Friendship Is An Essential Aspect Of Human Happiness

The first relationship we experience, apart from what we have with our family, for the first time to explore our lives, is friendship. At this time, people tend to discover many of their strengths and flaws through having many friends and feel emotions that they have never felt before. Friends help shape who we are and where we fit in society, always learning and improving through one another. Many philosophers today and in the past will agree that friendship is an essential aspect of human happiness. Friendship is understood as a distinctively personal relationship that is grounded in a concern on the part of each friend for the welfare of the other, for the other’s sake, and that involves some degree of intimacy (Helm). But what exactly†¦show more content†¦Friendship based on utility and pleasure become selfishness. Human naturally set up relationships, going from person to person, for personal gain. Aristotle describes these kinds of friendship to be easily dissol ved and forgotten, for they are easily split apart. (Aristotle) We can see these types of relationships in businesses or parties, where people greet each other and create small talk, but no real relationship is present. Their motivation and objective is to get what they need and move on as quickly as possible. According to Aristotle, this type of friendship pertains mostly to younger people, who are advantageous, for they â€Å"...are at such a time of life pursue not what is pleasant but what is beneficial.† (Aristotle) For example, a regular customer at a pizza restaurant might quickly transition to a newly opened restaurant that provides better service for a cheaper price. Furthermore, utility and pleasure are desires that are influenced by passions and feelings, which are constantly and abruptly changing. Aristotle says that people in this state â€Å"...quickly become friends and quickly stop...† and â€Å"...love and stop loving quickly...† (Aristotle) The se relationships are unstable and unpredictable which might cause more harm than good. Aristotle moves on by showing that a perfect friendship is based on goodness

Bob Case Study - 3560 Words

B U S I N E S S S C H O O L STUDENT’S SURNAME, INITIALS | Manwatha, IA | ASSIGNMENT TITLE | Organisational Behaviour Individual Assignment no 1 | STUDENT NUMBER | 200002859 | PROGRAMME NAME | MBA YEAR 1; OBE 501T | GROUP NAME | | DATE | 16th February 2013 | Individual Assignment Mark Sheet Course Module: Organisational Behaviour (TUT MBA, OBE501T) Due Date of Assignment: 16th February 2013 Receive Back: Lecturer: Pieter R van der der Merwe Student Surname, Initials: Manwatha, IA___________________________ Evaluation Criteria | 75%+ | 68%+ | 60%+ | 50%+ | 49%- | Understanding the course content(Has student done sufficient reading) [20] | | | | | | Applying appropriate theory concepts†¦show more content†¦There are no rights or wrong answers – it is about your reflective skills and self-awareness. These questions will assess your achievement of the outcomes and your use and/or development of specific competencies. Type tour answers in the spaces below the questions (1) Why did you assign this mark in your self-evaluation? What mark do you think you should get for the assignment? Where in your assignment (sections, aspects) did you perform at your best? And at your worst? 70% (2) Did you find the prescribed material useful? -Yes (3) Did you use additional sources? If your answer is â€Å"yes†, describe or name these sources.-Yes (4) How much time did you spend on the assignment? –Three weeks (5) How relevant are the sources provided for this paper to the realities, for example, of Organisational Behaviour in the South African context? 2. BROOKS,I..2003. Organisational behaviour, 2nd Ed, (6) Which competencies, areas of knowledge, skills and other qualities did you need to complete this assignment? Practice what have I learned through this exercises (7) Did completing this assignment and consulting the relevant sources improve your competence as a human resources practitioner/investor/analyst? Name a few competenciesShow MoreRelatedBob Knowlton Case Study2578 Words   |  11 Pagesï » ¿Case Study Question 1: One might say that there was a â€Å"personality† clash between Knowlton and Fester. What personality model could you use to describe the clash? Finding of Fact 1: Personality factors were displayed in the case study of which two of the five factors were expressed by Mr. Knowlton and Mr. Fester. Personality factor of agreeableness was expressed by Mr. Knowlton because he portrayed himself to be a friendly and cordial team player in front of his boss Mr. Jerrold and new co-workerRead MoreCase Study Bob Knowlton3170 Words   |  13 PagesOutline Overview Leadership Leadership Style Attribution Theory of Leadership Bass (1) theory of Leadership Important keys of leadership Questions What attributions did Bob Knowlton make? What team norms seemed to be operating in Knowlton’s team? What leadership style did Knowlton need from Dr. Jerrold after Fester arrived? Explain. What leadership style did Knowlton seem to get from Dr. Jerrod before and after Fester arrived What leadership style did Fester use withRead MoreThe Importance Of A Pastoral Minister Is A Humbling Experience1615 Words   |  7 Pagesat a time. â€Å"It is vital to recognize the issues for self-understanding as well as for responsible handling of the case that arise,† The first case study that will be addressed is God’s Will or God’s Won’t located on pages 63-66 of the Wood and Blue book. Bob is a new pastor at the St. Miscellaneous church. Vacation Bible School is being held during his move in week. Pastor Bob felt is was important to be present during the VBS to lead a devotional during the daily open exercises. This wouldRead MoreIt Is Imperative For Guide Angela Into Talking By Angela Of What Was Heard By Her Telling The Story1286 Words   |  6 Pagesissue Pastor Bob needs to address is the congregation and their concerns and emotions dealing with the situation. There is evidence that they are creating triangles by talking among themselves. They seem to be justifying the death being cause by Angela’s possible drinking and lack of being present when the water swept her son into the current. â€Å"Triangles are created more frequently and cause great damage when anxiety increases in a system.† There is certainly anxiety in this case study in referenceRead MoreBob Reiss and RR Case Study863 Words   |  3 PagesBob Reiss RR Case Figure 1 - Bob Reiss Executive Summary Bob Reiss developed a market strategy based on his experience and knowledge of the industry. He was solely able to put together a team to go to market and compete with the major players in the industry. Reiss was able to accomplish this with virtually no overhead and one secretary. This case represents a true entrepreneurial approach to developing a niche that can serve as an example for any aspiring entrepreneur. This overview providesRead MoreThe Unions Duty Of Fair Representation876 Words   |  4 Pagesmust use that power to fairly and equally represent all members of the unit. The union has met its obligation of fair representation when it has represented the employee fairly, in good faith, and without discrimination. In my opinion the union in the case cited did not meet its fair representation obligation due to not representing Green in good faith or without discrimination possibly on the grounds she is a non-dues paying employee. Therefore, her rights under the LMRA have be en violated due to unfairRead MoreCase 38 : A Solution For Adverse Impact937 Words   |  4 PagesRUNNING HEADER: CASE 38: A SOLUTION FOR ADVERSE IMPACT Case38: A Solution for Adverse Impact Stephanie Walker Averett University Dr. Ehsan Salek BSA564-M727-FA16 Recruitment and Selection October 2016 Case 38: A Solution for Adverse Impact Every so often an organization must evaluate their staffing procedures to make certain they are check on proper techniques. A federal agency was stated to be discriminatory against woman and minorities by a number of the applicants. The personnel specialistsRead MoreApplying and Orginizational Behavior Approach to The Great Post-It Massacre2016 Words   |  8 Pagesemploying an Organizational Behavior approach, The Great Post-It Massacre case study is examined and analyzed in this report. To begin, the contrasting management styles of two leading employees, Beverly Sadowsky the Chief Operating Officer and George Fishman, the 1st Vice-President of Adventure Plus — a quickly developing discount travel agency — are evaluated. Beverly and George are the former and current managers over Bob Scanlan, respectively. Using the leadership and types of power defined inRead MoreLiterary Sources From Online On Climate Change875 Words   |  4 Pagesclimate, and that most data whic h is readily available to the public focuses on large scale climate change information, the project focused on presenting information specific to Smith College in a way which would be accessible to the Climate Change Study Group which was formed in the fall of 2015 as well as anyone else that wished to understand the impacts of climate change that may happen. To begin the project, literary sources from online on climate change were first explored. The group met toRead MoreCase study discussion questions1663 Words   |  7 Pagesï » ¿Case Study Discussion Questions for Case Studies in Entrepreneurial Management and Finance Professor Edward H. Chow Spring 2013 1. (2/20) Introduction and get acquainted: Entrepreneurship and finance Lecture and discussion: A perspective on Entrepreneurship, Howard H. Stevenson, 1988 (9-384-131) How is finance related to corporate objectives? Note on the financial perspective: What should entrepreneurs know? William A. Sahlman, Harvard Business Publishing (9-293-045) In your view, what

