Human Factors and Workplace Safety Essay Example | Topics and Well Written Essays - 2000 words

Human Factors and Workplace Safety - Essay Example Organizations should thus, ensure a safe work environment, which protects employees from physical hazards, unhealthy situations and violence from other personal. This is important because employees are the Human Resources of an organization who contribute towards organizational success. The Occupational Safety and Health Act (OSHA) was passed in 1970 to assure so far as possible every working woman and man in the Nation safe and healthy working conditions and to preserve human resources. The Occupational Safety and Health Act in 1970 created the Occupational Safety and Health Administration within the Department of labour in U.S.A. The importance of such laws can be well documented by the statistical survey of Occupational hazards. In 2000, 5.7 million injuries were reported in private sector alone. 5,915 fatalities were reported in 2000 alone due to industrial injuries. The Occupational Safety and Health Act laws cover all the employers and their employees except a few federal governments, or states or political sub-divisions of a state. However, even in such cases, each federal agency is required to establish a Safety and Health program monitored by the Occupational Safety and Health Administration. One of the key responsibilities of the Occupational Safety and Health administration has been the develop... These standards have been classified into four categories. 1. General Industry 2. Maritime 3. Construction and 4. Agriculture. These standards cover the workplace, machinery, material, power sources, processing, protective measures, first aid and administrative requirements. The 'Federal Register' is the main source of information on proposed, adapted, amended and deleted OSHA standards. The Occupational Safety and Health Administration has the power to set standards on its own account or on petition from other parties, namely, The Secretary of Health and Human Services (HHS) and the National Institute of Occupational Safety and Health (NIOSH). Other bodies like state and local governments, recognized standards organization, employer or labour representative can also initiate standard setting. The Secretary of labour is the person authorized by OSHA to conduct inspections of workplaces, to issue citations and impose penalties. He can enter without delay at reasonable times into any factory, plant, establishment, construction site or other places where work is performed by an employee of an employer. He has the power to investigate and inspect at reasonable times, any such work place. Violations on job safety and health can call for a penalty of $7000 to $70,000, depending on the seriousness of the violation. In case of deaths due to willful violation, a penalty upto $2,50,000 for an individual and $5,00,000 for a corporation with imprisonment upto six months can be imposed as per this law.In 2001 alone, $82 million has been imposed as penalties for violation of OSHA standards. Pennzoil products paid $1.5 million after an explosion at its Rouseville, Pennsylvania, refinery killed 5 employees. The Occupational Safety and Health Administration also helps

Egyptian king Essay Example for Free

Egyptian king Essay The two sculptures that I chose to compare and contrast were the Cycladic Woman Figure and the Menkaure and Khamerernebty sculpture. Though each is from a distinctly different culture and historical time period, each depicts the female form in a unique and positive light, utilizing characteristic artistic details from the time period in which it was created to highlight the beauty of the female figure and her role in society. The Cycladic Woman Figure was sculpted from marble around 2600 and stands just over 24 inches high. At this height it is less than realistic life size, yet the statue embodies many feminine characteristics that seem to bring it to life. The lines of the statue are straight and the figure has a straight posture and rigidly folded arms. Horizontal lines are used to indicate the bends of her knees, while diagonal lines are used to outline her pubic area. In contrast, curved lines emphasize the rounded sides of her head and the most emphasized part of her physique, the curve of her hips. More subtle curves outline her breasts and abdomen. Her hips stand out from her otherwise straight posture, giving her wider dimension in this area. Her breasts and abdomen, in contrast, smoothly integrate with her straight figure and are more subtle representations of her femininity. This subtlety provides a pleasant balance to her straight posture. The color and texture are both smooth, with the marble being smoothed carefully to create a smooth composition from head to toes. The texture helps to create a balance between the straight lines at the top of her head, her arms and her feet and the curves of her chin, breasts and thighs. The visual rhythm of the statue is very vertical, and the eye is drawn up and down. Her legs are only very slightly parted, allowing for some light to come through. There is little shadow to the figure because her curves and arms are so subtly formed against the rest of her figure. All use of positive and negative space is done within the rigid posture of the figure and lends itself to an organic, human shape. Menkaure and Khamerernebty, sculpted around 2540 BC, stands over four feet tall, making it twice as large as the Cycladic Woman Figure. It depicts Egyptian king Menkaure and his queen, Khamerernebty. In both figures in the sculpture, similar smooth textures contrasting with sharp lines and straight postures mirror those of the previous statue. The pose of each figure is slightly different. Menkaure is seen in a more authoritative pose, one typical for figures of kings. His foot is forward, indicating authority, and his arms are straight at his sides with his hands clenched. Definition in his arm and chest muscles along with his prominent jaw line give him a sense of maturity and power while also giving depth to the overall sculpture. His physique lends itself to creating light and shadow in the sculpture and there is a sense of depth achieved in his foot being placed forward and his beard extending from his face. Next to Menkaure stands his queen, Khamerernebty. There is evident repetition in their facial features, as well as in the angular shapes of their feet. Her posture is as stiff as his, but her legs are together and straight. There is also repetition in detail and texture between his headdress and her hair, with both extending to the same length on each of their shoulders. There is movement and rhythm incorporated into the statue by her arm holding on to his in a gesture that is both feminine and strong. The lines of her arm are straight, but the softness of her hand both on his arm and around his side suggests love. Her breasts and pubic area are defined with soft, rounded lines. This emphasizes her femininity and serves to balance his rigid authority. The curves of her pubic area and breasts also create shadow in the statue. This shadow along with the shadow created by Menkaure’s extended foot take the eye away from the negative space created between the two figures. Both statues represent an important cultural relationship between the sculptor and the subjects. The Cycladic Woman Figure represented a reverence for the female form and an understanding of the importance of the role of the female in society. Woman’s ability to reproduce and create new life is praised in the softness of her abdomen and breasts. In contrast, the figure of Khamerernebty suggests not fertility, but female power. She is posed alongside her king, holding on to him, and several prominent details place her at the same height and stature as him, indicating her role in the kingdom. She is seen as a powerful and influential figure. Her curves suggest strength rather than fertility and her main role is that of ruler. Both figures represent the female form and concepts of femininity and strength that were important aspects of their culture. In each, the sculptor represented the essence of female beauty that was most important to that culture at the time, and created examples of two of the many aspects of women that make them strong, beautiful creatures that are vital to any civilization.

