it out of the Soap Opera category. A Soap Opera traditionally updates every week in different episodes with storylines being introduced, finished or continued. Though, Im not aware of a rule stating that this must be the case for it to be classed as a Soap Opera but then the current and original shows themselves set the rules and boundaries. I suppose a Soap Opera could be attempted to fit all in one solid show, this would traditionally be the case if it was to be done in a theatre production but it would be a very intense production and probably would be unsuccessful at what its trying to achieve. If the team intended for viewers to return every week to see the next part of the story it may make it just inside of the Soap Opera category but this still would not be successful as it would limit the amount of viewers to a minimal amount, which seems pointless and would not be successful for anyone. If cameras were to be used in the theatre itself allowing it to also be broadcast, that would make a little more sense, so people can decide if they want to try and watch it at the theatre itself or on their television at home. Though this would also limit the forms of codes and conventions that can be used and would have to be performed live and we all know we dont appreciate Soap Operas for their acting qualities. With little use of locations in a theatre, it wont have any appeal! If Eastenders was to be attempted in this medium, it would be interesting to see how it turns out. Though, again I feel it may as well be given a different title because it wouldnt be able to work with the successful methods it uses on our television screens today. Robert J Thompson of the Museum of Television and Radio suggests They are worlds without end stating the fact that Soap Opera cannot work in theatre because theatre productions all have to end at some point, simple as that. Eastenders is generally suited to television because Soap Operas of this calibre are designed to run alongside our lifestyles for us to relate to everyday. Its influential codes and conventions are for the pleasure and interest of the human eye. Therefore, it can only work on a television medium. It could be argued that Eastenders in a film medium would allow use of the same techniques but this would again be kept within a maximum time limit of about three to four hours, therefore in my view, cannot be considered a Soap Opera. In her 2003 book Soap Opera, Dorothy Hobson suggests that Eastenders cannot work to its full individual potential by any other existing medium than television from the fact that it shows a Cultural London. She states that other media forms would only show a Metropolitan view, as Cultural media productions are best suited for television. Eastenders embraces the modern version of the East End and has shown to be multicultural by consistently including a wide range of Asian and black, first and second generation Londoners. Eastenders has integrated good and bad characters, as representations of many cultures, creeds and colours. Another view is that of Ron Simon from the Museum of Television and Radio who claims that television makes Eastenders easier for people to relate to, as they can sometimes see parts of their own lifestyles around the characters on screen, viewing things they have experienced themselves. On the radio they are never sure exactly what the image is supposed to be, Eastenders is directed at that basis of human relation. I believe that the majority of the codes used in Eastenders cannot be transferred to the viewer by any other medium as successfully as television proves to do so today. When a new medium overcomes television in this field, a whole new Soap Opera era will begin. Bibliography Soap Opera by Dorothy Hobson (Polity Publishers) www. mtr. org (Museum of Television and Radio) Eastenders Real Soap by Karen Sinotok (Generation Publications) Eastenders Whos Who by Kate Lock (BBC Publications) (NOT USED) Brookside Real Soap by Kay Nicholls (Generation Publications) (NOT USED) Reading Television by John Fiske (Routledge) (NOT USED)