Ethics and morality Free Samples for Students-Myassignmenthelp.com

Question: You are required to select an Ethical Issue which has been reported in the news media in the past 12 months. Collect one recent (2016 or 2017) news article which identifies the issue, and perform further research to collect relevant background information and fact. Answer: Introduction Ethics and morality are essential component of the lives of the human beings. The morality and the ethics separate right actions from wrong actions. There are several moral theories that try to ascertain the morality or the justification of actions. Several actions are correct from one viewpoint; however, wrong from any other viewpoint. Over the years, several theories have been developed which assist a person in judging the morality of an action (Mill, 2006). In this context, the essay has implored the ethical dilemma related to the child labour. A large number of companies and business organizations engage in child labour due to the labour shortage and because it is cheap. The fashion industry in Australia is also suffering from this issue. The essay examines the issue of child labour in the Australian fashion industry. The moral dilemma is examined under the lens of utilitarianism and deontological moral theories. Ethical Issue According to the newspaper report by Wahlquist (2017), the issue of child labour is significant in the supply chain of the Australian fashion industry. The newspaper report states that there are a large number of companies which are trying to trace their supply chain to combat the ethical issues in the supply chain; however, only a few companies have so far traced it. The fashion companies in Australia employ a large number of child labourers. Moreover, they are also unsure whether all the labourers involved in the supply chain were given a living wage. In the ethical supply principles, the companies should show zero tolerance for the child labour (Wahlquist, 2017). Child labour is a major ethical issue in the supply chain of the fashion companies. There are about 211 million labourers under the age of 15 (Ethical Trading Initiative, 2017). It is widespread in developing countries and poor economies of Asia, Africa and Latin America. In spite of various government initiatives and law s, child labour still persists in across the globe. Developed countries like Australia and other European counties are also suffering from this ethical issue. The children are the future of a nation; therefore, playing with their future is a serious ethical dilemma for the business managers (Dreier, 2009). The child labour violated the basic rights of human and snatches away the opportunity to obtain education and have a bright future (Barrow, 2015). In this regard, the present essay discusses the ethical issue of child labour and examines the ethical issues in the light of utilitarianism theory and Kants categorical imperative. Key Assumptions in Ethical Issues In the contemporary times, there is an increase in the instances at which the business leaders encounter ethical dilemmas. Several ethical dilemmas occur as the business leader are driven by profits and disregard ethics and profitability of business. However, as business enterprises are a part of society, they should take initiatives for the welfare of the society. There are certain theories and frameworks which try to examine the morality of the actions. In the current ethical issues, it is assumed that child labour is intense crime as it jeopardizes the future of a country. When individuals engage in child labour, they do not get the opportunity to get educated and have bright future. They are unable to enjoy their childhood time which impacts their future lives (Timmons, 2012). However, a large number of organizations and individuals states that child labour is also provide opportunity to children to feed their stomach. It provides opportunity to the children to earn money and liv e properly. Analysis of Ethical Problem Using Utilitarianism The utilitarianism theory is the most common theory which judges whether an action is right or wrong. It judges an action based on the consequences on large section of people. According to this theory, no action is right or wrong and an action can be judged based on is consequences. This theory states that the best action is one which increases the utility or the well-being of the human beings, animals and the society in general. The actions are judged on the basis of pleasure derived from the actions. The suffering from the actions is subtracted from to identify the utility of all the actions (Sher, 2012). The utilitarianism is based on the consequentialism theory which states that all the actions should be judged according to the consequences of the action. However, this theory considers all the interests equally. When a business organization adopts utilitarianism, it examines an action based on the consequences on a large number of people. It means all those actions are morally justifiable whose consequences do not have bad impact on anyone. According to this theory, child labour is morally justifiable. Utilitarianism posits that the purpose of morality is to provide a just and satisfactory life to the people. The theory states that the purpose of morality is to increase the happiness and reduce struggles in the lives of people (Hinman, 2012). Utilitarian ethics states that all the actions are morally justifiable whose consequences are good. Several families are only able to fend for themselves due to child labour. The families can receive higher income and the business organizations have access to cheap labours. The child labourers can receive education at odd times. If the practice of child labour is abolished, it will snatch the livelihood of the people and create problems in their future lives (Jacobs, 2008). Kants Categorical Imperative Kant Categorical Imperative is central to the deontological theory. This theory states that every person should have fundamental rights which should not be violated. The theory also elaborates that every individual has a right to choose for himself. Every person has the right to choose what life he wants to life. The choice of the people should be respected and the people are not objects who can be manipulated for their choice. Therefore, the people need to avoid actions which are wrong and breach the right of the people. When examining the act of child labour using this theory, it can be posited that t is a serious offence. Child labour breaches the fundamental rights of the people and snatches away the right of individual to live their lives joyfully (Haidt, 2012). The children do not have opportunity to better their lives by education and other opportunities. Furthermore, the children engaging in child labour have to face toxic work environment which results in negative impact on their future lives. The children are forced to grow up before their age and face the hardships created for adults. The children suffer from violence and maltreatment at an early age (Waluvhow, 2003). Child labour is also an immoral action as it imparts severe physical and psychological damage to the children. Child labour is an immoral action as it impacts severely on the future lives and the growth and prosperity of the children. In the fashion industry supply chain, the children have to work for very long duration. The factories often neglect the lunch times and recreation for the labour (Donnelly, 2003). The children working in these conditions suffer from back strain, eye strain and allergies. While working here, the children are exposed to several dangerous and risky situations which is dangerous for the future and the present lives of the people. The children working in these conditions suffer from stunted growth, low emotional and intelligence quotient (Farrell, 2010). Therefore, child labour exploits the children of their fundamental rights which make it ethically immoral in the lens of Kants categorical imperative. Conclusion It can be deduced child labour has a negative impact on the society and the practice of child labour must be immediately abandoned. According to a recent newspaper article, the practice of child labour still persists in the supply chain of the fashion industry in Australia and other counties in Asia and Africa. It is a moral crime as it snatches the childhood of child labourers. The companies engage in child labour as it provides them with cheap labour and the business organizations are driven by profits. The utilitarianism theory states that the companies should engage in activities which have the best outcomes for the society and the human beings. When the act of child labour is judged by this theory, it is evaluated that child labour is not ethically wrong as it provide employment opportunities to the people who are in financial needs. The companies also get access to cheap labour which increases their profitability. However, when the same phenomena is analysed through Kants categ orical imperative, it can be examined that the child labour is a serious offence. It snatches away the right of the children for a better education and better future. It could be examined from the analysis form both the theories that child labour is a serious crime and the drawbacks of the offence outweigh its benefits. Therefore, the malpractice of child labour should be immediately abandoned. References Barrow, R. (2015). Utilitarianism: A Contemporary Statement. Routledge. Donnelly, J. (2003). Universal Human Rights in Theory and Practice. Cornell University Press. Dreier, J. (2009). Contemporary Debates in Moral Theory. John Wiley Sons. Ethical Trading Initiative. (2017). Child labour. [Online]. Available at: https://www.ethicaltrade.org/issues/child-labour [Accessed on: 27April 20017]. Farrell, M. E. (2010). Ethics: A University Guide. Progressive Frontiers Pubs. Haidt, J. (2012). The Righteous Mind: Why Good People are Divided by Politics and Religion. Penguin UK. Hinman, L.M. (2012). Ethics: A Pluralistic Approach to Moral Theory. Cengage Learning. Jacobs, J. (2008). Dimensions of Moral Theory: An Introduction to Metaethics and Moral Psychology. John Wiley Sons. Mill, J.S. (2006). Utilitarianism. ReadHowYouWant.com. Sher, G. (2012).Ethics: Essential Readings in Moral Theory. Routledge. Timmons, M. (2012). Moral Theory: An Introduction. Rowman Littlefield Publishers. Wahlquist, C. (2017). Slavery laws would force Australian fashion labels to be more ethical report. The Guardian. [Online]. Available at: https://www.theguardian.com/world/2017/apr/19/slavery-laws-would-force-australian-fashion-labels-to-be-more-ethical-report [Accessed on: 27April 20017]. Waluvhow, W.J. (2003). The Dimensions of Ethics: An Introduction to Ethical Theory. Broadview Press

Emma Goldman and Anarchism free essay sample

All of these issues and more were taken into account when Emma Goldsmith became an activist and proponent of anarchism. What is anarchism? A formal definition of it nowadays would probably state that anarchism is a political philosophy which considers the state undesirable, unnecessary, and harmful. Anarchism promotes a stateless society opposing authority in the conduct of human relations. Emma Goldman was a self-pronounced anarchist and in her 1933 speech, â€Å"An Anarchist Looks at Life,† we get a glimpse of her ideology. In 1987, author Martha Solomon wrote what is credited as the first detailed study of Goldman to focus on her achievements as a rhetorician rather than on her involvement in particular causes. Solomons goal is to evaluate her in a spirit she would have preferred: appreciating her creative contributions and acknowledging her limitations (Solomon 149). † Solomon thoroughly examines a number of Goldman’s essays on a wide range of topics as well as her role as writer and publisher of her magazine, â€Å"Mother Earth. As Solomon analyzes Goldman’s literary theory, she accuses her of being too vague in her description of anarchism and is convinced that her beliefs are contradictory. In her â€Å"An Anarchist Looks at Life† speech, Emma Goldman starts off talking about â€Å"America, with its huge factories [and] the pedaling of a machine for ten hours a day at two dollars fifty a week. † Clearly she is talking about the highly industrialized state of the country as well as the dreadfully painstaking work schedule. The long hours mixed with the unsanitary and dangerous conditions of the workplace, made for an extremely stressful work environment. Injuries and even death were commonplace under these conditions which is why it made perfect sense for workers to demand better working conditions. Goldman alludes to this when she mentions the Haymarket Massacre in her speech. She describes it as â€Å"the greatest event in [her] life, which made [her] what [she] is. † The Haymarket Massacre, which took place at Haymarket Square in Chicago, began as a rally for striking workers who were advocating for an eight hour work day. It was during this rally when an unknown person threw a bomb at police officers resulting in ensuing gunfire. A group of anarchists were arrested and subsequently sent to death as a result of this. Goldman described this as five noble men being â€Å"judicially murdered by the state of Illinois. † The death of these Chicago â€Å"martyrs was [her] spiritual birth† and â€Å"their ideal became the motive of her entire life. † Goldman continues her speech acknowledging her realization that most people at the time had â€Å"a very inadequate, very strange and usually false conception of anarchism. She criticizes the press for causing this saying that the paper is â€Å"the last place to seek for truth in any state of form. † Goldman makes sure to convince people that it is not their fault that they feel the way they do. She says that it is the media’s fault for forcing their biased opinions upon them. She believed that â€Å"the function of anarchism in a revolutionary period [was] to minimize the violence of the revolution and replace it by constructive efforts. Anarchism is a releasing and liberating force because it teaches people to rely on their own possibilities, teaches them faith in liberty, and inspires men and women to strive for a state of social life where everyone shall be free and secure. † As an anarchist, Goldman proclaims that â€Å"anarchism repudiates any attempt of a group of men or of any individual to arrange life for others. † Obviously she feels that the government has too much input in how people live and manage their lives. The greater the freedom and the opportunities for every unit in society, the finer will be the individual and the better for society; and the more creative and constructive the life of the collectivity. † This quote in essence, sums up Emma Goldman’s ideology. In Martha Solomon’s analysis of Emma Goldman, she tries to convince the reader that Goldman’s ideology is contradictory. She claims that Like a wide-angle lens on a camera, [Goldman’s] anarchism widens her field of view but distorts her vision (Solomon, 86). She said earlier in her analysis that Goldmans â€Å"theories are better as a model for the life of a rebel than as a foundation for a new society (Solomon, 60). † Solomon makes it seem like Emma Goldman’s ideas about anarchist are almost like the platform for a religion. Looking back at Goldman’s speech, she does describe anarchism as a â€Å"releasing and liberating force† which â€Å"teaches faith in liberty. † How would this ideology be effective in solving the issues of the day concerning immigrants, civil rights, free speech, and criminal justice? Solomon uses Goldman’s quote, â€Å"the function of anarchism in a revolutionary period is to minimize the violence of the revolution and replace it by constructive efforts (Solomon, 62). † Solomon believed that with this quote, Goldman was forced to acknowledge that the theory she cherished was too avant-garde to be useful in correcting immediate problems (Solomon, 62). † In other words, she believed Goldman knew that her ideas pushed the boundaries of what was accepted as the norm a little too much. It was interesting looking at both Emma Goldman’s â€Å"An Anarchist Looks at Life† and Martha Solomon’s analysis in â€Å"Emma Goldman†. It was interesting to see how Solomon tried to use Goldman’s quotes to accuse her explanation of anarchism as being â€Å"too vague and unconvincing (Solomon 62). † The secondary source did fairly and effectively use the primary source, but I did not find it convincing. I don’t feel that Goldman’s ideology was contradictory and I feel that she did truly believe that her beliefs could work. Bibliography: Martha Solomon, Emma Goldman, Boston, MA: Twayne Publishers, 1987. Emma Goldsmith (1933, March), An Anarchist Looks at Life, speech presented at the Foyles Twenty-ninth Literary Luncheon