Motivation For Language Learning Among Libyan Students English Language Essay

Motivation For Language Learning Among Libyan Students English Language Essay The motivation to learn a foreign or second language is a subject of some considerable interest nowadays. This has not always been the case. In 1956, Wally and Lambert believed that learning another language involved verbal ability and intelligence but notions like motivation, attitudes and anxiety were not considered to be of significance. Opinions have since changed and one might occasionally think that affective variables are the only influences worthy of consideration. Learning a foreign language can be a difficult and lengthy process and I would not be at all surprised to learn that several variables, so far not considered significant, were found to be of importance in second-language acquisition. Hitherto, research has concentrated on individual difference features of the student such as, language anxiety, attitudes and motivation, self-confidence, personality variables (e.g. risk-taking, desire to succeed, empathy and so on), intelligence, field independence, language learning strategies, and language aptitude. However, there are other variables and other classes of variables that could be considered. This essay will focus on motivation, as I believe that many of these other variables are reliant on motivation for their effects to be realized. For example, language-learning strategies are unlikely to be used if the learner is not motivated to learn the second language and a learner will be disinclined to take risks using the second language if he / she has little intention of learning it. Therefore, motivation is crucial, in the same way that language aptitude is, in determining the success or otherwise of learning a foreign language in a classroom setting. Ellis (1985) states that motivated individuals who integrate both linguistic and non-linguistic outcomes of the learning experience will accomplish desirable attitudes and a higher degree of second-language proficiency. Recent years have seen an increase in the number of Libyan students coming to the UK to study for postgraduate degrees. A major issue for most of these students is their poor command of English, both verbal and written. This naturally has a negative impact on their ability to integrate into life in England, both on and off campus. An examination of their motivation to learn English may highlight the linguistic challenges they face in England and the process of their adaptation to both their degree study and the new society and culture. Therefore, this essay will first undertake a literature review to look at research carried out into motivation for second-language acquisition. It will then describe and examine adult Libyan students instrumental and integrative motivation in learning English as a second language. Secondly, it will introduce a short semi-structured interview with postgraduate Libyan students who have not long been in the UK. The purpose of the interview is to establish whether their goal orientation is mainly instrumental or integrative. Some conclusions will be made before some implications for classroom teaching are drawn. Literature Review According to Dornyei (2009), it is necessary to know what motivation is so as to enhance the motivational intensity of students. He defines motivation as a cluster of factors that energize the behaviour and give it direction. Alkinson (2000: 123) defines motivation as the effort that learners put into learning a second language as a result of their needs or desire to learn it. According to Gardner and Lambert (1972), there are two types of motivation: integrative motivation and instrumental motivation. Gardner and Lambert (1972) state that integrative motivation occurs when learners are interested in learning about the second languages culture and want to communicate with speakers of that language and become integrated into that culture: a more interpersonal quality of learning. On the other hand, Gardner (1996) states that instrumental motivation refers to those students who learn a second language in order to gain some kind of advantage be it economic (better paid job) or social (better status). They are thus more practical and self-oriented. Lamp (2004) finds that most Libyan students who study English as a second language are instrumentally rather than integratively orientated. Dornyei Ushioda (2009: 53) believe that integrative orientation is an essential source of motivation because it is based firmly in learners personalities. As such it is likely to exert its influence over an extended period and to sustain learning efforts over the time which is necessary to achieve language learning success. Also, Skehan (1989) suggests that being integratively oriented leads to greater motivation, which in turn helps to sustain the learner throughout the long process of mastering a second language, particularly when that learner only starts learning the new language in high school. Instrumental motivation on the other hand is less effective because it is not rooted in the learners personality. It is therefore more susceptible to negative external influences and the learner is less likely to put in the effort required to attain cumulative progress. According to Lamb (2004), over the last few years, motivation has nevertheless been reconceptualised. He argues that integrative motivation is becoming increasingly unimportant in a globalizing world in which English is the medium of communication between speakers of many languages, from many cultures, for many purposes. The desire to integrate with the first language community hardly makes sense anymore. Therefore, the debate about the integrative concept has intensified and has taken a new turn. Dornyei Ushioda (2009), ask whether we can apply the concept of integrative orientation when there is no specific target reference group of speaker. In other words, does it makes sense to talk about integrative attitudes when ownership of English does not necessarily rest with a specific community of speaker, whether American English or British English? Moreover, does the notion of integrative motivation of learning English have any real meaning, given the increasing curricular reframing o f English as a universal basic skill to be taught from primary level alongside literacy and numeracy, and given the predicted decline in numbers of English as a foreign language learners by the end of this decade? These questions have led some second-language motivation researchers to rethink the concept of integrative motivation. Yashima (2002: 57), for example, expands the notion of integrativeness to refer to a generalised international outlook or international posture, which she defines with reference to Japanese learners of English who have an interest in foreign or international affairs, willingness to go overseas to stay or work, readiness to interact with intercultural patterns, and openness or a non-ethnocentric attitude toward different culture. Dornyei Ushioda (2009) expand this concept of international posture such that the external reference group moves from being a specific geographic and enthnolinguistic community to being a non-specific global community of English language users. Ushioda (2006) questions whether it is meaningful to conceptualise these points, i.e. is it meaningful to conceptualise the global community as an external reference group or as part of ones internal representation of oneself as a defacto member of that global community? This theoretical shift of focus to the internal domain of self and identity by researchers such as those mentioned above makes this a radical rethink of the original integrative concept. Dornyei and Csizer (2002) speculate that the process of identification theorised to underpin integrativeness might be better explained as an internal process of identification within the persons self-concept, rather than identification with an external reference group. Dornyei (2005: 175) developed this idea further by drawing on the psychological theory of possible selves. According to this theory, possible selves represent individuals ideas of what what they might become, what they would like to become, and what they afraid of becoming, and so provide a conceptual link between the self concept and motivation. Dornyei (2005) also builds on this theory of possible selves to develop a new conceptualisation of second- language motivation, the second language motivational self-system. Its central concept is the idea of self, which refers to the representation of the attributes that someone would ideally like to possess (i.e. a representation of personal hopes, aspirations or desires). In relation to second-language motivation, Breen (2001) argues that second-language aquisition theorists have not developed a comprehensive theory of identity that integrates the language learners and the language-learning context. Breen (2001) uses the term identity to describe how a person understands his/her relationship to the world, how that relationship is constructed across time and space, and how the person understands possibilities for the future. Breen (2001: 45) developed the motivational concept of investment to capture the socially and historically constructed relationship of the learner to the target language, and their often ambivalent desire to learn and practise it. When learners are interested in a language, they do so with the understanding that they will acquire a wider range of symbolic and material resources, which will enhance their culture capital, their identity and their desires for the future. Therefore, an investment in the target language is an investment in the learners own identity. Arnold (2002) proposed that in addition to the current research and theories, there is a need to draw on a wider variety of theoretical viewpoints in order to further our understanding of motivation in second-language learning. Of these, the more important ones that are relevant to this essay include the cognitive perspective of learner goal orientation, the theory of goal-setting and attributional theory, all of which will now be briefly discussed. Firstly, according to Pintrich (1989), the cognitive perspective differentiates two major learner goal orientations: intrinsic and extrinsic. Students demonstrate an extrinsic orientation if their reasons for engaging in a task are to acquire grades, rewards, or approval from others. Conversely, Arnold (2000) maintains that if the rationale for students engaging in a task is curiosity, challenge, mastery, or learning, then they are considered to be intrinsically oriented. Arnold (2000) also adds that there is much evidence in second-language acquisition literature to support the claim that intrinsic motivation is strongly connected to the outcomes of second-language learning. Harmer (2007) suggests, even where the original reason for taking up a language course, for example, is extrinsic, the chance of success will be greatly enhanced if the students come to love the learning process. According to Philips (2005) most Libyan students are extrinsically oriented. For example, all Libyan schools place a strong emphasis on tests, grades and competitiveness, all of which only serve to promote Libyan students extrinsic motivation. The students are only learning the second language to impress their parents and teachers rather than learning it because they love to do so. As a result, adult students who come to study in the UK have been extrinsically motivated to simply do enough to pass exams and get a well-paid job after graduating. Secondly, according to Locke Latham (1994: 55) the theory of goal setting is based on the principle that much human action is purposeful, because it is directed by conscious goals. This theory explains why some people carry out tasks better than others: those who are goal oriented perform better and achieve more. Garden (1985) states that there are two important aspects of goals: goal mechanisms and goal attributes. Content and intensity are the most widely studied goal attributes. However, goal specificity and goal difficulty are aspects of content which are most researched. Dornyei (2005) states that commitment is the most commonly studied feature of intensity and this is the degree to which a person is attracted to the goal, considers it significant, is determined to achieve it, and sticks with it in the face of difficulties. Locke and Latham (1996: 40) propose three direct mechanisms by which goals regulate performance: Firstly, goals direct activity toward actions which are goal appropriate at the expense of actions that are inappropriate. Secondly, goals adjust expenditure in that individuals regulate their effort according to the complexity level of the goal or task. Thirdly, goals influence the perseverance of action in situations where there are no time limits. Finally, Dornyei Ushioda (2009) define the attributional theory of motivation. This portrays human beings as scientists who are motivated to achieve a causal understanding of the world. These strivings for a causal explanation are supposed to have behavioural implications. In an achievement-related context, the chief sets of causes considered responsible for failure and success are: effort, ability, luck and task characteristics. Weiner (1992) states that these are analysed along two dimensions: stability and lack of control. The stability dimension contrasts ability and task difficulty, both of which are thought to be unchangeable, with effort and luck possibly changing on subsequent attempts to carry out a task. The lack of control aspect contrasts ability and effort (both internal factors) with task difficulty and luck (both external factors). In principle, individuals might attribute causes to any one of these four factors. Dont know if this is what you mean also not sure if it s very clear, especially the bit about dimensions and the following couple