Unethical Business Practice of Bribery by Shell

Unethical Business Practice of Bribery by Shell 1.3 Introduction As globalization increases many organizations indulge in unethical practices to achieve growth and profit maximization. Consequently, the examples of such companies include LOreal, Nike, Wal-Mart, Shell etc. Shell, is a global group of energy and petrochemical companies. They have their headquarters situated in Hague, the Netherlands.ÂÂ  The parent company of the Shell group is Royal Dutch Shell plc, which is incorporated in England and Wales. Shells operated in more than 90 countries and has an approximate of 93000 employees. Their production mainly consists of forty eight percent of natural gas and around 3.3million barrels of gas and oil is produced per day. Shell has established forty three service stations worldwide. According to a survey conducted in 2010, theyve sold an estimated 145 billion litres of fuel. The Company has two main streams, upstream which explores for and extracts crude oil and natural gas and Downstream which refines supplies, trades and ships crude wo rldwide, manufactures and markets a range of products, and produces petrochemicals for industrial customers. According to their financial report of 2010, with the capital invested of $30.6 billion and $1 billion in Investment in research and development, they had an income of $20.5billion with revenue of $368.1 billion (Shell, 2010). 1.4 Historical Background Shell was born during days of the oil boom and started out in the shadow of John D. Rockefellers Standard oil monopoly. Royal Dutch/Shell was the result of a merger in 1907 between the British-based Shell Transport and Trading Company, which pioneered the use of seagoing oil tankers and the Royal Dutch Petroleum Company, which made its fortune developing new oil fields in Borneo and Sumatra. Marcus Samuel was an enterprising fellow who decided to greet ships returning to England from India, Japan, Africa, and the Middle East and offer to buy any trinkets and curious that sailors had collected abroad. In the 1890s, the French Rothchild family decided to go into business exploiting the oil fields opening up in Baku in Russia. Needing a partner to help them transport and sell the oil, they turned to Marcus Samuel the younger. After a brief trip to the Caucasus, Marcus Samuel decided that the only way to take on the near monopoly grip that Standard Oil held was to radically reduce oil tr ansportation costs. During that time kerosene was transported in crates of tin containers. Loading the fuel into these relatively small containers, crating them, and loading them onto ship as time consuming, expensive and inefficient, Samuel argued. It would be much preferable to just pipe the oil into a tanker ship. In 1907, Sir Marcus Samuel and Henri Deterding merged the Shell Transport and Trading Company with the Royal Dutch Petroleum Company to create Royal Dutch/Shell. The company is owned forty percent by the Shell Transport and Trading Company and sixty percent by the Royal Dutch Petroleum (History of Business, 2010). In the 1980s, Shell sought to grow through acquisition. It bought out the remaining 30% shareholding in Shell Oil in 1985 to consolidate its American operations. The 1980s saw the development of offshore exploration projects, which were in much more challenging conditions than had previously been attempted.ÂÂ  The 1990s Shell saw the technology of biomass fuels and Gas to Liquids make giant leaps forward.ÂÂ  Shell was criticized over the Brent Spar episode in 1995, which centered on its plans to dispose of the storage platform. The Group learned that public opinion had become much more sensitive to environmental issues. In the next decade, the Group worked much harder to open a dialogue with interested parties regarding its environmental impact and to develop good relations with the communities affected by its work. Another problem to hit the Group arose from its presence in the Nigerian region of Ogoniland. The tribal minority in the Ogoni were aggrieved with the Nigerian government because they felt denied a proper share of federal revenues from the oil, and what they saw as other fundamental human rights. Their champion was the writer Ken Saro-Wiwa. The oil companies were targeted as collaborators with the corrupt government. Shell was accused of environmental despoliation. The story achieved international notoriety when Saro-Wiwa and eight of his colleagues were sentenced to death by hanging for their activities. Shell has since strived to follow a policy of demonstrating its community of interests and reciprocal good feeling with both the governments and the local populaces it deals with. The 1990s were notable for Shell for the development of the LNG gas business. Improved transportation and rising demand made this area of the Groups activities increasingly important and are expected to continue to do so in the first decades of the twenty-first century (Shell, 2010). 1.5 Report Preview This report examines various unethical practices of Shell. Firstly, it investigates upon the historical background of Shell. Moreover, we have related Shells immoral issues to the ethical theories. Along with these principles we also suggest some recommendations which could be reasonably essential for Shell to operate in a better and efficient manner. Finally, the report concludes with importance on ethics, corporate social responsibility and with our suggestion on its unethical action. 2.0 Shells Unethical practices: In 2010, Shell was accused of bribery practice with Nigerian officials in order to gain profit. Shell bribed Nigerian officials to make it easier for them to import goods and equipment, get lower taxes and avoid the customs. Shell said that it paid 2 million U.S Dollars to its Nigerian Workers in its deep water Bonga Project. Shell actually knew that part of the money will go to Nigerian officials whom will make shell avoid the customs process. This will give shell an obvious competitive advantage in the market. Shell actually gained $14million profit from this bribery of the Bonga project. Shell will pay $48.1 million dollars in order to settle probes by the U.S Justice Department and Securities and Exchange Commission. In January 2004, fraudulent overstatement of proven hydrocarbon reserves by Shell in Form F20 returns filed with the U.S. Securities Exchange Commission(John Donovan,2007). Shell has given misleading and wrong statements about its reserves. It paid a $120 million fine for this claims settlement. One of the famous unethical practices by Shell was causing the high levels of pollution in Nigeria.40% of shells oil spills worldwide was in Nigeria. The oil spill also caused water contamination. It caused oil pollution in the Ogoniland region for the past 40 years or so. The pipelines were built in front of the peoples houses and in their farmlands. They suffered oil leaks through the pipelines. This has totally destroyed the environment over there. It killed the aquatic life; killing many fishes. Also enveloped the land with oil. This has been really devastating for the Ogoni people, economically and healthy, since their economy depends mainly on fishing and farming. People suffered respiratory diseases such as bronchial asthma; and cancer. Lots of vegetation is dying, especially Mangrove swamps, due to wastes of oil in the Niger River. The reason Shell has been successful in doing these unethical practices in Nigeria is because they used to bribe the Nigerian officials frequently to ease the process. Royal Dutch Shell Blames oil spills on sabotage to its equipment ( Chima Williams,2009). This explains how rude and unethically they take responsibility for their awful actions. According to the Covalence ethical ranking in 2008, saw Shell in the 510 position out of 541 multinational companies. Covalence s ethical quotation system is a reputation index based on quantifying qualitative data and It is a barometer of how multinationals are perceived in the ethical field(John Donovan 2009). The covalence ethical ranking is based on important issues such as Human rights policy, Waste Management, Labor standards and product social utility. A research done by Management and Excellence in 2005 sees Shell as the number 1 most ethical oil company in the world. But by the end of 2011, Shells position is expected to deteriorate much due to the bribery scandal it suffered for the last few months. 2.1 Conoco Phillips: Conoco Phillips is a Non-government owned American oil and Gas Corporation. Its the 3rd largest of the oil majors worldwide. It works in all different aspects in oil and natural gas industry such as Midstream, Petrochemicals, and Refining and Marketing. The company was formed as a result of a merger between Conoco and Philips in 2002. Its major competitors are Shell, British Petroleum and Exxon Mobil. Conoco Philips is one of the few Oil companies that suffer unethical issues. According to Conoco Philips, Our mission is to do more than to deliver energy. It has a long term commitment to achieve the top ethical standards and create a culture that encourages honesty and responsibility in everything they do. Conoco Philips values the importance of corporate transparency and ethics as they are a major drive for consumers and stakeholders confidence. A proof of ConocoPhillipss environmental concern is that it spent $80 million dollars to develop new technologies for unconventional and alt ernative energy sources. ConocoPhillips is a member of the U.S Climate Action Partnership, which is a group of businesses, major corporations and environmental organization with a goal to pressure the U.S Government to reduce the greenhouse gas emissions. ConocoPhillips spent around $150 million dollars 2007 on research and development of alternative energy sources and new technologies- which is almost a 50% increase compared to the $80 million dollar spent in 2006. 2.2 Shell vs. ConocoPhillips Shell is the 2nd biggest company in the world in terms of revenue, which makes it more profitable than ConocoPhillips (16th). Actually, after the recent bribery issues about Shell, its position will eventually drop in the next few years. They will suffer from employee turnover, loss of company reputation and lots of other disadvantages which will not enable them to be more profitable like before. Whilst for ConocoPhillips, its very predictable that this company will get closer to Shell in terms of revenue and why not surpass it, due to its ethical practices! Thats why Shell should have good ethical policies like that of ConocoPhillips and actually adapt this policy and not violate it. 3.0 Recommendations and Facts: 3.1 Recommendations First of all if Shell wants to get back its reputation after the Nigeria bribery incident, they have to change their vision, not the written vision statement, in fact they have to change their insight toward the business they are doing and try to change their practices in a way that help and satisfy people instead of hurting them. They should keep in mind that business is not about gaining profit from whatever way, rather it is about gaining profit from providing services in a way that satisfies customers and if they act ethically eventually they will gain enough profit as they have satisfied people behind their back who support the company (Tempo, 2005). Shell should be considered guilty in this case and be fined for their unethical business practice. Furthermore, Nigerian government should be accountable and responsible for their action as well. The amount of fine that usually determined by courts should be either used for research purposes or as financial aid to help people around the globe. If they do so, Shell will force to do something that they escaped from and try to improve their instruments and facilities by doing research and development instead of trying to gain profit without thinking about safety and effects of their action on stakeholders (Tempo, 2005). More strict rules and regulations regarding the bribery issue and control of governments over their companies can lead to termination of bribery in long term. If Shell maintains a strict No Bribe policy, in long term bribe takers wont ask for it anymore. Then even if they fail in their business they wont blame themselves for paying bribes and they will know that there was something wrong with their facilities and services. 3.2 Facts The main reason that shell wanted to bribe Nigerian government was that they wanted to pay less taxes and easier import of their needed equipment, which eventually leads to higher profit. Thus they only looked for profit and to reach that, they choose bribery as an unethical practice. They shouldnt do that because even if we dont consider bribery as an unethical practice it was illegal and against law in Nigeria, however we know that bribery is an unethical practice indeed. The next thing is that bribery encourages corruption, and this action hurts the poor the most as they have to pay for something which is free and they get into trouble for paying the amount, because they cannot afford it. When a large company like Shell practices, in this case bribery, which is defiantly unethical, this act will spread to the whole society and affect the society in large (Tempo, 2005). Moreover when you start paying bribe for the first time it leads to demand for more bribes and work as a kind of temptation. So it is better never start it. Aid agencies trying to provide free services for those who need help and it is not morally accepted and expected from officials to try to make money from those services that supposed to be free. We believe and agree that Shell did something which is morally wrong and ethical person wont advocate it, but there is a positive point in shells case. Shell accepted that they did and unethical and wrong action and admitted their mistake, they also agreed to pay $48m in criminal and civil fines. However shell had to admit their mistake but still we can consider it as a positive movement from shell and we can hope that Shell try to be an ethical company from now onwards, stop their unethical business practices and try to gain profit while following ethical business practices (Temp,2005). 4.0 Conclusion In conclusion, we all agree that bribery is an unethical business practice and it is not expected from large company such as Shell to practice such actions. It is not only the case that Shell paid bribe, the most important thing is that such actions, eventually leads to corruption of society which all of us believe to be destructive. Shell can follow Conoco Phillips and invest in research and development and try to improve its facilities, and by doing this they might earn less profit in the short term but they can be proud of themselves by being an ethical company and gaining more profit than their competitors in the long term as they will have new technologies and facilities in future because they invest in research and development today. Shell Should be accountable for what they did and be responsible for their unethical behavior and try to stop such acts in future if they want to build their reputation again as people and stakeholders wont trust Shell as long as they continue bein g unethical. However if Shell really wants to be changed and get back its reputation they can do it by clarifying their vision among themselves and act ethically.