Woman and Marriage in the Essay’s of Pandita Ramabai and Rassundari Devi Essay Example

Woman and Marriage in the Essay’s of Pandita Ramabai and Rassundari Devi Essay Woman and Marriage in the essay’s of Pandita Ramabai and Rassundari Devi Pandita Ramabai an eminent Indian Christian social reformer and activist in her book High Caste Hindu Women highlights subject matter relating to the life of Hindu women including child brides, marriage and widowhood. She talks about the money aspect when arranging a marriage, the young ages of the boy and the girl, the marriage rituals and the inhuman expectations that the women are faced with. According to her, marriage was a fickle matter in the olden times. Women were not allowed a say in the choice of the groom and were married of ‘while still in their cradles’. Ramabai illustrates how Swayamvara, earlier a popular way of choosing your own husband was practically becoming extinct. It was now considered absurd to even think about asking the women’s opinion. Rassundari Devi, one of the pioneers in indigenous women’s writings, takes up this very topic in her autobiographical work Amar Jiban( My Life). In the work she traces her life as she goes from being the young girl in her family to a bride. She goes through motherhood, starvation, and the perpetual desire to read and write. She starts of by mentioning how happy and excited she was when she first learned she was to be married. We will write a custom essay sample on Woman and Marriage in the Essay’s of Pandita Ramabai and Rassundari Devi specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Woman and Marriage in the Essay’s of Pandita Ramabai and Rassundari Devi specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Woman and Marriage in the Essay’s of Pandita Ramabai and Rassundari Devi specifically for you FOR ONLY $16.38 $13.9/page Hire Writer She was cheered up by the array of ornaments, sari’s and music at her disposal. Pandita Ramabai offers the very same conclusion when she asked girls for fun if they would like to married and they would almost always answer in the affirmative. â€Å"There are gorgeous dresses, bright colored clothes, beautiful decorations, music, songs, fireworks, fun, plenty of fruit and sweet things to eat and to give away, lovely flowers, and the whole house is illuminated with many lamps. What can be more tempting to a childs mind than these? † But like she says later, little do these children know what awaits them after marriage. Bidding farewell to their mother and the laughter and joys of childhood these innocent souls are bound to life of marriage and housekeeping. Rassundari Devi too recounts the sadness she felt when she learned that she was to be given away to the other family. She was scared at the very thought of being separated from her family. However unlike the instances of ill-treatment and beatings that Pandita Ramabai mentions in her book, Rassundari Devi was fortunately wed into a family that treated her well and looked after her compared to the others. She writes that she felt very fortunate and thankful of God that he gave her a family that was loving and caring of her. One of the most important aspects that disturbed Pandita Ramabai was the ignorance of the grooms personality and background by father while considering marriage. She recounts a story where just upon learning the caste and class of a boy the father of a young girl gave her hand in marriage to him. He did not even enquire about his personal habits and lifestyle. She also mentions the joint family system wherein a young bride’s sole position is at the back of the house doing chores and serving the relatives. This is what even Rassundari Devi goes through just after she enters her marriage home. Her entire day was engaged in doing the housework that began very early and continued till midnight. There was no rest from it even when there were about eight maidservants in the house. It was considered custom that the brides do all the work as well as look after the children. Even Pandita Ramabai mentions the same: She must always be cheerful, clever in the management of her household affairs, careful in cleaning her utensils, and economical in expenditure. The High caste Hindu Women is also a testament to the rituals that made up a marriage and the behaviour that was expected out of a woman. Breaking a young bride’s spirits was considered an essential part of the initiation. She was never to be seen talking loudly or speaking before the male members of the family. Ramabai also documents the countless number of times a woman had to undergo beatings mostly at the hands of their mother in laws. As a study of the practices in the 18th and 19th century it is all well documented with notes and bibliography which are quite fascinating and informative. However one drawback that most critics hold Pandita Ramabai against is the dominance of the emphasis on the Brahmin side of things, when there were other similar problems going on. This obsession seems a little out of balance for a book dealing with Ramabai’s life. However by compiling all the little nuances that surrounded the life of a typical woman in those days Pandita Ramabai manages to give a picture of the patriarchal authority in place. Even more so Rassundari Devi’s own account of the hardships she had to go through validates some of the points made in Ramabai’s book.

the punk experience essays

the punk experience essays In 1994, director Oliver Stone and storywriter Quentin Tarantino created the epitome of the American masterpiece: Natural Born Killers. This incredible movie was made to portray the 1990s as a whole, and to tell the story of a modern day Romeo and Juliet. Today, it is a classic and should be a standard for all movie making, as well as film critiquing. Natural Born Killers is about two people, Mickey (Woody Harrelson) and Mallory (Juliet Lewis) Knox, who meet, fall madly in love, and travel the west while on a three week killing spree until they are apprehended by the police and imprisoned. The movie continues one year later, when Wayne Gayle (a media icon who hosts a TV series documenting serial killers and mass murderers) conducts an interview with Mickey live on network-TV inside the prison. During this interview, Mickey makes a statement setting off the entire inmate population, which then causes a horrifically violent riot. When Mickey realizes he has an opportunity to reunite with his love, he seizes it, and the formerly separated couple resumes their previous habits inside the prison during the riot. This movie vividly portrays the 1990s with its incredibly chaotic setting. The brilliant makers of this film use techniques such as including two different perspectives (visually) in one scene. For example, in the beginning scene, Mickey and Mallory are in a redneck diner. While in the diner, Mallory is dancing by herself to the music on the jukebox, when two men come into the establishment, and each immediately begin to sexually refer to Mallory in a very derogatory manner. This heavily ticks Mallory, so she beats one of the men to a bloody pulp, and Mickey slashes up the other. When Mallory is sitting on top of the man jumping on his back and pounding his head on the floor, there are two perspectives. The first is that of the man, which shows Mallory completely st...

Emerging Economies (RUSSIA) Research Paper Example | Topics and Well Written Essays - 4750 words

Emerging Economies (RUSSIA) - Research Paper Example According to the research findings the Soviet Union was considered as one of the most powerful and stable country in the world in 1980’s. The Soviet Union was getting stronger and stronger with the passage of time. The country was also stable economically. However, the policies devised and adopted by the country weakened the economic and political situation which eventually resulted in disintegration of Soviet Union. However, the analysts are of the view that the basic reason of political and economic collapse of the Soviet Union was the culture of War which caused severe impacts on the economic and political situations of the country. This increased war culture also affected the budget of the country and a greater portion of the budget was reserved only for the military. This increase in the military budget was made at the expense of the investment in the economy. By the mid of decade of 1980, half of the total output of the country was consumed by the Soviet military only. T his caused the shortages of the industrial commodities for the country and general public as a whole. Moreover, the commodities available in the market of Soviet Union were also not considered fit for use as all the commodities and goods which were in good condition were taken up by the military. Consequently, the consumers of the Soviet Union started importing the industrial goods to satisfy their desires. The economic factors that resulted in collapse of Soviet Union were also closely linked to the psychological factors affecting the people of the country. As the market was glooming day by day due to availability of few products and commodities in the market, the people were getting more and more depressed. Those who could import the goods from other countries satisfied their needs, but the other portion of the public suffered a lot. This had severe impacts on the psychological situations of the people and also on their working patterns and habits. The level of distrust in the gov ernment was so high that the workers often said that the government pretended that they were paying them for their work and they pretended that they were working for the government. The analysts are of the view that the incentives for the production were very low. In some cases, the workers were not given any incentives for the efforts they put in. This deterred the workers from working. Grigory Yavlinsky, a Russian economist, was of the view that the system of the system was not functioning properly because the workers were not working (Thayer, W. Silicon, V) At the time when the Soviet Union was facing great depression and economical instability, the Reagan administration in US decided to increase the military budget. They also proposed to implement an antiballistic missile system. This caused the Soviet Union to increase its military budget to maintain parity with United States. But at this stage, it was impossible for the Soviet Union to increase the share of its budget share fo r the military. The authorities of the Soviet Union decided to end the cold war and also the arms race which resulted in the allocation of a greater portion of budget to fulfill the military purposes only. However, this also removed the possibility of an invasion by external forces. Thus, the people of the Soviet Union also refused to accept the totalitarian system of government. As a result, the whole political system of the country was disintegrated and the Soviet Union collapsed. The post-Soviet period was a tough time for Russia. Especially, the transition period brought great challenges for the Russian government and public. The ways and methods that were adopted by the Russian administration to deal with these challenges are of significant importance. Moreover, the revolutionary changes that were brought by the Russian government in the field of education, industry and resource sectors are worth-mentioning. The economic policies adopted by the government in immediate post-Sovi et period are also of great importance. POST-SOVIET PERIOD: The Russian economy became one of the

The poverty in the world Essay Example | Topics and Well Written Essays - 1500 words

The poverty in the world - Essay Example The author also notes that the global food crisis affects mostly poor people – who have to spend most or all of their income on food. Using various examples of extreme weather events worldwide, the author argues that political or economic decisions may be related to the food crisis, but their role in the rapid expansion of the crisis can be doubted; rather the weather, as affected by the increased pollution, should be characterized as the main cause of the global food crisis. The views of the author, as briefly presented above, are critically discussed and evaluated using appropriate literature, i.e. academic studies which focus on the global food crisis. 2. Issues discussed in the paper – presentation and analysis In the article under analysis, Krugman aims to present the key causes of the global food crisis. ... However, extreme weather events - recent ones - in specific countries are used in order to prove the relationship between the global financial crisis and the specific events. More specifically, reference is made to the fires in Russia, the flooding in Australia and the dry weather in Brazil. It is noted that extreme weather events are more likely to influence the food prices – compared to the commodity prices, which cannot have an impact, in accordance with Krugman, on the food prices. However, no data or relevant reports are used for supporting the specific view. Instead, the events are mentioned followed by the personal views of the author, without using appropriate literature or findings of research made on the specific issue. The key point of the article is that the global climate change which has led to natural phenomena such as the La Nina, is the key cause of the global food crisis and for this reason the claims that ‘Ben Bernanke has blood on his hands’ (K rugman, p.1 & 3) should be opposed as non-valid. Instead, measures should be taken in order to control the global food crisis that, in accordance with Krugman, is expected to further expand, as a result of the increase of greenhouse gases. 3. Evaluation of the author’s perspective In accordance with the issues discussed above, the global food crisis, as expanded quite rapidly in the international community is quite difficult to be controlled, mostly because it is related to events that cannot be foreseen and they are quite difficult to be confronted. In fact, no matter the technology available, certain of these events, cannot be managed, like in the case of fires in Russia and the flooding in Australia

Changing Of The Status Of Women Around The World Over Time Essay

Changing Of The Status Of Women Around The World Over Time - Essay Example The authors have encompassed the entire globe in their work without neglecting any important area or region of the world. The authors have quoted the words delivered from the mouth of Gabriela Oviedo (426), Miss Bolivia 2003, who laments ethnic-racial discrimination to be observed against the South Americans and blacks, though her having the opportunity of winning the title of Miss Bolivia remarkably alludes to the rights enjoyed by women even in the backward countries of the third world. It remarkably reflects the revolutionary alterations in the traditional and conventional cultural values of the social establishment being observed at the global scale, under which the women used to be suppressed by the male dominant social setups. Women were restricted to domestic responsibilities in the Asian and African colonial states during the imperialism surge, and their intermixing with males was strongly a socially disapproved phenomenon, and separate dresses and hairstyle etc prevailed for women (534). It is, therefore, the countries were lagging far behind from the European nations because of the negation of women from the nation-building activities altogether. Somehow, the situation has observed significant alterations in modern times, and western attire and styles have made their sure headway in the former colonial states, where like the European citizens, men and women wear the same clothes and active participation of women in business, politics, military services and other social and financial activities have turned out to be the order of the day in contemporary era. Thus, penetration of the western cultural patterns into the oriental societies of Americas, India, and Africa has introduced imperative modifications in the individual and collective life of the people at large by discouraging and eliminating the elements of discrimination towards the female folk (Hansen & Curtis 536-7).