of sentences Motivation for Language Learning among Adult Libyan students in the UK: Instrumental or Integrative? It has been established that individuals learn a second language in two main ways: they are either instrumentally or integratively motivated. Among Libyan students, it would appear that instrumental motivation is more evident than integrative motivation and that teaching and learning for exams have dominated foreign language teaching in Libya. According to Philips (2005), in Libyan education, English is compulsory. The majority of Libyan language learners do not choose to learn English; consequently, many lack the internal drive for learning English and they have to depend on external driving forces. Philips (2005) adds that because English is compulsory, students see it as a means of improving their social standing. Moreover, the Libyan people think that almost everything can be attained through hard work, even if they take no personal interest in it. So, it is not unusual that Libyan EFL students learn English to qualify for graduate and postgraduate education, to prepare themselve s for the best future employment possible and to pass exams; all of which are external factors and which align with several collective social expectations. Johnson Krug (1980) believe integrative motivation to be more prevalent than instrumental motivation in the learning process, since without external influencing factors, the student becomes unmotivated to learn. This however is not the case in cross-cultural situations. Johnson Krug (1980) find that external driving forces, particularly those nurtured and supported by the exam system and curriculum in formal education, continue to motivate the Libyan EFL student. Many studies have looked at motivation in a Libyan context, and found that instrumental orientation is very common among Libyan EFL students. Kara (1992) maintains that 99% of Libyan students of English are only learning English for reasons of certificate motivation. Philips (2005) argues that most Libyan individuals learn English for utilitarian and patriotic reasons, for personal advancement as well as for national modernization and material gains. Libyan students are motivated to learn English because they believe that they will be financially better off in the future. Interview The aim of this short and semi-structured interview is to prove what has been shown through the research discussed above: namely that adult Libyan students who come to study in the UK exhibit signs of instrumental orientation rather than integrative orientation when it comes to their English learning experiences. This researcher will examine the motivation behind second-language acquisition in an informal setting and will interview postgraduate Libyan students who are undertaking MA and PhD studies in the UK. Research Questions Several questions were considered important for the purposes of this research. These were as follows: What has motivated Libyan students in the UK to learn English? Do you think it is important to learn English, and why? What was your reason for learning English in the UK? What are your attitudes towards British people? And finally what work youll be doing in your country after graduating in the UK? Participants and Data Collection Procedures Two postgraduate Libyan students who are studying for degrees in the UK participated in this study. For both students, this was their first time in the UK and their first time in an English speaking country. Both respondents were found through my own social network and were friends of a friend. See further details in Table (1) below. Name Gender Age Current subject Duration of study in the UK Mohammed Male 26 MA Medicines Three years Laila Female 29 PhD TESOL Four years Table 1 Data were collected from both students separately and at different times. Both students had already been in the UK for 18 months. Each interview took approximately 30 minutes. Both students gave permission for their answers to be taped during the interviews. Discussion Both respondents believe that English is of great importance to their academic education in the UK. Both had come to study at a postgraduate level in the UK in order to improve their career prospects and benefit financially upon graduating. As discussed before, these reasons show a distinct instrumental orientation in their motivation for learning English. Both respondents felt a current and urgent need to further improve their four skills reading, listening, speaking and writing of English despite their achievements in learning English in Libya before they came to the UK. Their experience of learning English in Libya involved particular training programs and / or formal instruction. This meant that they excelled at passing English exams rather than being able to converse in a practical way with English-speaking people. Having recognised that they might have some problems when they got to the UK, both respondents spent a year improving their knowledge of English before applying for their postgraduate courses. They also did this to assist them in their actual postgraduate work as both felt that they needed additional language skills in order to cope with their studies. Mohammed said oral skills are important to me because they help me to communicate with people from different parts of the world and also help me in my academic degree. With good oral skills I can cope more easily with academic activities such as communication or discussions with my supervisor, understanding seminars and talking to other students about their studies. Laila however, said (English) reading and writing skills are particularly significant when it comes to writing my thesis. It was obvious that both respondents tended to be more preoccupied with an instrumental orientation. Kara (1992) found that Libyas motivation for learning English is very job-oriented and certainly very pragmatic. Libyans learn English because learning English provides them with a sense of achievement and helps them secure better-paid jobs. For Mohammed, the practical aspects of the English language seemed to far outweigh the integrative dimension. He said Ill need English for my future career because I desire to work in the UK after graduating. My area of study is popular with the medical field in many countries, particularly in the UK. Working in the UK will be more lucrative for me than working in Libya. However, he added that if I were to find a job as a doctor and live in the UK, maybe I will have intrinsic goal orientations when it comes to learning English then because then I will want to be able to communicate with English people and have a deeper understanding of their comm unity and culture so that I can integrate and adjust to the society. The second interviewee, Laila said Studying English is essential to me since without it, an individual cannot be successful in any respected field, and also for me, studying English can be significant because if I am skilled in English, others will respect me more. In addition, she said, In my country Libya, people who get a good degree in an English speaking country find it easier to find a well-paid job because my country lacks qualified English teachers in higher education. She also added I am interested in using the Internet as a communication tool to help me learn about people from different countries. It is also useful for finding information and learning materials in English. Both respondents had negative attitudes towards British people that they had met. They felt that British people were arrogant, impatient and prejudiced. This could be considered further evidence of instrumental orientation. According to Dornyei Ushioda (2009), negative attitudes towards the target language community, may lead to a lack of interest in interacting with the people of the target language. Mohammed had experience of being treated rudely and impatiently by an English person when he had asked for directions. Having had this experience, he was less willing to interact with English people in case it happened again. Laila said my English landlord treated me less favourably in the allocation of rooms than English tenants who shared the same house. This is a sad example of a negative experience as a result of Lailas aspiration towards integrative motivation. Laila felt that her landlord was prejudiced against individuals from developing countries. She too has had negative experiences when trying to interact with ordinary British people in the street. Laila asked a woman for some directions to the coach station and this woman not only ignored the question but also walked quickly away. As a result, Laila has felt frustrated by some British people who she found to be very arrogant and would have preferred to avoid. Both respondents, despite their negative attitudes toward English people, felt that they were more successful in learning English in the UK than at home. Johnson Krug (1980) suggest that people who rated foreign people negatively were more successful than those who rated them positively and that the expression of negative feeling towards them only spurred them on to overcome and manipulate the people of the target language. Finally, both respondents were able to agree that their motivational goals with regard to learning English were instrumental. Both said that they hoped to get better-paid jobs after graduating and English skills were part of this overall plan. In summary, the interview process has shown that both Libyans were highly motivated to learn English and that they had a higher degree of instrumental motivation than integrative motivation. According to Pintrich (1989) and from his cognitive perspective, the data would indicate that both respondents exhibited extrinsic goal orientations. Both believed that learning English would assist them in their postgraduate studies, enhance their career prospects, improve their English interactions and communications and assist them in integrating into British communities. In other words, learning English was seen to improve their quality of life in the UK. Conclusion Motivation is one of the most significant factors influencing learners second-language proficiency and achievement. Libyan students show signs of being instrumentally motivated rather than integratively motivated. In order to illustrate this, an interview was set up to investigate motivation to learn English among Libyan postgraduate students. Data gathered during the interviews supported the theory that they had been motivated to learn out of the belief in the instrumental or extrinsic value of English, primarily for their studies and future career prospects. Some research showed that current English teaching methods in Libya are targeted towards achieving good grades rather than promoting proficiency. Whilst many Libyan students do well in the English exams in Libya, their ability to use English in an English-speaking environment on a day-to-day basis remains limited. It has been shown that instrumentally motivated EFL students in Libya learn English to increase their employment pr ospects, increase their salary expectations and for social advancement. Instrumental motivation is maintained through the exam system and its attendant teaching environment. Classroom implications According to Dornyei and Csizer (2001), teachers play an important role in maximizing students motivation to learn a second language in the classroom. To this end, there are some teaching and learning strategies, which could be employed in the English-learning classroom. Firstly, Dornyei and Csizer (2001) suggest that teachers should dispense with the traditional teacher-centered teaching methods and instead encourage students to use their initiative. English could be introduced using multi-media examples such as music, film, TV and literature. Once their interest is induced, students will be motivated to take part in classroom activities and so attain the goal of language learning. Teachers need to take on many roles: cooperator, organizer, informant, initiator, guide, participant and advisor. A learner-centered class is a successful class with learners playing the dominant role. Learner-centered dynamic classrooms can help learners to make progress and encourage them to practise the second language. Secondly, Dornyei (2001) states that teachers should create a relaxed atmosphere in the classroom because a tense atmosphere can cause anxiety amongst learners and this hinders their motivation and effectiveness in a foreign language. Additionally, teachers should choose teaching materials that are appropriate for the learners and that create a desire for learning. Authentic and interesting teaching materials enable learners to improve their verbal and oral communication skills in real-life situations. Thirdly, Dornyei (2001) adds that teachers should increase self-confidence among students of English through encouragement rather than scolding or criticising. Finally, Dornyei and Csizer (1998) assert that a teacher can increase students natural curiosity towards the English community and its culture by discussing things like geography, history, lifestyle, political matters, day-to-day living and using written, audio and visual information. Drawing upon the experience of students who have visited English-speaking countries is also a clever way to introduce interesting information. Teachers should help students to realize that they are not just learning English to pass exams. Students should look upon the exercise as a means of learning about other cultures, people and societies. Teachers of English should cultivate positive attitudes among their students towards English speaking people and cultures, thereby promoting integrative motivation for learning English. Check the spellings of the researchers names you quote there were several inconsistencies which Ive corrected (after checking in google) but you might like to check that they are indeed spelled correctly.