Preparation of Terbium Hydroxide Nanowires by Hydrothermal

Preparation of Terbium Hydroxide Nanowires by Hydrothermal The preparation of Terbium hydroxide nanowires  by hydrothermal method The single-crystalline Tb(OH)3 with various morphologies was successfully prepared from Tb2O3 powder by adjusting the concentration of acetic acid under hydrothermal condition. The influence of the concentration of acetic acid and reaction temperature on the crystalline phase and morphologies of Tb(OH)3 products was discussed. The concentration of acetic acid plays a key role in determining the products morphology. Eventually, the mechanism of acetic acid on morphology of products was deeply discussed. Keywords: Tb(OH)3, nanowires, spindle, rare earth, hydrothermal. Introduction Rare-earth elements are a group of 17 chemically similar metallic elements, including the 15 lanthanides, plus scandium and yttrium because of their similar chemical properties. The oxides of rare-earth elements have been extensive used in past decades because of their optic, electric, magnetic, and catalytic properties, which are caused by their unique electronic structures and numerous transition modes involving the 4f shells of their ions. These properties strongly depend on the composition, morphology and dimensionality of products, which are sensitive to the bonding states of rare earth ions. In recent years, many important materials have been prepared in the form of nanowires to generate some unexpected properties. Nanowires represent a class of quasi-one-dimensional materials, in which carrier motion is restricted in two directions so that they usually exhibit significant photochemical, physical, and electron-transport properties which differ from that of bulk or nanoparticle materials. Recently, three dimensional (3D) nanostructured architectures have been explored for a new generation of advanced devices such as supercapacitors, fuel cells, and sensors owing to some improved properties originating from their nanobuilding blocks and the manners in which they are organized. Up to now, a wide variety of inorganic materials, including metal,6a metal oxide,6b–d hydrate,6e borate,6f molybdate,6g,h and tungstate,6i have been successfully prepared with complex 3D hierarchical shapes by the solution-phase chemical method, due to its low cost and potential advantage for large-scale production. However, exploration of reasonable synthetic methods for controlled construction of complex 3D architectures of other inorganic functional materials via a chemical self-assembly route is still an intensive and hot research topic. In the controlled construction of self-assembly of 1D or 2D nanobuilding blocks into 3D novel nanoarchitectures, copolymers and surfactants always play important roles due to their directing functions during the aggregation process as well as their stabilizing effects in equilibrium systems. [Lu-1] For example, who and who reported the Who et al. have described systematically the †¦ However, there are only several report on the synthesis of Among the family of rare earth compounds, the terbium oxide is the important functional rare earth material. It had been used as a promising candidate for ceramic pigments, catalysts, promoters and stabilizers in combustion catalysts, oxygen-storage components, and materials with higher electrical conductivity. In addition, terbium hydroxides are of great importance because rare earth oxides can be straight formed through dehydration from hydroxides. To date, many terbium hydroxides particles have been synthesized via a hydrothermal route due to the advantages of high purity and good homogeneity, and the corresponding structured rare earth oxides were made by calcining the precursors. [Lu-1] In the present work, we exploited a one-step hydrothermal route to prepare nano-scale terbium hydroxide with various morphologies. In addition, the mechanism of acetic acid on morphology of products was deeply discussed. The reaction mechanism leading to the lutetium oxide precursor and the self-assembly process were discussed. A possible formation mechanism for the morphology evolution of these microstructures was suggested, which was not reported before. Experimental section: 2.1. Preparation of Tb(OH)3 precursors All chemicals with analytical grade were purchased from Wako Pure Chemical Industries, Ltd., Japan, and used without further purification. A detailed description of the preparation process is as follows: 15 mL of acetic acid solution with various concentrations (0.001~0.2M) and 0.45 g of Tb2O3were placed in a 25 mL Teflon-lined autoclave. The autoclave was sealed, heated in an electric oven to 200  °C at a heating rate of 5  °C/min, and maintained at 200  °C for 6 h with rotation for agitation. The autoclave was then cooled to room temperature via air quenching. The precipitate was collected using a centrifuge, washed with distilled water, and dried at room temperature. In order to investigate the mechanism, the reaction temperature and reaction time were appropriately changed. The pure water, sodium hydroxide and the other type of solutions were used as the solvent instead of acetic acid solution. 2.3. Characterization Powder X-ray diffractions (XRD) were performed using a Rigaku RTP-300RC diffractometer operating at 40 kV and 100 mA with Cu Kà ¯Ã‚ Ã‚ ¡ radiation (à ¯Ã‚ Ã‚ ¬) 1.54056 ÃŽ ¼m. The patterns were collected in the range of 10 ° to 70 ° with a 0.02 ° step and scanning speed of 4 °/min. The micrographs of field emission scanning electron microscopy (FE-SEM) were obtained using a JEOL JSM-6500F electron microscope operating at 15 kV. The samples were heated in air at a ramp rate of 10  ºC/min. Fourier transform infrared (FT-IR) spectra were obtained using a Shimadzu FTIR-8200PC spectrophotometer at room temperature. Result and discussion 3.1. Influence of acetic acid concentration on the phase and morphology of the obtained precursors The chemical composition and crystal structure of the samples were firstly determined by XRD measurements. Fig. 1 shows the XRD patterns of as-prepared samples in the various concentrations of acetic acid solution. It is easy found that when the concentration of HAc was lower than 0.15M (fig.1a~e), the XRD patterns can be indexed to be a pure hexagonal phase of Tb(OH)3, in agreement with the reported data (JCPDS 83-2038) with lattice constants a=6.3150 Ã… and c=3.6030Ã…. With the enhancement of concentration of HAc, the intensity of main diffraction peak (100) gradually reduced, meanwhile the full width at half maximum (FWHM) increased gradually. It means that the crystallinity of products and crystalline grain were gradually decreased. It is important to note that the relative intensity ratio of (110) and (101) peaks was changed with the increse of concentration of CH3COOH, suggesting that the preferential growth along c-axis occurs with the increse of concentration of CH3COOH . When the concentration was further increased to 0.2 M, an unknown phase was formed. The XRD patters showed the compound have the layered structure according to the d value. In order to determine the chemical composition of the unknown phase, the Infrared spectra was allowed to use. Fig.2 shows the FT-IR spectra for the as-prepared simples. The typical peaks of Tb(OH)3 products (fig2.a~e)were found at ca. 3610 and 670 cm-1. In accordance with the results in literature, these two bands can be associated with OH stretching and with Tb-OH bending modes in the hydroxide[à ¦-†¡Ãƒ §Ã…’ ®]. The FTIR spectra show that these products are free of organic byproducts. The IR spectra of the unknown phase (fig2.f) show additional adsorption bands at 3380, 2924 , 2853,1568, 1443 and 1011 cm-1. The occurrence of a broad 3390 cm-1 band is attributed to residual traces