Grammatical Tense And Aspect English Language Essay

Grammatical Tense And Aspect English Language Essay Tense and aspect are the most important grammatical categories for expressing time and temporal relations in English. For me, I will share my experience Now I am an English teacher at Udonthani Vocational College. I teach many English courses such as English for communication 2 , English Conversation , Business English .In each course I have taught 4 language skills such as listening skill, writing skill, speaking skill and reading skill. Students must learn every language skills because English is very important . If you want to communicate English very well you must practice 4 language skills. According to the topic 28 Tense and aspect They are very necessary in teaching grammar. Students must learn how to use tense and aspect. I will teach every English course but I dont teach them all at the same time. The aim of teaching tense and aspect is to study various linguistic approaches to the description of tense and aspect in English Moreover the course description will be the focus o f the ways of expressing present, past, future time. Now I will explain you some English course that I teach in this semester. Before start teaching I will study the course discription from the Vocational Education Commission curriculum. After that I will construc the course syllabus follow the the curriculum. I do the course outline by myself. Then I will study the content and provide the lesson which related the course description from many textbooks. I choose some content and combine to one book. For example I teach English for Conversation 2 (2000-1202) for the first year student in accounting field. I teach 18 Weeks in each semester. I must plan my teaching 9 units (1 unit per 2 week) I will choose some tense and aspect to teach in each unit . In unit one I taught about family . I will choose Present Tense of verb to be and verb to do. Students must know the structure of Tense . How or when to use it? How to make Wh-question. In unit 2 I taught about keeping a diary. Students m ust know and understand Past Simple Tense. They can tell the story in the past . The most important thing before to teach teacher must prepare their teaching and lesson plan . Teacher must improve teaching method and strategies The teachers must know the meaning of tense and aspect and also had understanding .I will show you the content as follow: What is Tense? The Definition of Tense (noun) : a form of a verb used to indicate the time . Tense is a method that we use in English to refer to time. There are three main principle of tenses . They are past tense , present tense and future tense. I will explain the meaning of each Tense. First, Present Tense verb show something is happening right now or at the present time. Second, Past tense verbs which tell about actions which happened some time ago are past tense verbs . Third, Future tense mean verbs which tell about actions which are going to happen are future tense verbs. Many languages use tenses to talk about time. Other language have no tenses, but of course they can still talk about time, using different methods. I will talk about time in English with tense. For example: Jirapon goes to temple. ( Present Tense) Udom went to school yesterday ( Past Tense) Suki will go to school tomorrow ( Future Tense) What is aspect? Aspect expresses a feature of the action related to time such as completion rod duration. Present simple and past simple tenses have no aspect. Aspect always include Perfect Tenses and Progressive or continuous Tense .For example: Perfective aspect ( be+ ing) My parents have lived in Udon Thani since last October. I have studied English since last year. Progressive aspect ( have+ past participle) They are reading newspaper in the room. David is washing his car at home. Further more there are 12 Verb Tenses in English . This is a chart of active verb tenses Tense Past Tense Present Tense Future Tense Simple I went to 7-11. She cooked dinner yesterday. We learnt French. I go to 7-11. She cooks dinner every day. We learn French I will go to 7-11. She will cook tomorrow. We will learn French Progressive be + main verb +ing I was going to Switzerland. She was cooking . We were learning French I am going to 7-11 now. She is washing dishes at the moment. We are learning French now. I will be cooking when you come. We will be going to Bangkok when the sun set. Perfect have + main verb I had cooked breakfast when the phone rang. She has cook many meals. We will have cooked breakfast by the time our mother come. Perfect progressive have + be + main verb + ing He had been cooking for 1 hour before he took lessons. He has been cooking for over and hour. He will have been cooking all day by the time she gets home. Time clues: these are words that give some information about when an action occurs. Some examples are: yesterday       every day tomorrow while now simple past simple present simple future past progressive present progressive There are many words that are time clues; some can be used to indicate a number of tenses, for instance that something happened in the past or that it will happen in the future. If you learn to recognize these time clues, you will find them very helpful. Note that some time clues can be used with more than one verb tense and also that this table is not a complete listing of all the time clues that can be used with all of the tenses Chart-Time Clues and Verb Tense Past Present Future Simple Simple Past Simple Present Simple Future yesterday last year/ month/ etc. before for five weeks/days/etc. one year/ month ago every morning / day / etc. always usually frequently sometimes tomorrow tonight next week/month/etc. soon in the future Progressive Past Progressive Present Progressive Future progressive while when now right now this week/minute/etc. when after as soon as before Perfect Past Perfect Present Perfect Future Perfect before already by the time until then/last week/etc. after until now since ever never many times/ weeks/years/etc. for three hours/ minutes/etc/ by the time you go (somewhere) by the time you do (something) already Perfect Progressive Past Perfect progressive Present Perfect Progressive Future Perfect Progressive before for one week/hour/etc. since for the past year/ month/ etc. for the last 2 months/ weeks/etc. up to now for 6 weeks/hours/etc. since by the time for ten days/weeks/etc. by From www.athabascau.cea Lesson Plan Subject: English For Communication 2 Level: Certificate 1 Instructor : Mrs. Sutida Intawai Text: English For Communication 2 Lesson: 4 Time: 2 period à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.. Objectives : Students will be able to: 1.to inductively review both struture and names of basic tenses Content: Vocabulary : Food, nationalities, dates and time, restaurants Structures : 1. Present simple tense 2. Present continuous tense 3. Present perfect tense 4. Present perfect continuous tense 5. Past simple tense 6. Past continuous tense 7. Past perfect tense 8. Past perfect continuous tense 9. Future simple tense 10. Future continuous tense 11. Future perfect tense 12. Future perfect continuous tense Functions : 1. Talking about Tense and aspect Teaching procedures /Activities: Warm up / Lead in : The teacher greets students and tell them that they are going to learn about outline goals for todays class. Presentation: 1.Teacher presents the charts of structure of tense and aspect .Let them guess the kind of tense and aspect. Practice: 1.Teacher divide students into groups of 2 to 4 2. Have students take personal information quiz in groups 3. Check answers as a class, ask students to quickly speak about what they have learned about their fellow students Production: 1. Have groups identify tense names used in question 2. Give auxiliary verb exercise to students to be done individually 3. Correct auxiliary exercise in class Wrap up: Teacher and students discuss and summarize about this unit together. Teacher suggests students for further study by searching for more information from other resources for example, internet , library , newspaper and Self Access Learning Center in the college. Teaching aids/materials: Chart Authentic material; newspaper , food menu Textbook Evaluation and measurement: Observing the participation in class Correcting the exercises Personal note: à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€ š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ Language Points: Affirmative Sentence: Present Simple (I do, work, like etc.) She works in the office. They talk about their project. Subject Verb I / We / You /They work talk use play watch do He / She / It works talks uses plays watches does Example: I live in Nakonnayok but my sister lives in Prachinburi. ( We use the present simple for things that are true in general, or for things that happen sometimes or all the times) I walk to school. The museum open at 09.00 a.m. and closes at 05.30 p.m. Suda goes to work in the morning. He does everything that she asks. (We use the present simple with always/ never/ often / usually / sometimes) We always travel by train. I often try to fix my computer. He washes his car every weekend. She usually carries her note book computer to work. Negative Sentences: Pattern: I dont + verb (present simple negative) Example: Santa doesnt come. The racing car doesnt slow. Subject Auxiliary Verb + not Verb I / You / We / They don t work He / She / It doesnt work I drink coffee but I dont drink tea. The children dont play in the park. Mary doesnt go to the library. She drinks tea but she doesnt drink coffee. Question Sentence: Pattern: Do you.. (Present simple question).? Example: Do they work? Does she work? Auxiliary Verb Subject Verb +? Do I /we / you / they work? Does He / she/ it work? Do you smoke? No, I dont. Do they speak English? Yes, they do. Does she work hard? Yes, she does Does your brother live in Bangkok? No, he does. Worksheet 1 Personal Information Quiz When did you last see a film? How many times have you been abroad? What type of books do you like reading? When were you born? How long have you been learning English? What will the weather be like tomorrow? What were you doing at 7 oclock yesterday evening? What are your parents doing? Where are your classes taught? What are you going to do after this course finishes? What are the names of the tenses used in the above question? 1. Present simple tense 2. Present continuous tense 3. Present perfect tense 4. Present perfect continuous tense 5. Past simple tense 6. Past continuous tense 7. Past perfect tense 8 Past perfect continuous tense 9. Future simple tense 10. Future continuous tense 11. Future perfect tense 12. Future perfect continuous tense From http://esl.about.com Worksheet 2 Complete the table using examples from the text in activity B1 Tense Aspect Example present (no aspect = simple) continuous perfect past (no aspect = simple) continuous perfect Worksheet 3 Match the verb forms (1-6) with their main concepts (a-f) Verb form Concept 1. present simple a. past event with present relevance 2. past simple b. activity or process, in progress in the past 3. present continuous c. past state, event or habit 4.past continuous d. present state, event or habit 5. present perfect e. past event that happened prior to another past event 6. past perfect f. activity or process, in progress in the present Worksheet 4 Writing : Simple present Tense Exercise 1: Complete the text using words from the box. get up go have sleep start finish I (1) early, at quarter to six, and (2) To work at about half past six. I (3) breakfast in a cafà © near my office, and (4) .. work at half past seven. I dont (5).. a big lunch, just a sandwich and a coffee, I usually (6) . work at about six oclock. I (7) . home at seven, then I (8) dinner with husband. He loves cooking! After dinner we usually watch TV, then I (9) .. to bed early. About ten oclock and (10).. for seven or eight house. In conclusion, Tense and aspect are still problem for Thai learners. There are many error when do they speak and confuse because they speak English similar Thai speaking. They have many problems such as word order and use tense mistake. For example: I am not enjoy this film. Lets leave. What do you eating now? etc. So the teacher of English should develop their teaching and try to teach students learning by doing. Students will gain English language skill especially Tense and aspect from teacher as well. **************