Eat Right 4 Your Type by Dr. Peter J. DAdamo :: Health Diet Essays

Eat Right 4 Your Type by Dr. Peter J. D'Adamo Eat Right 4 Your Type, by Dr. Peter J. D’Adamo, was one of many diet books that hit the bookstores in 1996. This diet program uses the four blood types as a premise for what foods one should eat, what type of exercise one should do, and to what diseases one is susceptible. After careful review of the scientific literature, I was unable to find any studies that evaluated the validity of the book’s claims. There are numerous scientific studies that examine the roles of certain foods on health and diet, and there are plenty of studies that focus on the correlation between blood type and disease. However, there seem to be no studies devoted to the entire D’Adamo program itself. Dr. Peter D’Adamo and his father, Dr. James D’Adamo, worked in the field of blood type analysis. His father noticed that many patients from European Spas who were on strict vegetarian diets or low-fat diets did not lose weight. Some patients actually worsened. Dr. James D’Adamo eventually suspected that blood type might be the cause. Since blood is the fundamental source of nourishment to the body, perhaps some aspect of the blood could help identify the differing results. The study was successful in that blood type was correlated with the patients’ successes or failures on specific diets. Type A did poorly on high-protein diets, but did very well on vegetable proteins such as tofu and soy. Type A benefited from lighter forms of exercise, such as yoga. On the other hand, Type O did well on high-protein diets and benefited from intense physical activity. This led Dr. Peter D’Adamo to expand upon his father’s findings. The result was Eat Right 4 Your Type: The Individualized Diet Solution to Staying Healthy, Living Longer, and Achieving Your Ideal Weight (D’Adamo XIV). Eat Right 4 Your Type begins by explaining why blood type is important to a person’s diet. The human body has unique chemical markers called antigens that can identify foreign substances that enter the body. One of the most powerful antigens in the body is the one that determines blood type. The different blood type antigens are so sensitive that they are the immune system’s best defense. A person’s blood type is named for the blood type antigen that he/she possesses on the red blood cells (D’Adamo 18).

How My Childhood Affected Who I Am Today Essay

Childhood is my most cherished and missed memory. Along with innocence, naivety, and stress-free enjoyment came safety, and the care of others around me. I believe the person I am today was shaped from living in the neighborhood I grew up in and the people I was surrounded by. During my youth I was lucky enough to live in the town of Webster, New York. From age four to seventeen I lived in a very safe neighborhood. My environment was my life. My adult neighbors were like second parents, babysitting my brother and I, taking all the kids to the beach, making meals and hosting sleepovers. The children were my best friends, and partners in crime. I spent my days taking long walks and bike rides with my next door friends and my younger brother, selling lemonade at the end of my driveway, swinging and singing on the infamous swingsets, playing classic games such as hopscotch, four square, and capture the flag. Eat, sleep, and play was our daily routine. We would circle the neighborhood streets day after day, stopping by other nieghbors houses, starting kickball games at the local elementary school, collecting cans to make money. When we were old enough our parents us allowed to walk 10 minutes down the road by ourselves, a great reward at the time, to the neighborhood grocery to buy a candy bar and a drink. Even though my mother taught me about safety and cautioned me about strangers, I believe that my childhood has made me a very friendly, trusting person. There was never a worry of crime in my neighborhood. We were able to grow as independent children without our parents having to keep a very close eye on us every second of the day. This freedom molded me into a very trusting person today. That can be viewed both positively and negatively. On the plus side, I am a very easy person to become friends with. I trust each and every one of my friends, and I know they can trust me. I am reliable, a result of being cared for as a child. I think that many children that are neglected during their youth become far less trusting and reliable further on in life. I see the innocence in each person I meet, allowing a personal relationship to create at the first hello. This has opened a wide array of friends for myself, which I feel extremely lucky to be blessed with. On the other hand, my naivety tends to come into play along with the trust. Although I’m not proud to say it, I can definitely say that I have been taken advantage of in several instances by those who were not worthy of my trust. This has happened at school and in the workplace. It is hard for me to judge whom I can trust, and I do not like to think negative thoughts about a person when considering them as a friend. This strong sense of trust could also put me into danger in the future, with strangers or while I am alone. All in all, I believe my circumstances as a child have helped form my identity today. I would not change who I am, and do not regret growing up where I did. I formed dependable relationships that I will have throughout life and memories that will never perish.