of water in the sample. The bands at 2924 and 2853 cm-1 correspond to –CH3 stretching and –CH3 against stretching vibration, respectively. These bands are located between 1568 and 1443 cm-1, which are typical for stretching vibrations of carboxylate groups Va(COO-) and Vs(COO-), resp ectively[à ¦-†¡Ãƒ §Ã…’ ®]. The band at 1011 cm-1 corresponds to Tb-OH bending vibration. On the basis of the IR spectraà ¯Ã‚ ¼Ã…’the precursor material is assumed to contain metal acetate hydrate and metallic hydrate (Tb(CH3COO)X(OH)Y†¢H2O). The SEM images of several typical samples with distinct morphologies are presented in Fig.3a-f. It is found that the concentration of acetic acid (HAc) plays a key role in determining the product morphology. Tb(OH)3 could be obtained at concentration between 0.001 to 0.15M. At low HAc concentration (fig.3a), the obtained product is composed of granular aggregates and it was difficult to distinguish each other. A slight increase in concentration to 0.01M (fig.3b), the morphology changed to microfibers of nanowires aggregated with diameter of 1.5 ÃŽ ¼m and length up to 5 ÃŽ ¼m. It is easy to find that these microfibers were composed of bundles of nanowires. The diameter of these nanowires ranges from 50 to 100 nanometers. As HAc concentration was further increased to 0.03M (fig.3c), the spindle-like structures ranging in diameter less than 2ÃŽ ¼m and length more than 10ÃŽ ¼m were obtained. When HAc concentration was added to 0.1 M (fig.3d), the length of the bundles of nanowires was fu rther increase to more than 12ÃŽ ¼m along with the decrease of the diameter. At the same time, the diameter of the nanowires also gradually reduced. To further increase the concentration of HAc to 0.15M (fig.3e), the bundles of nanowires began to varying degrees of separation, some single nanowires began to form. These nanostructures are found to be in a wide scale of size, ranging in diameter from less than 12ÃŽ ¼m to more than 2 ÃŽ ¼m. Finally, when the concentration was further increased to 0.2 M (fig.3f), the SEM photograph also showed that this compound consisted of plate-like crystals, which is in agreement with the XRD result. 3.2à ¯Ã‚ ¼Ã… ½Effect of temperature To determine the effect of temperature, the Tb2O3 with 15ml 0.067M CH3COOH solution were hydrothermally treated at 100, 160, 200, 220à ¢Ã¢â‚¬Å¾Ã†â€™ for 6h. According to the XRD patterns, the pure phase of Tb(OH)3 was only obtained at hydrothermal temperature above 160à ¢Ã¢â‚¬Å¾Ã†â€™, while only a small amount of Tb(OH)3 was formed at 100à ¢Ã¢â‚¬Å¾Ã†â€™, and most of products proved to be raw material Tb2O3. With the increase of reaction temperature to above 160à ¢Ã¢â‚¬Å¾Ã†â€™Ãƒ ¯Ã‚ ¼Ã…’the raw material Tb2O3 disappeared, and pure phase of Tb(OH)3 was obtained. When the temperature was increased to 220à ¢Ã¢â‚¬Å¾Ã†â€™Ãƒ ¯Ã‚ ¼Ã…’the crystallinity of Tb(OH)3 was significantly increased. The hydrothermal temperature has a great impact on the size of the terbium hydroxide precursors. Figure 5 shows typical SEM images of Tb(OH)3 in 0.067 mol/L HAc solution at various temperature. It can be seen that the a few microfiber-like structure of Tb(OH)3 was formed at low temperature of 100à ¢Ã¢â‚¬Å¾Ã†â€™(Fig.5a). When the temperature reached to 160à ¢Ã¢â‚¬Å¾Ã†â€™, the uniform microfibers of Tb(OH)3 nanowires with length of about 13 à ¯Ã‚ Ã‚ ­m were obtained(Fig.5b). With the enhancement of reaction temperature, the length of microfibers gradually increased, as well as the diameter of nanowires (inset in Fig.5b and Fig.5d). The more quantity of microfibers was formed at high reaction temperature than the low temperature. In addition these microfibers grew very slowly as the extension of reaction time at high temperature of 220à ¢Ã¢â‚¬Å¾Ã†â€™. Details of results are as shown in table1. That is because the reaction rate of the dissolving – recrystallization increases at high temperature, a large number of crystal nucleus has been quickly formed in the initial stage of reaction. In the case of no changing the total amount of raw materials, the smaller grain size has been formed under the condition of higher temperature. Meanwhile, the defect of products is less at high temperature than low temperature. Therefore the diameter of nanowires of microfibers at high temperature is bigger than at low temperature. 3.3. Effect of reaction In order to understand the reaction process, the reaction time was changed from 0 to 24h, while the CH3COOH concentration and reaction temperature were fixed to 0.067M and 200à ¢Ã¢â‚¬Å¾Ã†â€™, respectively, Figure 6 show the XRD results of samples received after 0 h (just when the oven reached 200 °C at a heating ramp of 5 °C /min), 0.5h, 2h, and 6h of hydrothermal reaction at 200  °C, respectively. According to the XRD patterns, when the oven reached 200  °C, the characteristic peaks of hexagonal Tb(OH)3 just began to appear in the XRD pattern, as shown in Figure 6a. Most of the characteristic peaks proved to be raw material Tb2O3. The pure phase Tb(OH)3 could be obtained after 30 min of hydrothermal reaction, and with the enhancement of reaction time, the intensity of main diffraction peak (100) gradually increased. It means that the crystallinity was gradually increased with the reaction time increased. Figure 7 shows SEM images of samples received after 0 h (just when the oven reached 200  °C at a heating ramp of 5  °C /min), 0.5 h, 2 h, 6 h, and 24 h of hydrothermal reaction at 200  °C, respectively. When the oven reached 200  °C, the product is composed of starfish-like microstructure (Figure 7a). With the increased of time to 0.5h(fig.7c), the morphology changed to microfibers of nanowires aggregated with diameter of 1.5 ÃŽ ¼m and length up to 5 ÃŽ ¼m. It is easy to find that these microfibers were composed of bundles of nanowires. As time was further increased to 6h (fig.7d), the spindle-like structures ranging in diameter less than 1.5ÃŽ ¼m and length more than 10ÃŽ ¼m were obtained. Finally, when time was increased to 24h (fig.7e), the nanowires of the spindle-like microfibers began to split. 3.4 the effect of CH3COOH on morphology According to the above phenomenon, CH3COOH plays a key role in determining the morphology of products. To determine the effect of CH3COOH on morphology, the pure water, sodium hydroxide, CH3COONa, HCl, oxalic acid and ascorbic acid (L-Ac) solution as the solvent instead of acetic acid. From XRD patterns we can see, no matter what kind of solution was used as a solvent, the pure phase Tb(OH)3 could be obtained. In 5M NaOH solution, the product was composed of nanorods aggregates. In pure water, nanoparticals and some mocrorods aggregates were obtained. (à ¦Ã‚ ¯Ã¢â‚¬ Ãƒ ¨Ã‚ ¾Ã†â€™Ãƒ §Ã‚ ¢Ã‚ ±,à ¦Ã‚ °Ã‚ ´,à §Ã¢â‚¬ ºÃ‚ Ãƒ ©Ã¢â‚¬ ¦Ã‚ ¸,à §Ã‚ ¡Ã‚ Ãƒ ©Ã¢â‚¬ ¦Ã‚ ¸,à ¨Ã‚ Ã¢â‚¬ °Ãƒ ©Ã¢â‚¬ ¦Ã‚ ¸,à §Ã‚ »Ã‚ ´Ãƒ ¤Ã‚ »-à ¥Ã¢â‚¬ËœÃ‚ ½c) Figure 9. SEM images of products synthesized from 0.45g of Tb2O3 in (a)10M NaOH solution and (b) pure water at 200 oC for 6h. Conclusion We have used terbium oxide and different concentrations of acetic acid to synthesize the single-crystalline Tb(OH)3 with various morphologies by a hydrothermal method. The concentration of acetic acid, reaction temperature, reaction time and types of solvents strongly affect the morphology and size of products. The morphology of the Tb(OH)3 products changed from granular aggregates, to microfibers of nanowires aggregated, spindle of nanowires, eventually into nanowires with increasing concentration. The crystallinity of the Tb(OH)3 products can be increased by enhanced the reaction temperature. The method utilized in this study to fabricate the terbium hydroxide with tunable morphologies is general and could be extended to synthesize the other rare earth hydroxides by simple adjusting the concentration of acetic acid.