Civil Disobedience: Are We Morally Obliged to Obey Unjust Laws? Essay

Are we morally obliged to obey even unjust laws? This question raises the discussion of what we call civil disobedience. Elliot Zashin, author of Civil Disobedience and Democracy, defines civil disobedience as, â€Å"a knowing violation of public norm (considered binding by local authorities but which may ultimately be invalidated by the courts) as a form of protest: it is non-revolutionary, public, and nonviolent (i.e. there is no use of physical violence except self-defensively when participants are physically attacked, and no resistance to arrest if made properly and without undue force).† (Zashin, 118) One point that Carl Cohen, associate professor of philosophy at University of Michigan, thinks is essential to the definition is that the, â€Å"mere knowledge of the unlawfulness does not make it civil disobedience†¦the civil disobedient must do more than knowingly break the law. Absolutely essential is the further element of protest.† (Cohen, 11) In other words, civil disobedience is knowingly breaking a law to protest the law. This may not be as controversial as some topics, but there are many strong points on both sides. A major objection is tied to the idea of social contract theory as well as extreme faith in the proper workings of the judicial and legislative systems. According the this objection, the government of the United States, which calls itself democratic, for instance, is set up to listen to the needs of the people and to make laws accordingly. There is no need to protest or to â€Å"civilly disobey† because the government’s job is to take care of such problems. Socrates, a Greek philosopher, when forced with a suicide execution refused escape because he had profited from the laws of Athens thus far, was given a... ...tic government. BIBLIOGRAPHY  · Cohen, Carl, Civil Disobedience, Tactics and the Law. 1971, Columbia University Press: NY. Pgs: 3, 5, 6, 9, and 11.  · â€Å"Declaration of Independence† ONLINE: http://www.archives.gov/national_archives_experience/declaration_transcript.html. 20 Nov 03  · Singer, Peter, Practical Ethics: Second Edition. 1993, Cambridge University Press: Cambridge, UK. Pgs: 298-306  · Smith, Michael P, et al, Political Obligation and Civil Disobedience Readings. 1972, Thomas Y. Crowell Company: NY. Pgs. 179, 180, and 183.  · Suber, Peter, â€Å"Civil Disobedience.† ONLINE: http://www.earlham.edu/~peters/writing/civ-dis.htm. 19 Nov 03.  · Zashin, Elliot M., Civil Disobedience and Democracy. 1971, The Free Press: NY. Pgs. 118, and 131.

Team to Achieve Milennium

CASE STUDY ANALYSIS OF: USING TEAMS to ACHIEVE MILLENNIUM DEVELOPMENT GOALS CASE STUDY FOR HCA 6225-01 California State University East Bay – Hayward 02/21/13 1. One feature of the team in this case is frequent turnover among team members. How might turnover among team members affect team performance? What approaches can team leaders to take to minimize potential negative impacts of turnover and gain advantages, if any? Employee/team member turnover may be mostly a negative issue, yet it can become positive if only controlled by the organization correctly and appropriately.Turnover is often utilized as an indicator of the organization performance and it can easily be observed negatively towards the organization’s efficiency and effectiveness. Also, turnover is a natural outcome of an organization which is why it has to be kept to a minimum. In order to minimize the impact of turnover is to first address and understand the issue and cause of the turnover. The purpose of knowing is to raise alertness as to investigate for the â€Å"why†.Once the organization finds out the reasons and cause of turnover, there are variety of actions that the organizations and leadership can execute in order to prevent the effects and impacts of turnover. By ensuring that management learns the cause of turnover and act accordingly, turnover may be reduces or controlled. Lyman Coleman (1989) offers ideas on how to correct and prevent turnovers. His recommendation includes institution of exit interviews and other methods of finding reasons for people turnover. Also the following: * Get involved in finding our the cause of turnover Bring attention to bottom line figures and how turnover affects everyone * Have an open door policy style of managing to allow members to comment on what might be bothering them about their job and roles. * Realize there is more that one problem and pay attention to all. Stay alert * Execute periodic audits of job satisfaction * Have str ict hiring standards * Develop and constant training strategies * Conduct member meetings One of the best recommendation is to have open door policy that will allows the team leaders/organization to hear of issues prior to escalating.Finding and learning about the member job satisfaction and exhaustion early can eliminate turnover. But on the other hand, turnover can be beneficial to the organization by learning which team member to elimination/terminating poor performances that affect the organizations performance, this allowing for internal promotion and hiring new team members with innovative ideas. New team members can often bring positive input into the organization that can help handle turnover (Cintron, p4) In class lectures, team characteristics are discuss which are the following: * Team size, composition, and diversity: Too few or too many members may reduce performance * Diversity affects way individuals perceive each other and how well they work together * Status differe nces: * May motivate others or act as source of conflict and tension * Psychological safety * Perceptions about consequences of interpersonal risks in work environment * Team norms * Standard shared by team members regulating member behavior * Team cohesiveness * Extent members are committed to group task As a result it will follow into the model of team effectiveness. (HCA 6225, CH5) 2.Consumers or patients are sometimes involved in quality improvement teams, but in this role, they may feel that their voices are unimportant or that participation is symbolic rather than substantive. Do you think that consumers should be involved in the improvement teams in this case? Why or why not? If consumer involved, how can team leaders and members most effectively utilize their knowledge and insights? Consumers or patients can play an important role in shaping managed care by expressing their voice on issues; by participating in governance, management or otherwise; through representatives; or by some combination of these.So I suggest yes that they should be involve on the team improvement teams. Their Participation refers to active involvement on implementation. They can participate in oversight, governance, operations, opinion surveys, and complaints. Also according to Rodwin, the aims of early Health Maintenance Organizations (HMOs) parallel those of consumer/ patient movements. Managed care offers many benefits. It can increase access to primary and preventive care (with minimal or no out of pocket costs). It can also monitor and improve the practices of physicians and other health care providers and coordinate and rationalize the services of specialists.It can also control spending. Consumer involvement can put managers in touch with the experience and desires of customers. It can provide balance and perspective. Although they are being part of the team performance, their voice should be limited and watch over. Consumer voice, participation and representation program s, however, need to be viewed critically because they might demand too many services and can become divided and polarize issues, leading to increased conflict. So therefore, future challenge is to foster balanced, appropriate and effective use of consumer voice. 3.Even when team improvement efforts achieve change, the sustainability of change remains a pervasive challenge. In fact, sustainability of the teams may be problematic. What are the particular obstacles to sustaining the improvements achieved by teams in this case? Similarly, what factors might lead to the dissolution of the improvement teams over time? As a team leader, what strategic might be used to sustain change and to uphold the vitality of the team over time? Although teams have the capability to boost productivity and improve quality, they can also have the potential to increase costs and stress.As a result it can lead to lack of communication and motivation that can lead to the dissolution of the improvement of the teams over time. Team leadership should have skills pertaining to conflict resolution, overcoming communication obstacles, and effective structure techniques. Understanding the five stages of team development, which are the following: Stage 1: Forming In the Forming stage, personal relations are characterized by dependence. Group members rely on safe, patterned behavior and look to the group leader for guidance and direction.Group members have a desire for acceptance by the group and a need to know that the group is safe. They set about gathering impressions and data about the similarities and differences among them and forming preferences for future subgrouping. Rules of behavior seem to be to keep things simple and to avoid controversy. Serious topics and feelings are avoided. The major task functions also concern orientation. Members attempt to become oriented to the tasks as well as to one another. Discussion centers around defining the scope of the task, how to approach it, an d similar concerns.To grow from this stage to the next, each member must relinquish the comfort of non-threatening topics and risk the possibility of conflict. Stage 2: Storming The next stage, called Storming, is characterized by competition and conflict in the personal- relations dimension an organization in the task-functions dimension. As the group members attempt to organize for the task, conflict inevitably results in their personal relations. Individuals have to bend and mold their feelings, ideas, attitudes, and beliefs to suit the group organization.Because of â€Å"fear of exposure† or â€Å"fear of failure,† there will be an increased desire for structural clarification and commitment. Although conflicts may or may not surface as group issues, they do exist. Questions will arise about who is going to be responsible for what, what the rules are, what the reward system is, and what criteria for evaluation are. These reflect conflicts over leadership, structure , power, and authority. There may be wide swings in members’ behavior based on emerging issues of competition and hostilities.Because of the discomfort generated during this stage, some members may remain completely silent while others attempt to dominate. In order to progress to the next stage, group members must move from a â€Å"testing and proving† mentality to a problem-solving mentality. The most important trait in helping groups to move on to the next stage seems to be the ability to listen. Stage 3: Norming In the Norming stage, interpersonal relations are characterized by cohesion. Group members are engaged in active acknowledgment of all members’ contributions, community building and maintenance, and solving of group issues.Members are willing to change their preconceived ideas or opinions on the basis of facts presented by other members, and they actively ask questions of one another. Leadership is shared, and cliques dissolve. When members begin to k now-and identify with-one another, the level of trust in their personal relations contributes to the development of group cohesion. It is during this stage of development (assuming the group gets this far) that people begin to experience a sense of group belonging and a feeling of relief as a result of resolving interpersonal conflicts.The major task function of stage three is the data flow between group members: They share feelings and ideas, solicit and give feedback to one another, and explore actions related to the task. Creativity is high. If this stage of data flow and cohesion is attained by the group members, their interactions are characterized by openness and sharing of information on both a personal and task level. They feel good about being part of an effective group. The major drawback of the norming stage is that members may begin to fear the inevitable future breakup of the group; they may resist change of any sort.Stage 4: Performing The Performing stage is not reach ed by all groups. If group members are able to evolve to stage four, their capacity, range, and depth of personal relations expand to true interdependence. In this stage, people can work independently, in subgroups, or as a total unit with equal facility. Their roles and authorities dynamically adjust to the changing needs of the group and individuals. Stage four is marked by interdependence in personal relations and problem solving in the realm of task functions. By now, the group should be most productive.Individual members have become self-assuring, and the need for group approval is past. Members are both highly task oriented and highly people oriented. There is unity: group identity is complete, group morale is high, and group loyalty is intense. The task function becomes genuine problem solving, leading toward optimal solutions and optimum group development. There is support for experimentation in solving problems and an emphasis on achievement. The overall goal is productivit y through problem solving and work. Stage 5: AdjourningThe final stage, Adjourning, involves the termination of task behaviors and disengagement from relationships. A planned conclusion usually includes recognition for participation and achievement and an opportunity for members to say personal goodbyes. Concluding a group can create some apprehension – in effect, a minor crisis. The termination of the group is a regressive movement from giving up control to giving up inclusion in the group. The most effective interventions in this stage are those that facilitate task termination and the disengagement process. Reference: Burns, L. Bradley, E. , and Weiner, B. (2012). Shortell & Kaluzny's Health Care Management: Organization Design ; Behavior, (6th Edition), Clifton Park, New York: Delmar Cengage Learning. Cintron, Rene. Employee Turnover: Causes, Effects, and Prevention. Retrieved on February 09, 2013 from www. renecintron. com/files/Employee_Turnover. doc Coleman, L. G (1989 , December 4) Human Resources Management: An Experimental Approach )2nd custom edition) Upper Saddle River, NJ Prentice Hall. HCA 6225-01. Chapter 05 powerpoint. Retrieved on February 08,2013 from https://bb. csueastbay. du/webapps/portal/frameset. jsp? tab_tab_group_id=_30_1;url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D%20_396854_1%26url%3D Marc A. Rodwin, May 1998. Address comments to Marc A. Rodwin, Associate Professor, School of Public and Environmental Affairs, Indiana University, Bloomington, IN. 47405 Tuckman, B. (1965) Developmental Sequence in Small Groups. Psychological Bulletin, 63, 384-399.? Tuckman, B. ; Jensen, M. (1977) Stages of Small Group Development. Group and Organizational Studies, 2, 419- 427. http://www. drexel. edu/oca/l/tipsheets/Group_Development. pdf