Extinguishment of Obligation Essay

SECTION 1. – Payment or Performance Art. 1232. Payment means not only the delivery of money but also the performance, in any other manner, of an obligation. (n) Art. 1233. A debt shall not be understood to have been paid unless the thing or service in which the obligation consists has been completely delivered or rendered, as the case may be. (1157) Art. 1234. If the obligation has been substantially performed in good faith, the obligor may recover as though there had been a strict and complete fulfillment, less damages suffered by the obligee. (n) Art. 1235. When the obligee accepts the performance, knowing its incompleteness or irregularity, and without expressing any protest or objection, the obligation is deemed fully complied with. (n) Art. 1236. The creditor is not bound to accept payment or performance by a third person who has no interest in the fulfillment of the obligation, unless there is a stipulation to the contrary. Whoever pays for another may demand from the debtor what he has paid, except that if he paid without the knowledge or against the will of the debtor, he can recover only insofar as the payment has been beneficial to the debtor. (1158a) Art. 1237. Whoever pays on behalf of the debtor without the knowledge or against the will of the latter, cannot compel the creditor to subrogate him in his rights, such as those arising from a mortgage, guaranty, or penalty. (1159a) Art. 1238. Payment made by a third person who does not intend to be reimbursed by the debtor is deemed to be a donation, which requires the debtor’s consent. But the payment is in any case valid as to the creditor who has accepted it. (n) Art. 1239. In obligations to give, payment made by one who does not have the free disposal of the thing due and capacity to alienate it shall not be valid, without prejudice to the provisions of Article 1427 under the Title on â€Å"Natural Obligations.† (1160a) Art. 1240. Payment shall be made to the person in whose favor the obligation has been constituted, or his successor in interest, or any person authorized to receive it. (1162a) Art. 1241. Payment to a person who is incapacitated to administer his property shall be valid if he has kept the thing delivered, or insofar as the payment has been beneficial to him. Payment made to a third person shall also be valid insofar as it has redounded to the benefit of the creditor. Such benefit to the creditor need not be proved in the following cases: (1) If after the payment, the third person acquires the creditor’s rights; (2) If the creditor ratifies the payment to the third person; (3) If by the creditor’s conduct, the debtor has been led to believe that the third person had authority to receive the payment. (1163a) Art. 1242. Payment made in good faith to any person in possession of the credit shall release the debtor. (1164) Art. 1243. Payment made to the creditor by the debtor after the latter has been judicially ordered to retain the debt shall not be valid. (1165) Art. 1244. The debtor of a thing cannot compel the creditor to receive a different one, although the latter may be of the same value as, or more valuable than that which is due. In obligations to do or not to do, an act or forbearance cannot be substituted by another act or forbearance against the obligee’s will. (1166a) Art. 1245. Dation in payment, whereby property is alienated to the creditor in satisfaction of a debt in money, shall be governed by the law of sales. (n) Art. 1246. When the obligation consists in the delivery of an indeterminate or generic thing, whose quality and circumstances have not been stated, the creditor cannot demand a thing of superior quality. Neither can the debtor deliver a thing of inferior quality. The purpose of the obligation and other circumstances shall be taken into consideration. (1167a) Art. 1247. Unless it is otherwise stipulated, the extrajudicial expenses required by the payment shall be for the account of the debtor. With regard to judicial costs, the Rules of Court shall govern. (1168a) Art. 1248. Unless there is an express stipulation to that effect, the creditor cannot be compelled partially to receive the prestations in which the obligation consists. Neither may the debtor be required to make partial payments. However, when the debt is in part liquidated and in part unliquidated, the creditor may demand and the debtor may effect the payment of the former without waiting for the liquidation of the latter. (1169a) Art. 1249. The payment of debts in money shall be made in the currency stipulated, and if it is not possible to deliver such currency, then in the currency which is legal tender in the Philippines. The delivery of promissory notes payable to order, or bills of exchange or other mercantile documents shall produce the effect of payment only when they have been cashed, or when through the fault of the creditor they have been impaired. In the meantime, the action derived from the original obligation shall be held in the abeyance. (1170) Art. 1250. In case an extraordinary inflation or deflation of the currency stipulated should supervene, the value of the currency at the time of the establishment of the obligation shall be the basis of payment, unless there is an agreement to the contrary. (n) Art. 1251. Payment shall be made in the place designated in the obligation. There being no express stipulation and if the undertaking is to deliver a determinate thing, the payment shall be made wherever the thing might be at the moment the obligation was constituted. In any other case the place of payment shall be the domicile of the debtor. If the debtor changes his domicile in bad faith or after he has incurred in delay, the additional expenses shall be borne by him. These provisions are without prejudice to venue under the Rules of Court. (1171a) SUBSECTION 1. – Application of Payments Art. 1252. He who has various debts of the same kind in favor of one and the same creditor, may declare at the time of making the payment, to which of them the same must be applied. Unless the parties so stipulate, or when the application of payment is made by the party for whose benefit the term has been constituted, application shall not be made as to debts which are not yet due. If the debtor accepts from the creditor a receipt in which an application of the payment is made, the former cannot complain of the same, unless there is a cause for invalidating the contract. (1172a) Art. 1253. If the debt produces interest, payment of the principal shall not be deemed to have been made until the interests have been covered. (1173) Art. 1254. When the payment cannot be applied in accordance with the preceding rules, or if application can not be inferred from other circumstances, the debt which is most onerous to the debtor, among those due, shall be deemed to have been satisfied. If the debts due are of the same nature and burden, the payment shall be applied to all of them proportionately. (1174a) SUBSECTION 2. – Payment by Cession Art. 1255. The debtor may cede or assign his property to his creditors in payment of his debts. This cession, unless there is stipulation to the contrary, shall only release the debtor from responsibility for the net proceeds of the thing assigned. The agreements which, on the effect of the cession, are made between the debtor and his creditors shall be governed by special laws. (1175a) SUBSECTION 3. – Tender of Payment and Consignation Art. 1256. If the creditor to whom tender of payment has been made refuses without just cause to accept it, the debtor shall be released from responsibility by the consignation of the thing or sum due. Consignation alone shall produce the same effect in the following cases: (1) When the creditor is absent or unknown, or does not appear at the place of payment; (2) When he is incapacitated to receive the payment at the time it is due; (3) When, without just cause, he refuses to give a receipt; (4) When two or more persons claim the same right to collect; (5) When the title of the obligation has been lost. (1176a) Art. 1257. In order that the consignation of the thing due may release the obligor, it must first be announced to the persons interested in the fulfillment of the obligation. The consignation shall be ineffectual if it is not made strictly in consonance with the provisions which regulate payment. (1177) Art. 1258. Consignation shall be made by depositing the things due at the disposal of judicial authority, before whom the tender of payment shall be proved, in a proper case, and the announcement of the consignation in other cases. The consignation having been made, the interested parties shall also be notified thereof. (1178) Art. 1259. The expenses of consignation, when properly made, shall be charged against the creditor. (1178) Art. 1260. Once the consignation has been duly made, the debtor may ask the judge to order the cancellation of the obligation. Before the creditor has accepted the consignation, or before a judicial declaration that the consignation has been properly made, the debtor may withdraw the thing or the sum deposited, allowing the obligation to remain in force. (1180) Art. 1261. If, the consignation having been made, the creditor should authorize the debtor to withdraw the same, he shall lose every preference which he may have over the thing. The co-debtors, guarantors and sureties shall be released. (1181a) SECTION 2. – Loss of the Thing Due Art. 1262. An obligation which consists in the delivery of a determinate thing shall be extinguished if it should be lost or destroyed without the fault of the debtor, and before he has incurred in delay. When by law or stipulation, the obligor is liable even for fortuitous events, the loss of the thing does not extinguish the obligation, and he shall be responsible for damages. The same rule applies when the nature of the obligation requires the assumption of risk. (1182a) Art. 1263. In an obligation to deliver a generic thing, the loss or destruction of anything of the same kind does not extinguish the obligation. (n) Art. 1264. The courts shall determine whether, under the circumstances, the partial loss of the object of the obligation is so important as to extinguish the obligation. (n) Art. 1265. Whenever the thing is lost in the possession of the debtor, it shall be presumed that the loss was due to his fault, unless there is proof to the contrary, and without prejudice to the provisions of article 1165. This presumption does not apply in case of earthquake, flood, storm, or other natural calamity. (1183a) Art. 1266. The debtor in obligations to do shall also be released when the prestation becomes legally or physically impossible without the fault of the obligor. (1184a) Art. 1267. When the service has become so difficult as to be manifestly beyond the contemplation of the parties, the obligor may also be released therefrom, in whole or in part. (n) Art. 1268. When the debt of a thing certain and determinate proceeds from a criminal offense, the debtor shall not be exempted from the payment of its price, whatever may be the cause for the loss, unless the thing having been offered by him to the person who should receive it, the latter refused without justification to accept it. (1185) Art. 1269. The obligation having been extinguished by the loss of the thing, the creditor shall have all the rights of action which the debtor may have against third persons by reason of the loss. (1186) SECTION 3. – Condonation or Remission of the Debt Art. 1270. Condonation or remission is essentially gratuitous, and requires the acceptance by the obligor. It may be made expressly or impliedly. One and the other kind shall be subject to the rules which govern inofficious donations. Express condonation shall, furthermore, comply with the forms of donation. (1187) Art. 1271. The delivery of a private document evidencing a credit, made voluntarily by the creditor to the debtor, implies the renunciation of the action which the former had against the latter. If in order to nullify this waiver it should be claimed to be inofficious, the debtor and his heirs may uphold it by proving that the delivery of the document was made in virtue of payment of the debt. (1188) Art. 1272. Whenever the private document in which the debt appears is found in the possession of the debtor, it shall be presumed that the creditor delivered it voluntarily, unless the contrary is proved. (1189) Art. 1273. The renunciation of the principal debt shall extinguish the accessory obligations; but the waiver of the latter shall leave the former in force. (1190) Art. 1274. It is presumed that the accessory obligation of pledge has been remitted when the thing pledged, after its delivery to the creditor, is found in the possession of the debtor, or of a third person who owns the thing. (1191a) SECTION 4. – Confusion or Merger of Rights Art. 1275. The obligation is extinguished from the time the characters of creditor and debtor are merged in the same person. (1192a) Art. 1276. Merger which takes place in the person of the principal debtor or creditor benefits the guarantors. Confusion which takes place in the person of any of the latter does not extinguish the obligation. (1193) Art. 1277. Confusion does not extinguish a joint obligation except as regards the share corresponding to the creditor or debtor in whom the two characters concur. (1194) SECTION 5. – Compensation Art. 1278. Compensation shall take place when two persons, in their own right, are creditors and debtors of each other. (1195) Art. 1279. In order that compensation may be proper, it is necessary: (1) That each one of the obligors be bound principally, and that he be at the same time a principal creditor of the other; (2) That both debts consist in a sum of money, or if the things due are consumable, they be of the same kind, and also of the same quality if the latter has been stated; (3) That the two debts be due; (4) That they be liquidated and demandable; (5) That over neither of them there be any retention or controversy, commenced by third persons and communicated in due time to the debtor. (1196) Art. 1280. Notwithstanding the provisions of the preceding article, the guarantor may set up compensation as regards what the creditor may owe the principal debtor. (1197) Art. 1281. Compensation may be total or partial. When the two debts are of the same amount, there is a total compensation. (n) Art. 1282. The parties may agree upon the compensation of debts which are not yet due. (n) Art. 1283. If one of the parties to a suit over an obligation has a claim for damages against the other, the former may set it off by proving his right to said damages and the amount thereof. (n) Art. 1284. When one or both debts are rescissible or voidable, they may be compensated against each other before they are judicially rescinded or avoided. (n) Art. 1285. The debtor who has consented to the assignment of rights made by a creditor in favor of a third person, cannot set up against the assignee the compensation which would pertain to him against the assignor, unless the assignor was notified by the debtor at the time he gave his consent, that he reserved his right to the compensation. If the creditor communicated the cession to him but the debtor did not consent thereto, the latter may set up the compensation of debts previous to the cession, but not of subsequent ones. If the assignment is made without the knowledge of the debtor, he may set up the compensation of all credits prior to the same and also later ones until he had knowledge of the assignment. (1198a) Art. 1286. Compensation takes place by operation of law, even though the debts may be payable at different places, but there shall be an indemnity for expenses of exchange or transportation to the place of payment. (1199a) Art. 1287. Compensation shall not be proper when one of the debts arises from a depositum or from the obligations of a depositary or of a bailee in commodatum. Neither can compensation be set up against a creditor who has a claim for support due by gratuitous title, without prejudice to the provisions of paragraph 2 of Article 301. (1200a) Art. 1288. Neither shall there be compensation if one of the debts consists in civil liability arising from a penal offense. (n) Art. 1289. If a person should have against him several debts which are susceptible of compensation, the rules on the application of payments shall apply to the order of the compensation. (1201) Art. 1290. When all the requisites mentioned in Article 1279 are present, compensation takes effect by operation of law, and extinguishes both debts to the concurrent amount, even though the creditors and debtors are not aware of the compensation. (1202a) SECTION 6. – Novation Art. 1291. Obligations may be modified by: (1) Changing their object or principal conditions; (2) Substituting the person of the debtor; (3) Subrogating a third person in the rights of the creditor. (1203) Art. 1292. In order that an obligation may be extinguished by another which substitute the same, it is imperative that it be so declared in unequivocal terms, or that the old and the new obligations be on every point incompatible with each other. (1204) Art. 1293. Novation which consists in substituting a new debtor in the place of the original one, may be made even without the knowledge or against the will of the latter, but not without the consent of the creditor. Payment by the new debtor gives him the rights mentioned in Articles 1236 and 1237. (1205a) Art. 1294. If the substitution is without the knowledge or against the will of the debtor, the new debtor’s insolvency or non-fulfillment of the obligations shall not give rise to any liability on the part of the original debtor. (n) Art. 1295. The insolvency of the new debtor, who has been proposed by the original debtor and accepted by the creditor, shall not revive the action of the latter against the original obligor, except when said insolvency was already existing and of public knowledge, or known to the debtor, when the delegated his debt. (1206a) Art. 1296. When the principal obligation is extinguished in consequence of a novation, accessory obligations may subsist only insofar as they may benefit third persons who did not give their consent. (1207) Art. 1297. If the new obligation is void, the original one shall subsist, unless the parties intended that the former relation should be extinguished in any event. (n) Art. 1298. The novation is void if the original obligation was void, except when annulment may be claimed only by the debtor or when ratification validates acts which are voidable. (1208a) Art. 1299. If the original obligation was subject to a suspensive or resolutory condition, the new obligation shall be under the same condition, unless it is otherwise stipulated. (n) Art. 1300. Subrogation of a third person in the rights of the creditor is either legal or conventional. The former is not presumed, except in cases expressly mentioned in this Code; the latter must be clearly established in order that it may take effect. (1209a) Art. 1301. Conventional subrogation of a third person requires the consent of the original parties and of the third person. (n) Art. 1302. It is presumed that there is legal subrogation: (1) When a creditor pays another creditor who is preferred, even without the debtor’s knowledge; (2) When a third person, not interested in the obligation, pays with the express or tacit approval of the debtor; (3) When, even without the knowledge of the debtor, a person interested in the fulfillment of the obligation pays, without prejudice to the effects of confusion as to the latter’s share. (1210a) Art. 1303. Subrogation transfers to the persons subrogated the credit with all the rights thereto appertaining, either against the debtor or against third person, be they guarantors or possessors of mortgages, subject to stipulation in a conventional subrogation. (1212a) Art. 1304. A creditor, to whom partial payment has been made, may exercise his right for the remainder, and he shall be preferred to the person who has been subrogated in his place in virtue of the partial payment of the same credit. (1213)