Langston Hughess poem Theme for English B :: English Literature

Langston Hughes's poem Theme for English B is a complicated piece, which is able to stimulate the mind of any person that gives it a chance. Langston Hughes's poem Theme for English B is a complicated piece, which is able to stimulate the mind of any person that gives it a chance. This poem touches on the ever present topics of racism, commonality and differences, with insights on how people are so frequent to prejudge others without even knowing their name. Racism is still present today, even most who would not consider themselves raciest have used some sort of raciest remark or gesture. Racism does not only affect a person with more or less melanin, but also those of a different creed or religion. Many people use everyday slang which contains some sort of derogatory meaning. With the ongoing effort of individuals as well as organizations most hope that our home, our planet, will progress into the all accepting society that is has the potential to become. This poem has made me contemplate all that our country is, and the right to a fair and equal life that we all deserve. With the giant steps we have taken over the past century, I know that we are on the right track. People must realize that we are all the same, except for the melanin concentration in our skin. In fact it has been recently proven through DNA science that a person of African decent in America is more closely related to a Caucasian in America then another African-American. I found this to be amazing and proof of just how close we all our. I am as well as everyone that I know, are guilty of making prejudgments on people without even knowing a thing about them. Whether it is the clothes one wears or the parlance they use, all of use have thought a certain way about a person just from that first impression. This is not a just an American characteristic, in fact in England one could be thought of as smarter and even better looking if

Relationship Between Moby Dick and Ahabs Wife :: Moby Dick Essays

Examining the Relationship Between Literary Works: Moby Dick and Ahab's Wife Literature changes. One story creates a niche for another story to come into existence, or be written. What is a literary niche and how exactly does an evolutionary text fill it? Who gets to decide? This question is easiest to answer by first establishing what a text cannot do: it does not fill in all the missing gaps. Moby Dick created a niche for another book to come into being: Ahab's Wife. In examining the relationship between the two books, one might say that Ahab's Wife functions in filling in all the missing pieces that Moby Dick left. For example, take the opening lines of the two books: In Moby Dick, "Call me Ishmael." (18) In Ahab's Wife, "Ahab was neither my first husband, nor my last." (1) The first sets up a premise; the second could be seen as offering, in response, another story to pick up where the other leaves off. However, upon closer analysis it becomes clear that trying to fill in all the places where Moby Dick leaves off would be impossible; such a feat could not be imagined in one text. This is because Moby Dick opens up so many niches to be filled, not only responses to its specific text or story such as Ahab's Wife but also places in the succession of literary tradition. For example, it was evolutionary in assigning heroic qualities to characters traditionally seen as renegades. The picture becomes clearer if one regards Moby Dick not as the premise but coming from an evolutionary line itself, responding to the treatment of characters in texts such as the Bible and Shakespearean plays. When one thinks of how Ahab's Wife works in relation to this line, it is difficult to say whether it actually is an evolutionary text. It does not seem to evolve from Moby Dick at all; it is simply the same story. The reader may not realize this until near the very end of the book, when Una addresses Ishmael: Do you mind we write the same book? (663) To come to any conclusions about what kinds of niches a text might fill it helps to look at other lines through which texts have evolved. John Gardner, a modern academic novelist, wrote a book, Grendel, which complicates the monstrous villain from Beowulf. In discussing evolutionary literature, Beowulf is interesting because it is the first known recorded work in English.

Frankenstein :: Essays Papers

Frankenstein Protagonist: The protagonist in the novel is Victor Frankenstein. He is the main character who contends with the conflict in the novel. His decision to create life provides a problem that he attempts to escape but eventually marks his death. Antagonist: The antagonist in the novel is also the protagonist, Victor Frankenstein. Victor may have directed all of his hate and blame towards the monster he created, but is worst enemy lay within himself and his refusal to accept responsibility for his actions. Conflict: The main conflict in the novel is based on the â€Å"monster† Victor Frankenstein created in his laboratory. He neglects his responsibility to the monster he created by ignoring its existence, and his cowardice leads to inner feelings of guilt and unhappiness that ultimately cause his life to unravel and the people he loves to perish. His refusal to be accountable for his action brings the misery and misfortune that constitute the foundation of the novel. Chronology: Robert Walton writes in his first letter to his sister Margaret Saville about his desire to explore the world. His second letter then tells about his preparations for a crew and more about how he desires to explore the unexplored. In this letter he also explains how he wishes he had a friend to share his life with. In his third letter, he tells how the voyage is underway and going well. His fourth letter tells how the ship became trapped between floating blocks of ice and, after being freed, the ship encounters and takes aboard a man who was stranded on floating ice. Walton tells how the man is in wretched condition and is very melancholy. He tells how he gradually befriends the man and, after talking for some time, the man agrees to tell Walton the story of his life and how he came to be where he is now. His name is told to be Victor Frankenstein. Walton, during the narration, takes notes in the form of a letter for Margaraet. Victor Frankenstein was born in Geneva, Switzerland, to a family of notoriety. His family adopted a young girl his age named Elizabeth from a poor family who could not support her. As a child, Victor was fascinated with alchemy and sciences. At age seventeen, Victor’s mother died.