or Undermine Reasoning As A Way Of Knowing.

e ·mo ·tion ( -m sh n) n. 1. A mental state that arises spontaneously rather than through conscious effort and is often accompanied by physiological changes; a feeling: the emotions of joy, sorrow, reverence, hate, and love. 2. A state of mental agitation or disturbance: spoke unsteadily in a voice that betrayed his emotion. 3. The part of the consciousness that involves feeling; sensibility: â€Å"The very essence of literature is the war between emotion and intellect† (Isaac Bashevis Singer) rea ·son (r z n) n. 1. The basis or motive for an action, decision, or conviction. 2. A declaration made to explain or justify action, decision, or conviction: inquired about her reason for leaving. 3. An underlying fact or cause that provides logical sense for a premise or occurrence: There is reason to believe that the accused did not commit this crime. 4. The capacity for logical, rational, and analytic thought; intelligence. 5. Good judgment; sound sense. 6. A normal mental state; sanity: He has lost his reason. 7. Logic. A premise, usually the minor premise, of an argument.1 rea ·son ·ing (r z -n ng) n. 1. Use of reason, especially to form conclusions, inferences, or judgments. 2. Evidence or arguments used in thinking or argumentation.1 From the definitions provided, we can see that in this dictionary reason is defined as being synonymous with logic, and emotion with spontaneity. Logic is normally connected with conscious thought and premeditation, and emotion with instinct and reflex. You cannot plan what you feel, but you can plan what you will learn. Take, for example, the idea of scientific objectivity. Scientists carrying out experiments try to put their emotions and predispositions to one side, so as to not negate the objectivity of the experiment. Ideally, an experiment should be carried out in the pursuit of pure fact, and emotions would turn that pure fact into personal interpr... or Undermine Reasoning As A Way Of Knowing. Free Essays on Evaluate The Ways In Which Emotion Might Enhance And/or Undermine Reasoning As A Way Of Knowing. e ·mo ·tion ( -m sh n) n. 1. A mental state that arises spontaneously rather than through conscious effort and is often accompanied by physiological changes; a feeling: the emotions of joy, sorrow, reverence, hate, and love. 2. A state of mental agitation or disturbance: spoke unsteadily in a voice that betrayed his emotion. 3. The part of the consciousness that involves feeling; sensibility: â€Å"The very essence of literature is the war between emotion and intellect† (Isaac Bashevis Singer) rea ·son (r z n) n. 1. The basis or motive for an action, decision, or conviction. 2. A declaration made to explain or justify action, decision, or conviction: inquired about her reason for leaving. 3. An underlying fact or cause that provides logical sense for a premise or occurrence: There is reason to believe that the accused did not commit this crime. 4. The capacity for logical, rational, and analytic thought; intelligence. 5. Good judgment; sound sense. 6. A normal mental state; sanity: He has lost his reason. 7. Logic. A premise, usually the minor premise, of an argument.1 rea ·son ·ing (r z -n ng) n. 1. Use of reason, especially to form conclusions, inferences, or judgments. 2. Evidence or arguments used in thinking or argumentation.1 From the definitions provided, we can see that in this dictionary reason is defined as being synonymous with logic, and emotion with spontaneity. Logic is normally connected with conscious thought and premeditation, and emotion with instinct and reflex. You cannot plan what you feel, but you can plan what you will learn. Take, for example, the idea of scientific objectivity. Scientists carrying out experiments try to put their emotions and predispositions to one side, so as to not negate the objectivity of the experiment. Ideally, an experiment should be carried out in the pursuit of pure fact, and emotions would turn that pure fact into personal interpr...

Battle of Globe Tavern - Civil War

Battle of Globe Tavern - Civil War Battle of Globe Tavern - Conflict Dates: The Battle of Globe Tavern was fought August 18-21, 1854, during the American Civil War (1861-1865). Armies Commanders Union Major General Gouverneur K. Warrenapprox. 20,000 men Confederate Lieutenant General A.P. Hillapprox. 15,000 men Battle of Globe Tavern - Background: Having begun the Siege of Petersburg in early June 1864, Lieutenant General Ulysses S. Grant began movements to sever the railroads leading into the city. Dispatching troops against the Weldon Railroad in late June, Grants effort was blocked by Confederate forces at the Battle of Jerusalem Plank Road. Planning further operations, Grant transferred Major General Winfield S. Hancocks II Corps north of the James River in early August with the goal of striking at the Richmond defenses. Though he did not believe that attacks would lead to the citys capture, he hoped they would draw troops north from Petersburg and force Confederate General Robert E. Lee to recall troops sent to the Shenandoah Valley. If successful, this would open the door for an advance against the Weldon Railroad by Major General Gouverneur K. Warrens V Corps. Crossing the river, Hancocks men opened the Second Battle of Deep Bottom on August 14. Though Hancock failed to achieve a breakthrough, he succeeded in drawing Lee north and prevented him from reinforcing Lieutenant General Jubal Early in the Shenandoah. Battle of Globe Tavern - Warren Advances: With Lee north of the river, command of the Petersburg defenses dell to General P.G.T. Beauregard. Moving out at dawn on August 18, Warrens men moved south and west over muddy roads. Reaching the Weldon Railroad at Globe Tavern around 9:00 AM, he ordered Brigadier General Charles Griffins division to begin destroying the tracks while Brigadier General Romeyn Ayres division deployed to the north as a screen. Pressing up the railroad, they swept aside a small force of Confederate cavalry. Alerted that Warren was on the Weldon, Beauregard ordered Lieutenant General A.P. Hill to drive back the Union forces (Map). Battle of Globe Tavern - Hill Attacks: Moving south, Hill directed two brigades from Major General Henry Heths division and one from Major General Robert Hokes division to attack the Union line. As Ayres made contact with Confederate forces around 1:00 PM, Warren ordered Brigadier General Samuel Crawford to deploy his division on the Union right in the hope that he could outflank Hills line. Advancing around 2:00 PM, Hills forces assaulted Ayres and Crawford, driving them back towards Globe Tavern. Finally stemming the Confederate advance, Warren counterattacked and regained some of the lost ground (Map). As darkness fell, Warren directed his corps to entrench for the night. That night, elements of Major General John Parkes IX Corps began to reinforce Warren as Hancocks men returned to the Petersburg lines. To the north, Hill was bolstered by the arrival of three brigades led by Major General William Mahone as well as the cavalry division of Major General W.H.F. Rooney Lee. Due to heavy rain through the early parts of August 19, fighting was limited. With the weather improving late in the afternoon, Mahone moved forward to strike the Union right while Heth assaulted Ayres in the Union center. Battle of Globe Tavern - Disaster Turns to Victory: While Heths attack was stopped with relative ease, Mahone located a gap between Crawfords right and the main Union line to the east. Plunging through this opening, Mahone turned Crawfords flank and shattered the Union right. Desperately attempting to rally his men, Crawford was nearly captured. With the V Corps position at risk of collapse, Brigadier General Orlando B. Willcoxs division from IX Corps moved forward and mounted a desperate counterattack which culminated with hand-to-hand fighting. This action rescued the situation and allowed the Union forces to maintain their line until nightfall. The next day saw heavy rains descend upon the battlefield. Aware that his position was tenuous, Warren used the break in the fighting to construct a new line of entrenchments approximately two miles to the south near Globe Tavern. This paralleled the Weldon Railroad facing west before turning ninety degrees just north of Globe Tavern and running east to the main Union works along the Jerusalem Plank Road. That night, Warren ordered V Corps to withdraw from its advanced position to the new entrenchments. With clear weather returning on the morning of August 21, Hill moved south to attack. Approaching the Union fortifications, he directed Mahone to assault the Union left while Heth advanced on the center. Heths assault was easily repulsed after being hammered by Union artillery. Advancing from the west, Mahones men became bogged down in a swampy wooded area in front of the Union position. Coming under intense artillery and rifle fire, the attack faltered and only Brigadier General Johnson Hagoods men succeeded in reaching the Union lines. Breaking through, they were quickly thrown back by Union counterattacks. Badly bloodied, Hill was forced to pull back. Battle of Globe Tavern - Aftermath: In the fighting at the Battle of Globe Tavern, Union forces sustained 251 killed, 1,148 wounded, and 2,897 captured/missing. The bulk of Union prisoners were taken when Crawfords division was flanked on August 19. Confederate losses numbered 211 killed, 990 wounded, and 419 captured/missing. A key strategic victory for Grant, the Battle of Globe Tavern saw Union forces assume a permanent position on the Weldon Railroad. The loss of the railroad severed Lees direct supply line to Wilmington, NC and forced materials coming from the port to be off-loaded at Stony Creek, VA and moved to Petersburg via Dinwiddie Court House and the Boydton Plank Road. Eager to eliminate the Weldons use completely, Grant directed Hancock to attack south to Reams Station. This effort resulted in defeat on August 25, though additional parts of the railroad line were destroyed. Grants efforts to isolate Petersburg continued through the fall and winter before culminating in the citys fall in April 1865. Selected Sources CWSAC Battle Summaries: Battle of Globe TavernEncyclopedia Virginia: Battle of the Weldon Railroad Civil War Trust: Cutting the Supply Lines