Essay Sample on Barack Obama as a President

Essay Sample on Barack Obama as a President Free example essay on Barack Obama : The Barack Obama presidency has elicited a lot of interest not only in the United States, but all around the world. Obama is not an international figure because of the color of his skin, but because of what he stands for, the values that he believes in. He managed to beat John McCain in the race to the White House, not because he was a better hero, but because he embodied what Americans had been lacking for a very long time: hope. Obama as president has been able to achieve a lot for his country. The war in Iraq and Afghanistan is about to become history, thanks to Obama-government policies. Many saw his anti-war sentiments as being cowardly, but the truth is the US does not have to be in a war that is basically senseless. His healthcare program is about to change how people access healthcare in the country. His economic policies have helped a lot of people survive the recent economic crunch. Pundits had tried to discredit him on the basis that he lacked the necessary experience to run the affairs of the United States. However it is clear that what America needs at this time is a visionary such as Obama, a man, who not only promises hope, but who acts on his promises. He managed to achieve what many other presidents ahead of him failed to achieve, and this was giving the American people a reason to believe in themselves, regardless of class, race or even religion. He is not just any Washington puppet; he is a selfless leader whose inspiration has seen the United States regain respect from the rest of the world.

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

Strategic plan 2 - Essay Example After evaluating its strategic planning in terms of the first five steps proposed by Chabotar (2006), this essay would present and assess the next five steps of strategic planning, to wit: (6) strategic and other indicators, (7) evaluation, (8) action steps, (9) revenue and costs; and (10) assessment. Cornell University identifies specific goals and missions per colleges and divisions, in addition to the over-all university mission, vision, and objectives. By closely monitoring the progress of these colleges and divisions, the scope of achievement in organizational goals is clearly measured. In evaluating the strategies enumerated, the CASH model would be a tool to assess the viability of the plan. There is a need to refine budget and capital planning processes, seeking greater transparency, accountability, and alignment of resources with priorities. In addition, the strategies should maximize the investment return of Cornells endowment and other financial capital, within acceptable levels of risk, in order to better support the institutions academic mission. To achieve the clearly defined organizational goals and objectives of Cornell University, the following action plan is recommended: (1) Continue to invest in areas of long-standing disciplinary and interdisciplinary strength, which have given Cornell a well-deserved reputation for academic distinction; (2) Provide competitive pay and benefits, and research support to recruit and retain the best faculty and staff; (3) Increase scholarship support for students over the next five years and reduce self-help and debt levels, which now exceed those of our peers. Ensure that undergraduate and graduate financial-aid policies are consistent with recruitment and enrollment priorities; and (4) Ensure outstanding academic administration by refining deans search procedures and improving succession planning, among others. (Cornell University, Strategic Plan, 2009) As both revenue and cost are critical inputs to a