Gary Kelly Essay

Mr. Gary Kelly is the chief executive officer, CEO, of Southwest Airlines. Mr. Kelly was the chief financial officer, CFO, for Southwest Airlines from 1989 until 2004. He has served as the CEO of Southwest Airlines since 2004. I will provide concrete examples of how Southwest Airlines displays its corporate culture. I will describe what traits and skills Mr. Kelly possess which make him an effective leader. I will identify the core competencies of Southwest Airlines. â€Å"According to Herb Kelleher, Southwest started on focusing on people as people and identifying them as valuable assets of the company. Herb Kelleher and his management team emphasize an easy going relaxed corporate style that provides employees with extensive operational independence. Southwest’s culture, which emphasizes employees as the airline’s â€Å"first customers† and passengers as the second, has been integral to Southwest’s success†. (Smith) The concept of treating your customers well and your employees better is not a new concept, by any means. The trouble with that concept occurs when the company loses touch with the people that actually pay the salaries, the customer. I have worked for a company, that no longer exists, that treated their upper managers like royalty; the IT person drove a company car that was a brand new Hummer. All of the profit went to bling and not back into the company. â€Å"The skills and traits that he possesses are human resourcing. Making sure his team has all the proper training knowledge and knows how to make his customers happy. He also believes in making sure his people (employees) are even happier. They are the key to making his business a success, if your employees are happy there is no reason why your customers will want to come back and be serviced by them. Kelly is a great decision maker in these trying economic times. With his decision making skills led him to the innovative idea of bags fly free. Tag that up with his leadership skills and there is no reason why this  company wouldn’t be a success†. (Shaw, 2013) I read somewhere that Mr. Kelly would hold cookouts for his people and that the overnight crews got upset because, due to scheduling, they could not attend. Kelly’s solution; the pilots and he held cookouts for the overnight crews at 2:00 am. That way the crews could enjoy the fruits of their hard work. Talk about insuring employee loyalty; WOW! The core competencies of Southwest Airlines that I was able to find are locking up fuel hedging contracts, keeping cost down through fast turnaround times, flying only one type of aircraft, treating customers like kings and queens, and treating employees even better than the customers. By locking up fuel hedging contracts, Southwest was able to pay less for the fuel than other competing airlines. While facing possible layoffs, Kelly challenged his ground crews to reduce the turnaround times from 55 minutes to 15 minutes. The crews were at to achieve that goal and eliminated the possibility of layoffs. By having a fleet of only having Boeing 737s, Southwest has been able to keep maintenance cost extremely low. Southwest has had their flight attendants play games with their customers, while in flight. An example of this is the flight attendants would say that the first customer to show them that they were wearing socks with a hole in them would receive a free round trip ticket anywhere that Southwest flew. As for treating their employees better than the customer; the whole cookout idea pretty much covers that core competency. I have provided concrete examples of how Southwest Airlines display its corporate culture. I had explained the traits and skills that make Gary Kelly an effective leader. I had identified the core competencies of Southwest Airline. With what I have learned about Gary Kelly and Southwest Airlines, the more companies and their leadership that try to immolate him, the more satisfying being a customer would become. References Shaw. (2013, May 24). http://www.antiessays.com/. Retrieved October 8, 2013, from Anti Essay: http://www.antiessays.com/free-essays/476967.html Smith, G. (n.d.). An evaluation of the corporate culture of Southwest Airlines. Measuring Business Excellence, 8(4), pp. 26-33.

American Life During & After the Cold War

American life during and after the cold war American life in the cold war†¦ How was it? I will start off by telling you why the cold war is called the cold war. The term â€Å"Cold war† is used to describe the relationship between America and the Soviet Union after world war two from 1945 to 1980. Neither side ever fought the other because the consequences would be too appalling. Although they did ‘fight’ for their beliefs using client states who fought for their beliefs on their behalf.The Cold War was to dominate international affairs for decades and many major problems occurred –like the Cuban Missile Crisis, Vietnam, Hungary and the Berlin Wall being just some. For many the growth in weapons of mass destruction was the most worrying issue. This was a huge and one of the biggest worries of the American people along with many others. Although the American life was full of worries and tribulations during these time, there was also major cultural, soci al and economic changes for the better to.The Cold War touched many aspects of American social and cultural life, from the civil rights movement to survivalism, from Hollywood to the universities. The civil rights movement of the cold war where very interesting. The Cold War added some push to the Civil Rights Movement. . As a result of this, the African Americans came together with the some of the whites in the United States to protest against racisim that was real in the US. For quite some time during the world war, a few African Americans had united to fight for equal rights aswell but did not do so well.After the world war, quite a number of the civil rights movements came into the limelight though. A significant period in the civil rights movements occurred between the years 1950s and 1960s when strong civil rights groups were formed and Martin Luther king Junior became the head of these civil rights pressure groups. This movement and many like it had a lot of influence on Amer ica and how they lead to an improved approval of constitutional rights. Even though the government was trying to silence the anti racism protesters leaving outside America.Could Cold War Have Been Avoided?America tried to look like they where all to perfect at home. President Truman felt that as a result of the cold war that was intense between the US and the Soviet Union, it was important that social increases were made in order to put the US at an advantage in this battle. As a result of this, the president's committee on civil rights was formed; this policy looked over the need to tackle the civil rights issues in the country since it was seriously snooping with the country's international relations and appearance.The U. S. was declaring its democracy to be the best and most effective way of running a country and was claiming and trying to show to the world that Communism reduced human rights and individual freedoms. The irony was that in the U. S. , despite our so called â€Å" ideal† form of government, these rights and freedoms were being denied to American citizens right at home! , most particularly African Americans. This obviously did not go unnoticed by the higher ups in the government or by African American leaders.It made for an uncomfortable hypocrisy throughout the Cold War, and was used as an arguing point by some leaders of the Civil Rights Movements. It was rather absurd to have the United States trying to shape discrimination in the other countries while it could not handle the discrimination within its own walls! But it makes more sense. America did not just randomly decide to be nicer to black people in the 1960s, instead of the 1920s or the 1890s. Instead, it ended segregation because not doing so would badly damage the fight against communism.Civil Rights was therefore not just the right thing to do, but also vitally important to the national interest. Saying all of this is not to talk bad about the accomplishments of the Civil Righ ts movement, or to ignore the fearlessness of its leaders. Civil Rights was probably the best thing that happened to the United States during and after the cold war. It fundamentally changed the country from a system based upon bullying to what it is today. The American natural survivalism during the cold war was pure instinct. There was always controversy with nuclear warfare.There is the morality of using nuclear weapons. They were many scared for their life during the cold war. They knew if either the Soviet or U. S. made a wrong move toward the other, they would be wiped out. After the Soviet Union exploded its first atomic bomb in 1949, the American public was understandably nervous. They were aware of the destruction that individual atomic bombs did to the Japanese cities of Hiroshima and Nagasaki. (Boyer 145) But the general public did not know a lot yet about the risks of radiation and fallout.One of their methods was to involve schools. Teachers in selected cities were enco uraged to conduct air raid drills where they would suddenly yell, â€Å"Drop! † and students would need to kneel down under their desks with their hands over or around their heads and necks. Some schools even distributed metal â€Å"dog tags,† like the ones worn by World War II soldiers, so that the bodies of students could be identified after an attack. Many of the people where skeptics of â€Å"spies†. Russian spies to be more specific. In the 1950s, the U. S. was a scary place.Many people were convinced that a Communist plot to overthrow the government was about to happen and saw conspiracies in every side they turned or looked. As much terrible fears that where going on at the time, there was still time for fun and games. Escapes from the humble bow. American movies represented a lot of truth’s , scares and fiction of the American life. Or in other words presents films that reflect the anxieties, values, and beliefs of Cold War culture. Hollywood was often a target of the â€Å"bad Americans â€Å" because of the variety of ideas expressed through movies and television.Movie actors that starred in films that were not within the norms of traditional American life were said to be Communist sympathesizers who were attempting to brainwash Americans through propagandists movies. Producers crafted movies with broad audience appeal. A lot of the movies where about â€Å"A menace lurks beneath a tranquil surface. † ( boyer 133). I believe this is where the big part of people looking over there shoulder or not trusting a lot of people came from. A propaganda fear the movies put into the American culture.