Pharmacology course work Essay Example | Topics and Well Written Essays - 250 words

Pharmacology course work - Essay Example The catecholamine theory of mood proposed by Schildkraut suggests that depression is associated with a functional deficiency of noradrenaline at receptor sites within the brain and mania is associated with an excess of noradrenaline at central receptor sites. Recent studies have shown that depressing effects on the CNS by ethanol is mediated by GABA which is a primary inhibitory neurotransmitter in the CNS. Activation of the GABA receptors by GABA decreases neuronal excitability. Increased stimulation of the NMDA receptor is implicated in the increased free radical production by which it potentiates the toxicity of several peptides and causes neuronal damage and impairment of synaptic plasticity. MPTP is a model in which the neurotoxin MPTP is employed. This has a competitive advantage over other models as when it causes intoxication it induces a syndrome virtually identical to Parkinson’s disease in

Philosophy Essay Example | Topics and Well Written Essays - 750 words - 6

Philosophy - Essay Example The film depicts the class difference in the society where the powerful manipulate the less fortunate for social and economic gains. The three categories describe human nature which Plato asserts consists of the appetite, the spirit, and the reason. The most skeptical members of the society are those who govern the rest. As portrayed in the film, they seek to manipulate their kind for the economic gains, which contravenes the dictates of ideal coexistence in the society. To achieve this, they seek mechanisms to manipulate others. The film depicts those who develop computer programs that compel the rest of the human population to be at their mercy. The programs have the ability to manipulate everyone, yet the inventors do not employ that on themselves but on others that they deem secondary (Plato, Ferrari, and Griffith 34). However, Plato and Desecrates concur that everyone possesses a quality of opposition especially on issues that they do not concur in. This is what led to the liber alization of most contemporary democracies. Regardless of their positions in the society, humans will always oppose any idea that seeks to subordinate their existence. Additionally, in his description of the state, Plato observes that the workers are always the majority in any society. They may not always have much wealth or capital, but their large number is their greatest power. The ruling class consists of a select few who often, as per the dictates of democracies, promise to protect the interest of the rest of the population. When united in an opposition, the workers topple states and governments. The film depicts this and uses the zeal to oppose oppressive regimes to develop an effective conflict... This paper approves that Plato and Desecrates concur that everyone possesses a quality of opposition especially on issues that they do not concur in. This is what led to the liberalization of most contemporary democracies. Regardless of their positions in the society, humans will always oppose any idea that seeks to subordinate their existence. Additionally, in his description of the state, Plato observes that the workers are always the majority in any society. They may not always have much wealth or capital, but their large number is their greatest power. The ruling class consists of a select few who often, as per the dictates of democracies, promise to protect the interest of the rest of the population. The film depicts this and uses the zeal to oppose oppressive regimes to develop an effective conflict that sustains the story. This paper makes a conclusion that Descartes explains the origin of science which the film also exhibits. He emphasizes the use of reason to develop science; the developers of the film employ extensive reasoning to help stretch the limits of science. Descartes asserts that philosophy is like a tree with metaphysics as the roots and physics as the trunk. All other branches of science such as physics, medicine, and ethics thus stem out of the trunk. In this assertion, Descartes explains that ethics should always govern human curiosity and result in the determination of ethical knowledge. The lack of ethics in any of such endeavors is likely to meet resistance from the disadvantaged just as the film depicts.

Argument paper FOR the legalization of marijuana Essay

Argument paper FOR the legalization of marijuana - Essay Example The economic feasibility of decriminalizing marijuana has become a much-discussed subject in recent years. The federal government presently spends a lot of capital on law enforcement to combat distributors and producers of drugs. By legalizing drugs this could eradicate much of the profit, bloodshed and corruption of that trade. If legalizing drugs is to have a positive effect on the crime rate, drugs must be made both inexpensive and available. Studies have repetitively suggested that prohibiting marijuana in the U.S. has not shown to be efficient or effective. According to the Drug Policy Alliance, â€Å"U.S. federal, state and local governments have spent hundreds of billions of dollars trying to make America ‘drug-free.’ Yet heroin, cocaine, methamphetamine and other illicit drugs are cheaper, purer and easier to get than ever before. (â€Å"England.† 2006) The damage done by the ‘war on drugs’ to underprivileged countries that produce the drugs and poor persons within the wealthy nations who buy the drugs exceeds any benefits achieved by the current bans. These government’s drug laws have not produced the desired results of reducing drug use, instead a great number of innocent people have had their lives ruined. â€Å"Many critics argue that the increased toughness of that policy has done more harm than good. Some go so far as to suggest that drugs should simply be legalized† (Caulkins, et al. 2005). If marijuana were legalized, governments would have the ability to regulate quality and, like alcohol, the ages allowed to purchase and the ability to add safety warnings to help educate users. People in this country who only use small amounts of marijuana have routinely been arrested and jailed for mere possession; actions that don’t take drugs off the streets or persuade more people to quit using the them. At the same time, imprisoning those who possess marijuana creates a burden on society as tax dollar s must be increased to support these people who are no longer free to secure employment outside prison. The domino effect of this circumstance puts more children and their families onto the welfare roles, contributing to their consequential failure and dependence on society. (â€Å"England.† 2006) â€Å"In the United States, drug use is illegal and the police hunt down drug users to throw them in prison. Four thousand people died from illegal drugs in the US last year and we now have more than 600,000 people in prison on drug charges.† (Schaffer, 2006) While much literature exists that provides evidence for both sides of this subject, what seems very clear is that the ‘war on drugs’ remains unsuccessful at its principal goal – that of stopping drug use within the nation’s border. High school students continue to find marijuana extremely easy to come by, numbers regarding the use of marijuana remain stable and there is an increasing trend in t he country for reforming the archaic laws. The entire reasoning behind drug war is prohibition, limiting the supply which would in turn limit use. (Males, 2010). The hypothesis holds that by limiting the source so as to make it practically impossible to acquire the demand for these products will inevitably, and somehow magically, disappear. Prohibition strategies

Save the Environment! Essay Example for Free

Save the Environment! Essay â€Å"TREE PLANTATON† – most commonly used word. These words don’t only mean arising love for nature suddenly only on 5th June (World Environment Day) just like every Indian experiences patriotism on 15th August or 26th January†. Sometimes while attending such â€Å"TREE PLANTATION† events we may feel like saving nature and plant many plants that fine day. But, what about those plants after the event gets over? We forget about those planted plants soon after the event is over. Weather those plants will grow to trees or not is no more our concern, That does not at all mean tree plantation in real sense. Now a days we may easily find an under construction sight surrounding us. But have you seen an under construction tree? Any client may easily give an order to any builder that he wants this building to be completed in 2 or 3 years. But have you heard anyone saying or ordering other person about growing a 20 or 25 feet high tree in 2 years!! The answer is NO. Then why not to take care of those trees which are being cut in greed of constructing high tech roads? And this is our event. Let us think about â€Å"Tree preservation along with tree plantation†. Saving a tree certainly gives a feeling of saving life. Recently, you may have heard that in USA word’s longest tower is going to be constructed in just 2 years. But I don’t think it is shocking news because they have high technology and man power and it is possible for them to construct such a tower. Now, if any would say that I can grow world’s tallest free in just 2 years then it would be a shocking news, because constructing building is in hands of homo sapiens but growing trees is in hands of mother nature and we know that nobody can win against nature. Media should also try to create awareness about preserving trees along with growing.† Every person cries â€Å"plant trees†. But very few cry†preserve trees†. In such an atmosphere where signs of global warming are clearly visible, we should take care regarding preserving the present nature. It is true that efforts are made to grow more trees but do you think that you are going to live a life to see that tree growing so it. Tall NO Our projects include an eco-friendly development which comprises of earning money along with favoring our mother nature. The trees which are cut at construction sights are brought to own projects and then we plant them and experience a great relief of preserving a life. Thus we proudly say that we run eco-friendly projects! Generally the man of 21st centaury constructs concrete forests by destroying the forests of nature which are grown not constructed Thus, this thought gave us an idea of presenting own project to people as well as nature!!

Appealing Americas Commitment to the War through Triumph of the Will a

Appealing America's Commitment to the War through Triumph of the Will and Why We Fight These films were arts of propaganda, which is the attempt to control the beliefs and behaviors of people in times of crisis. This was the goal of each film, to try to persuade the world by the use of powerful film propaganda of different points of view. The film Triumph of the Will expressed how Hitler and his people wanted the world to see them. The main goal here was to encourage membership in the nazi party by emphasizing mass accommodation, mass gatherings, and above all collectiveness. The film Why we Fight: Prelude to war on the other hand wanted to make America aware of why they had to become involved in WWII. The film describes the events that led up to WWII. The escalation of Japanese militarism and the rise of fascism in Germany and Italy are also explored. This series of films was created by the US War Department to appeal to Americans' commitment to the War. The most effective element of each film to me was the use of visuals/images in the scenes and the use of sound (music etc.) The reason is that in both films in order to really get the point across the use of the images were very specific, to make their audience really believe what they wanted to portray. In Triumph of the Will for example the use of the images of Hitler's plane emerging like he is God from the sky. Also the use of the shots of Hitler from the windows and him acknowledging the crowd, and mainly th...