Guide Of Using Of Internet For Patient Assignment

Guide Of Using Of Internet For Patient - Assignment Example Agatha is a twenty-eight-year-old married woman. She has been married for one year now and has not had conception yet. Agatha misses her menses and goes to the hospital for medical check-up and examination. A laboratory test conducted in the laboratory reveals that Agatha is about three weeks pregnant. Three weeks on, Agatha goes to the hospital again and she is asked to go and take a scan of her pregnancy because it is a new hospital. When Agatha goes to take the scan, the result is that the fetus is not seen. The morning before the scan, Agatha saw blood stains in her panty. Agatha comes home from the hospital very worried because the doctor did not give her much information about the two experiences she had today expect that she is given a referral date. She is very desperate to get information because this is her first pregnancy and she is very naà ¯ve about this new health concern. Her greatest fear is that there are several cases of miscarriage in her family and so she is simp ly confused and needs more information.As a family member, health practitioner and someone very familiar with the use of the internet, I would recommend the website, http://www.womenshealth.gov/pregnancy/ for Agatha. On the contrary, I would advise Agatha against visiting http://wiki.answers.com/Q/FAQ/443. My choice of website for Agatha is based on the guidelines given on the first page. The Women’s Health Website (2011) is recommended because of a number of reasons:1. The website is a government-hosted website.... s (2007) Scenario and Recommendations It is appreciated by the NSW Department of Education and Training (2011) that â€Å"the growth of the World Wide Web to more than 2 billion web pages makes searching and finding information like trying to find the proverbial â€Å"needle in a haystack.† Likely, there are search engines that make the search of information very simple. Agatha is a twenty eight year old married woman. She has been married for one year now and has not had conception yet. Agatha misses her menses and goes to the hospital for medical check up and examination. Laboratory test conducted at the laboratory reveals that Agatha is about three weeks pregnant. Three weeks on, Agatha goes to the hospital again and she is asked to go and take a scan of her pregnancy because it is a new hospital. When Agatha goes to take the scan, the result is that the fetus is not seen. The morning before the scan, Agatha saw blood stains in her panty. Agatha comes home from the hospita l very worried because the doctor did not give her much information about the two experiences she had today expect that she is given a referral date. She is very desperate to get information because this is her first pregnancy and she is very naive about this new health concern. Her greatest fear is that there are several cases of miscarriage in her family and so she is simply confused and needs more information. As a family member, health practitioner and someone very familiar with the use of the internet, I would recommend the website, http://www.womenshealth.gov/pregnancy/ for Agatha. On the contrary, I would advise Agatha against visiting http://wiki.answers.com/Q/FAQ/443. My choice of website for Agatha is based on the guidelines given on the first page. The Women’s Health Website (2011) is

Organization of context in nursing Essay Example | Topics and Well Written Essays - 500 words

Organization of context in nursing - Essay Example Holy Mercy Hospital currently has a total of 500 beds; the ICU and CVICU units have been allocated 25 beds each. For a hospital classified under Acute Care Facilities, with programs in emergency medicine, critical care, cardiovascular medicine and surgery such a bed capacity is a significant internal strength. The hospital handles mostly patients requiring specialised attention and therefore having enough beds greatly improves the quality of service offered to clients. Firstly, the comfort of patients is paramount in healthcare and with such a number of beds; the Holy Mercy Hospital is able to effectively deliver on comfort to patients as they await or receive care (Liew and Kennedy, 203). From the perspective of evidence-based practice, it has been established that boarding especially in acute care settings significantly worsens patient outcomes. Boarding involves holding patients for longer periods in emergency units due lack of space or low bed capacities in hospitals and this causes overcrowding. Some negative impacts of boarding and ultimately crowding include delays in care delivery, diversion of ambulance services and increased periods of stay at the hospitals. Cases of medical negligence, financial loss and medical errors also increase with boarding in hospitals and these culminate higher patient mortality rates. One high impact solution to the challenges above in hospital settings is to reduce triage times and increase bed capacity. With increased bed capacity Mercy Hospital is able to achieve this and even register patients at the bedside. This eliminates the need for long queues and waits in the process of registration. As a result of the bed capacity, the hospital is at times able to completely bypass triage and effectively streamline service delivery. Patients who show no critical signs for instance are send directly the area where they wait on beds for service. This improves quality as physicians take their time to listen to the patients and

Guide Of Using Of Internet For Patient Assignment

Guide Of Using Of Internet For Patient - Assignment Example Agatha is a twenty-eight-year-old married woman. She has been married for one year now and has not had conception yet. Agatha misses her menses and goes to the hospital for medical check-up and examination. A laboratory test conducted in the laboratory reveals that Agatha is about three weeks pregnant. Three weeks on, Agatha goes to the hospital again and she is asked to go and take a scan of her pregnancy because it is a new hospital. When Agatha goes to take the scan, the result is that the fetus is not seen. The morning before the scan, Agatha saw blood stains in her panty. Agatha comes home from the hospital very worried because the doctor did not give her much information about the two experiences she had today expect that she is given a referral date. She is very desperate to get information because this is her first pregnancy and she is very naà ¯ve about this new health concern. Her greatest fear is that there are several cases of miscarriage in her family and so she is simp ly confused and needs more information.As a family member, health practitioner and someone very familiar with the use of the internet, I would recommend the website, http://www.womenshealth.gov/pregnancy/ for Agatha. On the contrary, I would advise Agatha against visiting http://wiki.answers.com/Q/FAQ/443. My choice of website for Agatha is based on the guidelines given on the first page. The Women’s Health Website (2011) is recommended because of a number of reasons:1. The website is a government-hosted website.... s (2007) Scenario and Recommendations It is appreciated by the NSW Department of Education and Training (2011) that â€Å"the growth of the World Wide Web to more than 2 billion web pages makes searching and finding information like trying to find the proverbial â€Å"needle in a haystack.† Likely, there are search engines that make the search of information very simple. Agatha is a twenty eight year old married woman. She has been married for one year now and has not had conception yet. Agatha misses her menses and goes to the hospital for medical check up and examination. Laboratory test conducted at the laboratory reveals that Agatha is about three weeks pregnant. Three weeks on, Agatha goes to the hospital again and she is asked to go and take a scan of her pregnancy because it is a new hospital. When Agatha goes to take the scan, the result is that the fetus is not seen. The morning before the scan, Agatha saw blood stains in her panty. Agatha comes home from the hospita l very worried because the doctor did not give her much information about the two experiences she had today expect that she is given a referral date. She is very desperate to get information because this is her first pregnancy and she is very naive about this new health concern. Her greatest fear is that there are several cases of miscarriage in her family and so she is simply confused and needs more information. As a family member, health practitioner and someone very familiar with the use of the internet, I would recommend the website, http://www.womenshealth.gov/pregnancy/ for Agatha. On the contrary, I would advise Agatha against visiting http://wiki.answers.com/Q/FAQ/443. My choice of website for Agatha is based on the guidelines given on the first page. The Women’s Health Website (2011) is