ICT Is An Opportunity For Children To Apply And Develop Their Knowledge And Capability

Introduction:Within my setting, ICT is an opportunity for children to apply and develop their knowledge and capability. With my help, they can research, question accuracy of sites and exchange and share information together and through emails (we also share with a neighbouring school and have class blogs). Children are learning the fundamentals of research and electronic media, with support, guidance and safeguarding programs. They develop ideas using tools to refine work, enhance quality and accuracy, use spell checks and thesaurus.These are just some of the general requirements from National Curriculum 1999, published by QCA. In conversation with my teacher, we noted how technology has changed rapidly. We use ICT in Assembly, Role Play, across the curriculum and taking photos for evidence. Teachers are finding it easier to source programs that make learning more fun. An ICT program, namely, www. educationcity. com, covers Key Stage 1-4, all Curriculum areas, plus a Teacher Zone and is used across our school.We agreed, in the words of Blatchford, that we must provide activities to encourage children to explore the technologically of a variety of ICT tools and encourage them to apply these, for a range of different purposes. (Siraj-Blatchford and Siraj-Blatchford, 2006, p. 2). In line with National Occupational Standards expectations of Teaching Assistants in ICT, this ensures we get basic training to support pupils. (Block 5, Week 25, Activity 25. 3: School activity: observing ICT). Part One: Our class has been exploring seeds, so I based my Storybird book   around this.We covered topics in Maths, Science, Environment and Circle Time. These cross-curricular links were important for our class activity from sourcing the materials needed, to who would look after them and estimating their eventual height. The impact and effect flowers and bees had on our environment, and people’s feelings about this. I developed this story linking to friendships and secon d families, and in class extended the Maths talk, estimating the height they may grow, and eventual measurement to incorporate centimetres and inches, which we are covering this term.Linda Gillard and Virginia Whitby (2007) argue that the more prescriptive the curriculum, with guidance and requirements, the greater the potential influence it has on the way children’s subject knowledge is developed in schools. With this quote in mind, I will use this ICT site to benefit the children, using the pictures to help tell a story, and having ICT as a cross-curricular tool. We encourage children to use different strategies like story-mountains and mind maps but just having pictures and having to put words to them extend their thinking.My pedagogic subject knowledge helped me help them choose the pictures and I explained the concept to them in order for them to be able to understand. I knew they would then learn because they had chosen pictures that interested them. As Marianne Coulson , Combined Tutor Group pointed out â€Å"writing a story from the illustrations enabled me to experience what it might be like for a non reader trying to make sense of the story from using the pictures. We encourage children to use different strategies when reading to stop them becoming over-reliant on one strategy†.I learnt how to develop my ICT, enabling the children to better their literacy skills and to make choices. The children can let their imaginations rule the story. I will present this as a group activity and encourage the children to look at literacy through different modes of image and word. â€Å"The complex interweaving of word, image, gesture and movement and sound, can be combined in different ways and presented through a range of media† (Bearne and Wolstencroft, 2007, p. 21). Children develop their powers of thinking and understanding enabling them to be confident enough to develop.  (Michael Rosen, former Children’s Laureate, from DCSF, 2008, p. 2)(Block 3, Week 13, Study Guide: Talking and Listening)Daily writing develops technical proficiency, the ability to manipulate ideas and build a bank of possibilities to draw upon sparking fresh ideas to combine words, generate and select sentences and create from images (Pie Corbett, 2012). I have learnt that as adults, we already have the skills for reading but using illustrations, sounds and words is a multimodality tool. I tend not to use these different strategies and I think at first, this made my writing in Storybird difficult.I had plenty of ideas but had trouble finding images. I learnt children have far more of a free flowing attitude than adults do, and it took me a while to focus on writing around the images rather than finding an image to match my writing. Children already know much about multimodal texts from their home experiences. As teaching assistant’s it is our responsibility to build on these experiences and the children’s knowledge, recognisin g the relationships between different modes and use this in our teaching. The future of reading and writing is interwoven with the future of digital technology (UKLA 2005).For Show and Tell, I used the display we had put together on Planting. We planted seeds with the children as part of a Maths experiment to see how tall they would grow and be able to measure in cm's and inches. Children estimated the plants end height and recorded the information. Our Science lesson covered, talking about plants, bugs, bees and the environment. We use a similar ICT programme whereby the children send photographs and videos to a neighbouring school, and by refining and editing their work they are also meeting the National Curriculum (2005) QCA requirements.The children are aged six to seven and the intended learning outcomes were to see if their estimations were correct. For science, we were scaffolding the children to learn about discovery as well as communication, discovering if the plants would reach their estimated height, and communicating with each other to discuss expectations. To be able to distinguish the impact science and technology has on everyday life and environmental impacts on bee pollination and weather conditions (Block 4, week 18, Science and Technology).We represented the situation in maths to predict the outcome and add details to a graph, interpreting mathematical data (DCSF/QCDA, 2010:14) (Haylock with Manning (2010). Professionally, I thought it was good to share our approaches and the resources we use in our school setting. Taking note of comments in the forum, I delivered the show and tell to colleagues, explaining that we could use this in assessments for learning and received positive responses and feedback. (Word count: 1071) Part Two (a) Looking back at the Maths targets I identified and discussed in TMA01, I feel that my knowledge and progress in problem solving has developed.The challenge for me was the opportunity to understand the problem sol ving strategies and be able to use logical reasoning. The lack of this affected my mathematical investigations with the children and my confidence to represent and model situations using a range of tools and applying logic and reasoning. (cited Haylock with Manning, Chapter 2, pg. 21, DCSF/QCDA, 2010:14). I have progressed in thinking creatively and can understand, analyse and evaluate to solve problems, sharing my approach and solution effectively by re-reading the course material.I have learnt problem solving can relate to many different things within maths ranging from doing a jigsaw to reading a map { cited Study Guide, Week 26, Block 5, ICT (Ollerton, 2010, p. 84) } and the need to solve problems is the fundamental basis for the construction of maths. I have learnt, by reading Askew & Williams (1995) four areas of problem solving, being, Standard Problems, Non-Standard, Real-world and Puzzles, that to question the children on these, by using questioning that will help to develo p their mathematical thinking is of importance.In line with the Qualifications and Curriculum Authority (QCA 2003, p. 8) I am now thinking about the children’s thought process, and the extent to which they will reveal their understanding and the language used. This will have a further impact on my support of them and my own knowledge and understanding. The most important thing I learnt in Block 2 (Week 8, Study Guide: Teaching for possibility thinking) related to maths being a rich context full of creative approaches to learning and how we, as teaching assistants, need to build on what we have previously learned.Using ‘what if’ and ‘as if’ thinking I will use creative questioning and support the children to explore what answers may be. Using the ‘shiny maths’ approach like line graphs, pie charts, 3D models and tessellation patterns to make maths and problem solving, more interesting. In compounding my subject knowledge for English, I ha ve found that my understanding and development has been re-enforced by re-reading Eyres (2007). My weakness as identified in TMA01, were Phonics and Word Classes and Apostrophes.By going over chapters 3, 4 and 8, I have come to make sense of phonics, graphemes, nouns, verbs, adjectives and the importance of how simple sentences are structured. How a word’s class can also be determined by its function of the role it plays in a sentence (Eyres (2007) p. 87-p. 89). Word classes, being the verbs, adjectives and nouns, describe English as being parts of speech.Assigning words to classes is more straightforward, for example, ‘the water run’s’, ‘water’ the verb and ‘run’  the noun and how an apostrophe can stand in for letters that have been dropped. For example ‘do not’ will become ‘don’t’ (Eyres (2007) p. 129). In Science and Technology, I have discovered collaboratively with our e-group, that there a re many sites we can use for investigation with the children. Useful facts and links can be used in conjunction with other classroom resources such as library books and working wall texts, with the idea that, children should do much more practical hands on experiments and be involved in the examination of scientific phenomena.When doing an experiment on germination, I learnt, after reading the article in Study Guide, Block 4 (Week 21, 2. 4 Observing Phenomena) by Karen Phethean (2008) giving the children a more ‘hands on’ and ‘minds on’ approach and allowing them to handle the seeds and Petri dishes made a great difference to their learning (topic pedagogy). I have gained knowledge that Science is a way of thinking and that it involves trial and error. I understand now that our conclusions can change during the lesson as we may make a new discovery through questioning the children.Howe et al (2009) suggest children need support to be creative and explore, p redict and observe and Vygotsky (1978) says communication in learning is important in the development of knowledge in which we have some understanding but are not fully confident. I feel a little out of my comfort zone when delivering Science and, although I have some sound knowledge, I need to develop along with the children and remember that science is not just a collection of facts. I have also realised that I need to question the children more to ensure they understand and allow them to give their ideas and interpretations.The use of online science and technology information has enhanced learning in my environment by allowing the children some independence to search for relevant information. This has helped me gather knowledge and understanding in cross-curricular ICT and be of assistance in facilitating children’s learning. Pedagogically, I can now put into practice the knowledge and experience I have gained through Block 4, Science and Technology including an understand ing of what makes the learning of specific topics easy or difficult: the conceptions and preconceptions that students of different ages have.  (Word count: 842)Part Two (b) Looking back at the English targets I recognized and considered in TMA01, I am now confident that my subject knowledge in Letters and Sounds has advanced. I have developed my knowledge of children’s literature and the linguistic terminology used, along with spending much time examining the letters and sounds in Phonics. Re-reading English for Primary and Early Years, Eyres, (2007) has helped my progression enormously, and I now know I am confident to apply my developed knowledge in a practical sense.I have reaffirmed phonics is the study of how sounds we make correspond to the written letter and fully understand now that readers of English rely heavily on their knowledge of letter-sound association, and an essential part of the reading process is decoding the letter symbols to reveal the sounds of the la nguage (Eyres (2007) p. 200). Although phonics appears hard to grasp, by using the right approach, it is possible to make this easier for the learners with worksheets and/or audio, through use of laptops.We must use well-prepared phonics plans that take in the phonics rules and patterns. I have further learnt that after introducing the learner to the letters, we must teach them the sounds. The phonics lesson plans must include sounds worksheets. These phonics sound worksheets must include all the 26 letters, 44 phonemes, and 120 graphemes and digraphs. I have also learnt that we use a combination of three criteria for determining word class. The meaning of the word, its shape, form and the position it has in the sentence.Word classes – nouns, verbs, adjectives etc are all used in describing English. A words class may also be concluded by its function, for example, the role it plays within a sentence (Eyres 2007 p. 89). Supporting the children in this complex subject, I first sourced http://www. bbc. co. uk/schools/teachers/ks2_lessonplans/english/word_types. shtml and we used the game to identify the roles of these nouns and verbs and to understand how they would fit into our literacy writing. This also helped reinforce my learning of the lesson plan.Once more this has assisted with my continuing ICT development, and how I can best support and scaffold the children. My pedagogy, subject knowledge and the curriculum in my setting have strengthened to enable me to encourage the children’s learning through better communication. My ‘how to’ knowledge is now better merged with the subject and I can now identify, as read in Block 1, the misconceptions and preconceptions the learners have and be equipped to make the topic understandable to the learner. (Archambault and Crippen,2009;Shulman,1986).I have developed and extended my literacy skills through this course and by reading Eyres (2007) and really feel I am building good literacy skills using feedback I have received from my mentor assessing my lesson plans and deliverance. I have extended my vocabulary through listening, talking, watching and further reading. I do realise that with pedagogical content knowledge, my own secure subject knowledge will not automatically result in children moving forward in their understanding. Pedagogical knowledge understands how students construct knowledge and acquire skills.The Primary and Secondary National Strategies, state that pedagogy is the act of teaching, and the rationale that supports the actions that teachers take to make effective teaching decisions. I have learnt that I must build on what the learners, and myself, already know and structure the pace of the lesson so that the whole class are able to access and understand the subject. In addition to this subject knowledge gained, I also feel I can now select all the relevant information I need to support the students and myself for different purposes.I now feel far mor e confident in organising essential information and ideas for the lesson and communicate effectively with the children. (Word count: 623) Part 3: Evaluation: I discussed with my mentor that my most important learning area was phonics and how I have come to make sense of this, along with graphemes, phonemes and phonics sounds worksheets and be able to support the children in this complex subject. I explained that I had learnt that English sounds and how they work are known as phonology and how spelling words reflects the sounds of language (Eyres (2007) Chapter 3, Understanding English at word level).We considered how I could use ICT programmes to deliver Phonics lessons to small groups, scaffolding multimodality (Study Guide Block 5 week 25: Overview of ICT) and supporting the children with accessing the phonics subject knowledge to enhance their learning and help develop skills for literacy. I would also access paper-based texts in the form of picture/word cards helping to develop the spoken word and to be able to hear, identify and manipulate the sounds (phonemes) to further engage the children in decoding new written words and be able to blend these sound-spellings.I explained how I felt word classes was more of strength now, but that I still needed to develop some areas of maths. We looked together at my blog and my Professional Development Folder and decided that my work based learning could be set out to enable me to work more with our maths co-ordinator to gain extra knowledge and confidence in maths. She will look at Continual Professional Development courses for me to attend, in house and outside school, to help me analyse and evaluate concepts, policies and practice within the maths subject area.We chatted about how the challenge for me in maths was being able to understand and tackle problem-solving strategies, using logical reasoning and how this affected my work with the children and my confidence to model situations applying logic and reasoning. (cited Haylock with Manning, Chapter 2, pg. 21, DCSF/QCDA, 2010:14). She praised me for being able to organise, communicate and progress in my own learning and seek and learn from feedback after observations to improve my knowledge and performance within the class setting.We talked about how I work well in a team and can evaluate different approaches to support the children where differentiation may be necessary within the lesson plan, thinking on my feet. I explained about the rest of my course in Primary Teaching and Learning and told her my goal was to complete the next step, (E214, Equality, Participation and Inclusion) and to gain my Foundation Degree and perhaps think about the School-centred Initial Teacher training course, for which she could accommodate me.I also discussed with her that I would like to gain further experience and knowledge in Special Needs Education as this is the route my job seems to be going. We discussed a three-year plan, as E214 will take me to May 20 14, and we will meet six monthly to look at goals achieved and still to be met and of course discuss how the E214 is progressing.