Inductively Coupled Plasma †Atomic Emission Spectroscopy Essay Example for Free

Inductively Coupled Plasma – Atomic Emission Spectroscopy Essay The aim of this practical was to use an ICP-OES to perform a multi-elemental analysis of different types of tea. The elements that were analysed in the tea were copper, iron, manganese and magnesium. The sample is introduced into the plasma as an aerosol. Argon gas flows through three concentric quartz tubes in the plasma torch. This argon gas transports the sample from the nebulizer, acts as a cooling gas and is also a source of electrons and ions for the plasma [1]. A magnetic field is created around the plasma torch. The ionisation process is started by the ignition of the argon gas from a spark produced by a tesla coil [1]. During this process the plasma reaches a very high temperature and the sample is atomised. The atoms are then excited to a higher state. Since this is an emission analysis, the analysis is performed as the atoms emit energy and return to a lower energy state or their ground state. A spectrometer or monochromator is used to select the wavelength that is being analysed. The multi-element detector then gives us a readout that can be understand for each element that is analysed Explain the benefits and limitations of plasma over a conventional flame used for FES with photometry and AAS. The benefits of using plasma are that the chemical interferences are decreased due to the high temperatures that the plasma reaches and refractory elements can also undergo excitation. There are also many wavelength for different that can be chosen for analysis so you don’t have two elements that have wavelengths that are close to each other as this would interfere with the analysis. A limitation is that spectral overlap can occur and the preparation of the samples is a very long process compared to that of the flame spectrometry Data Show the calculations for you multi-element standard. Instrument: Perkin Elmer OES (optima 5300 DV) The preparation of multi-element standard 1000ppm solutions of (Cu), (Fe),(Mg) and (Mn ) were given. A working standard solution containing the entire four elements was prepared in the following way; 1 ml, 10 ml and 5 ml of Fe, Mg, and Mn were respectively added in one 100 ml volumetric flask. A solution of Cu was prepared separately (intermediate solution) by placing 1 ml of the 1000ppm Cu solution in a 100 ml volumetric flask and made up to the mark with distilled water, the resulting concentration was 10ppm. The formula that was used to calculate the volume of the 1000ppm Cu solution needed to prepare 10ppm solution in a 100 ml volumetric flask is; C1V1 = C2V2 †¦Ã¢â‚¬ ¦ equation 1 Where C1 is the initial concentration C2 is the final concentration V1 is the volume of the initial concentration V2 is the total volume of the initial concentration and the solvent The volume of the barium required was calculated as follows C1V1 = C2V2 1000ppm x V1 = 1ppm x 100ml V1 = 10 ppm x 100 ml 1000 ppm = 1 ml Then 1 ml of the 10 ppm Cu solution was placed in the 100 ml volumetric flask that contained the other three elements, and made up to the mark with distilled water, this was the working standard solution. Using equation 1 it is found that the concentrations of the elements in the working standard solution are as follows. Explain why the type of sample preparation carried out was necessary. The Acid digestion was suitable because a complete transfer of analyte into the solution in order for the determination step to be introduced in liquid form is highly desirable and this method completely transfers the analyte into solution. This thus means that the digested sample is a complete solution of the analyte and has a complete decomposition of the matrix however with minimal loss or contaminated of the analyte Explain what matrix matching is and what problems may arise if this is not carried out. Matrix matching involves preparing solutions in which the major chemical compositions of the standards, blanks and samples are made identical thereby cancelling out the effect of the sample matrix on the analysis results. While matrix matching involves matching the solvents, it also involves matching the concentrations of acids and other major solutes. In case where the standard and sample matrices are quite different or cannot be matched and interference occurs as a result, internal standards can be used. Comment on the correlation coefficient of your calibration graphs. The correlation coefficient measures the strength in the linear relationship between two variables. A correlation coefficient of 1 would mean a very strong linear relationship between two variables, which means the points form a perfect straight line. The correlation coefficients for the calibration graphs were very good. The calibration graphs for copper, iron, magnesium, and manganese gave correlation coefficients of 0.991539, 0.991005, 0.999874, and 0.999952 respectively. This shows that the samples were prepared very well and that there is a strong linear relationship between the emission and the concentrations of the elements. Compare the different elements in the different types of tea. Which tea would you recommend and why? The tea that seems to be most essential for human consumption is the green tea owing to the high content of each and every element present in it. It has high concentration of manganese which is a vital substance in the body as it is an enzyme activator; it keeps bones strong and healthy, and also maintains the health of our nerves. References 1. Dr L Pillay, Chem 340, Instrumental Analysis, ICP-OES notes 2. http:// www.whfoods.com/genpage.php?tname=nutrint dbod=77(accessed 16/04/2013) 3. http://www.chemplex.com/petrochemical/multielementMetal.aspx(accessed 16/04/2013)

St Thomas Aquinas Five Ways Philosophy Essay

St Thomas Aquinas Five Ways Philosophy Essay St. Thomas Aquinas is most famous for his Five Ways. He regarded that the ontological argument as invalid. We cannot prove that God exists, merely by considering the word God, as the ontological argument in effect supposes. For that strategy work, we would have to presume to know Gods essence. The proposition of God exists is not self-evident to us mere mortals. Although people can prove Gods existence in several ways, we cannot do it just by examining the concept of God. We have to consider what it is about nature that makes it manifest that it requires God as its original cause. According to Aquinas, the existence of God can be proved are in fact five, and it is his most famous Five Ways The first way to prove that God exists is to consider the fact that natural things are in motion. According to Aquinas, a first mover must exist. If first mover do not exists, there would be no other mover and nothing would be in motion. It means all the natural things are in motion, and it needs another moving thing to move it. As we look around the world and survey move things, it becomes clear that they do not put themselves into motion. But all things are all in motion, and they cannot move by their own, therefore, a first mover must exist and it is not moved by other, and that thing is God. The most important idea Aquinas wants to say is that things do not put themselves into motion, do not suppose that he thought that people cannot get up out of their chair and walk across the room. He means that things do not just bring themselves into existence, there must be someone put themselves into motion. The second way of proving Gods existence is kind of similar to the first one. Aquinas says in the world of sensible things, nothing causes itself. It means everything is causes by something else. It has to be a first cause, if there have no first cause exist, there would be no first effect. In fact, there would be no second or third effect either. If first causes must exist, then we must admit that is God. Aquinas did not say anything in either of the first two proofs about things being moved or caused by earlier motion or causes. The various motions and causes he is talking about are simultaneous. In Aquinass opinion, there is no philosophical reason that the chain of causes could not go back infinitely. But there cannot be an infinite series of simultaneous causes or movers. His argument is that things must be causes by something earlier, and because this chain of causes cannot go back infinitely, therefore, it must have a first cause, and it is God. The Big Bang theory is a good example to proof Aquinass theory. The Big Bang is accepted by most scientists that the universe is an explosion. The Big Bang is the beginning of space and time of matter and energy, and it is the beginning of our expanding universe. But the universe does have an absolute beginning, which was a first physical event. It is difficult to believe that the first physical event has no explanation, for that amounts to saying that the entire universe is just a chance occurrence. If the physical event is explicable, then it would seem that the explanation must refer to some sort of nonphysical phenomenon, which is God. The third way is the most complicated of the Five Ways, God is the necessary of our being existence. Aquinas says everything can lay our hands on belongs to need-not-exist category, if everything belongs to this category, then at one time nothing existed, and then it would have been impossible for anything to have begun to exist, and thus even now nothing would exist. There must exist something the existence of which is necessary. Aquinas believed that he had not yet ruled out the possibility that the necessity of this necessary being might be caused by another necessary being, whose necessity might be caused by another. He asserted that it is impossible to go on to infinity in necessary things which have their necessity caused by another. Therefore, he concludes that there must be some necessary being that has its own necessity, and that is God. Aquinass first three proofs of Gods existence are versions of what today is called the cosmological argument. The cosmological argument is actually not one argument but a type of argument. This type of argument means that the existence of contingent things, things that could possibly not have existed, points to the existence of a noncontingent or necessary being, God, as their ultimate cause or source of being. Aquinass fourth way to prove God is the gradation to be found in things. It has to consider the fact that all natural things possess degrees of goodness, truth, nobility, and all other perfections. The gradation in things in the sense that something can be more good. Therefore, there must be that which is the source of these perfections, namely, pure goodness and truth, and this is what we call God. The fourth proof about the existence of goodness or good things is called the moral argument. This argument is supporting the existence of God, it argues that God is the best and is the only explanation for morality. God is the best moral for everything; God must exist to support that moral order exists. The last way to proof of Gods existence is predicated on the observation that natural things act for an end or purpose. That is, they function in accordance with a plan or design. Accordingly, an intelligent being exists by which things are directed toward their end, and this intelligent being is God. Arguments like Aquinass fifth proof, according to which the apparent purposefulness or orderliness of the universe or its parts or structure points to the existence of a divine designer, are called teleological arguments. The teleological argument suggests that, given this premise, the existence of a designer can be assumed, typically presented as God. According to Aquinas, some theological truths, truths of revelation, are such that philosophy could never discover them. For example, philosophy cannot establish that the universe had a beginning and is not eternal. And not everything discovered by philosophy is important for salvation. But philosophy and theology, although separate disciplines, are not incompatible, they complement each other. From standpoint of theology, that God exists is a given, a truth that people start out knowing. Thus, Aquinass proofs of Gods existence are philosophical proofs. They do not depend for their soundness on any religious principles.

Pied Beauty Essay example -- Poetry

The poem "Pied Beauty" begins by praising God for all the colorful and diverse things in nature. The speaker is thankful for everything with dots, circles, different colors, etc. He seems to be fond of nature and "the great outdoors." Many of the images in the poem made me think of camping out, or a picnic. For example, fresh fire-coal, chestnut falls, finches, skies of two colors, cows, etc. But the poem does not only speak of natures’ diversity. It also makes reference to manmade things. For example, man’s trades, tackle, and trim are also varied. The landscape plotted and pieced. The poem goes on to thank God for more things. Everything that is different, everything that is changing, everything that has dots, etc. At the end of the poem, the speaker says, "He fathers-forth whose beauty is past change." I had trouble with this line, because I did not know what the speaker meant by this. But after researching, and asking around, I came to the conclusion that it means that God, who creates change, is unchanging himself. While the beauty of the earth lies in its change, and it’s diversity†¦ the beauty of God is unchanging and timeless. So there is a bit of irony at the end. This poem seems to have no setting. However, it uses a lot of images that made me think of being outdoors, camping, on a picnic, or looking up at the sky. The poem also has a joyful tone. It also has a little religious insight. It is almost li...