Administer Medication to Individuals, and Monitor the Effects Essay

The Medicines Act 1968 This act is an Act of Parliament of the United Kingdom and it governs the manufacture and supply of medicine. This act outlines three categories of medicines: †¢Prescription of medicines (POM). These are only available from a pharmacist if they are prescribed by an appropriate doctor. †¢Pharmacy medicines (P). These are available from a pharmacist without a prescription. †¢General Sales List (GSL). These are medicines which can be bought from any shop without a prescription. The Medicines Act 1968 controls the supply of drugs it covers. It does not outline any offence of simple possession as it is only an offence if the drug is also controlled under the Misuse of Drugs Act 1971. The Misuse of Drugs Act 1971 and amendments 1985, 2001 The 1971 Act outlines those activities which are illegal in relation to the drugs it controls (this is why certain drugs are called controlled). Such activities include: †¢Possession of a controlled drug unlawfully †¢Possession of a controlled drug with the intention of supplying the drug to another person †¢Supplying or offering to supply a controlled drug (this includes giving, selling, sharing, bartering etc.) †¢Allowing premises you occupy or manage to be used for unlawfully for the purpose of producing supplying controlled drugs Health & Safety at Work Act 1974 The Act lays down general principles for the management of health and safety at work, enabling the creation of specific requirements through regulations enacted as Statutory Instruments or through codes of practice. The objectives of the act are securing the health, safety and welfare of persons at work, protecting persons, other than persons at work, against risks to health or safety arising out of or in connection with the activities of persons at work and controlling the keeping and use of explosive or highly flammable or otherwise dangerous substances, and generally preventing the unlawful acquisition, possession and use of such substances. Control of Substances Hazardous to Health Regulations (COSHH) COSHH is the law that states general requirements on employers to protect employees and other persons from the hazards of substances at work by risk assessment, control of exposure, health surveillance and incident planning. 2.1 Common Types of Medication and their Effects and Potential Side Effects Antacids Used to aid the digestion such as burning acids and sometimes flatulence Side Effects: Milk-alkali syndrome is one of the worst side effects of antacid overuse. The excess of calcium accumulates in the blood and can lead to kidney failure. Other side effects could include a chalky taste, mild constipation, increased thirst, speckling or whitish discoloration of stools, stomach cramps. Analgesics These are commonly used to relieve pain such as a headache. Side Effects: Common side effects include nausea, vomiting, drowsiness, dry mouth, urinary retention, constipation, miosis (contraction of the pupil) and orthostatic hypotension (blood pressure lowers upon sudden standing). Less common side effects include confusion, hallucination, delirium, hives, itch, hypothermia, bradycardia (slow heart rate), tachycardia (rapid heart rate), raised intracranial pressure, muscle rigidity and flushing. Anti-histamines These are used to stop the side effects of an allergy Side Effects: Sedating antihistamines could may you feel sleepy although this may improve after taking them for a few days. Non-sedating antihistamines rarely cause drowsiness. Less common side effects, mainly from sedating antihistamines, include headaches, difficultly in passing urine, blurred vision, feeling sick or vomiting, and dry mouth. Laxatives These are used to aid bowel movement when constipated Side Effects: Wind and bloating can be caused by bulk-forming laxatives. Stimulant laxatives can cause abdominal pain and if used for long periods of time can result in a weakened or ‘lazy’ bowel. Osmotic laxatives can cause abdominal pain, bloating and wind. Stool softener laxatives can cause abdominal cramps, nausea and a skin rash. Anticoagulants These are used to aid blood thinning Side Effects: The most common side effects are itching, rashes, easy bruising, increased bleeding from injuries and purplish spots on the skin. The purplish spots are caused by small amounts of bleeding under the skin and bleeding from wounds can be difficult to stop. 2.2 Medications which Demand the Measurement of Physiological Measurements Anti-hypertensives to treat high blood pressure Blood pressure is a physiological measurement and would need specific measurement for the prescribing of anti-hypertensives Insulin for diabetics Blood glucose needs to be tested to ensure the blood glucose is not too high or too low to determine how much insulin is needed. Warfarin (a blood thinning drug) Warfarin requires the blood be checked regularly to monitor how effective the drug is, i.e. is the blood becoming too ‘thin’, which could cause an internal bleed or if the Warfarin dose is not effective enough leaving the patient at risk of blood clots. 2.3 Common Adverse Reactions to Medication Adverse reactions to drugs are common and almost any drug can cause an adverse reaction. Mild adverse reactions include drowsiness, dry mouth, dizziness, skin rashes, constipation and diarrhoea. Sometimes, individuals starting treatment with new or unfamiliar drugs may experience a loss of appetite and weight. The individual’s doctor can be made aware of any mild adverse reactions. Serious adverse drug reactions can involve anything from bleeding ulcers to liver or kidney damage. Other more serious reactions include difficulty breathing, wheezing, fever and joint pain. With serious adverse reactions the individual’s doctor should be contacted. A serious drug reaction might produce anaphylactic shock which severely affects the body functions. Some of the most common symptoms include swelling of the eyes and lips and difficulty breathing, confusion and even fainting. In the case of anaphylactic shock emergency care must be sought immediately. 2.4 Different Routes of Medication Administration Epicutaneaous – this is application onto the skin and can be used for local effect for allergy testing or as a typical local anaesthesia. It can also be used as a systemic effect where the active substance is introduced to the body by spreading through the skin. Subcutaneous – this is where the medication is injected into the skin, .e.g. insulin for a diabetic. Nasal administration – this is where the route of administration is through the nose. Decongestant nasal sprays can be taken up along the respiratory tract through the nose or some substances can be inhaled e.g. inhalational anaesthetics. Intravenous – intravenous means ‘within a vein’. This is where medication or fluids are introduced to the body through a needle or tube inserted into a vein. Intramuscular – many vaccines, antibiotics and long-term psychoactive drugs are injection directly into a muscle. It is one of several alternative methods for the administration of medications Examples include Codeine, Morphine, Diazepam, Penicillin, Vitamin B12, Rabies and Influenza. Suppositories – A suppository is a drug delivery system that is inserted into the rectum (rectal suppository), vagina (vaginal suppository) or urethra (urethral suppository), where it dissolves or melts inside the body to deliver the medicine. They are used to deliver medications for local effect and systemic effect. The general principle is that the suppository is inserted as a solid, and will dissolve or melt inside the body to be received by the many blood vessels that follow the larger intestine. 3.1 Types, Purposes and Functions of Materials and Equipment needed for the Administration of Medication Medication administration charts – these need to be used when administering medication so you know who needs the medication, how much and when. The medication charts must be signed after administering medication and be kept safe and secure. Disposal bags – disposal bags are used to return any medication not used to the pharmacists. These should be clearly labelled. Drugs trolley – this is needed to store all medication and must have a lock on it for when it is not in use. It should be large enough to hold all medication securely and to organise medication as appropriate. Medication pots – these can be used to measure out medication in liquid form for the person to drink from. These can also be used to transfer medication in tablet from the blister pack to the person taking the medication. Spoons – these can be used to deliver liquid medication and to transfer tablets from the medication pots to the mouth so that your fingers do not touch the tablet. Water jugs and drinking glasses – it is always a good idea to have water jugs and drinking glasses with you so tablets can be swallowed with the water or for a drink after taking liquid medication to clear away the taste or texture of the medication. Bottles and packets – All medication needs to be enclosed in clearly labelled bottles or packets to keep it protected and to ensure medication is identifiable and ensuring the medication gets to the correct person. 3.2 Medication administration charts must have the full name, age and date of birth of the person receiving the medication so that you can ensure that you are administering to the correct person. They must also have the dosage required and name of medication so that you can compare this to the bottle or packet of medication to ensure you have the correct medication and dosage and that you administer this as required. The medication administration chart should have the date of issue and date of expiry of the medication so that no medication is administered after its expiry date as this could cause adverse effects. 4.2 It is important for medication to be administered at the correct times. You should always check the medication administration chart to see when the medication has to be administered through the day and when the medication was last administered. If you don’t’ leave enough time between doses this could result in an overdose and adverse reactions. If you have left too long a time between doses the medication may become less effective as it has had time to wear off. Medications must be given within half an hour of the time that is listed on the medication administration chart. This means that you have half an hour before the medication is due, and half an hour after it is due to administer the medication in order to be on time with medication administration. This does not apply to PRN medications. 5.3 If there were any immediate problems with administration of medication I would report the mistake or error to my Manager or Senior Team Leader straight away. The GP of the resident or pharmacy would be consulted and if they advised to call emergency services this would be done. The individual would be accompanied to hospital by a member of staff. An internal investigation would take place which may include the local council or health authority, or the health and safety executive and the appropriate actions would be put in place. 5.5 It is necessary to confirm that the individual actually takes the medication and does not pass the medication to others to ensure that the individual is taking the correct prescribed dose for the medication to work. The medication may be an essential drug to the individual’s health and if not taken could endanger their life, for example, medication for diabetes or heart medication. If the medication is passed on to another individual this could endanger their health as they could be allergic to the medication or if they end up taking a medication not prescribed for them, e.g. Digoxin, which lowers the heart rate, when not needed, this could endanger their life if they have other health problems which could be affected. Once the resident has taken the medication I must then sign the medication administration chart to confirm I have administered the medication and the resident has taken it. 5.7 As my place of work is a residential care home which offers personal care they are included in an exemption under the Controlled Waste Regulations 1992 and our waste, classed as ‘household’, is not subject to the Special Waste Regulations 1996. Whereas under the Controlled Waste Regulations 1992 clinical waste, excluding domestic properties, and clinical waste from care homes providing nursing care is classified as ‘industrial’ waste and is subject to the Special Waste Regulations 1996. The Special Waste Regulations 1996 classifies all prescription medication as special waste and must be handed over to a suitably authorised waste management facility and a retail pharmacy is not very likely to be authorised. As my place of work is not subject to the Special Waste Regulations 1996 we can return any out of date or part used medication to the pharmacy who arrange and deliver our medication to us. We can also return out of date or part used controlled drugs to the pharmacy. Any out of date and part used medications must be documented in medicines returns book. The returned drugs must be counted and itemised in the returns book. The pharmacist must sign the returns book when collecting the medications. When returning medication, the Boots returned medication book should be used as a receipt. When returning medication the ‘Returned’ section of the medication administration chart must be completed Administer medication to individuals, and monitor the effects Essay Outcome 1 Understand legislation, policy and procedures relevant to the administration of medication 1. In the workplace there is a generic Medication Management Policy and Procedures for Adult Services (Issue 10, 2012) document. This is kept to hand in a locked cupboard, readily available to read. It requires that all Healthcare Staff are given mandatory training and refreshers are provided. Legislation which surrounds the administration of medication includes The Medicines Act 1968, The Misuse of Drugs Act 1971, The Data Protection Act 1998, The Care Standards Act 2000 and The Health and Social Care Act 2001 Outcome 2 Know about common types of medication and their use 1. describe common types of medication including their effects and potential side effects Below are outlined 3 types of common medications. Analgesics: i.e. Codeine, used for pain relief, side effects can be light-headedness, dizziness, nausea, vomiting, shortness of breath, and sedation. Codeine can also cause allergic reactions, symptoms of which include constipation, abdominal pain, rash and itching. See more:  Manifest Destiny essay Antibiotics: i.e. Amoxicillin, a penicillin based antibiotic which fights bacteria in your body. It can only be taken if you are not allergic to Penicillin and do not have asthma, liver or kidney disease, or a history of diarrhoea caused by antibiotics. It is used to treat many different types of infections, such as ear infections, bladder infections, pneumonia, and salmonella however it can cause side effects including sores inside your mouth, fever, swollen glands, joint pain, muscle weakness, severe blistering, peeling, and red skin rash, yellowed skin, yellowing of the eyes, dark colored urine, confusion or weakness, easy bruising, and vaginal itching. Anti-hypertensive: i.e. Lisonopril used for lowering blood pressure, it is also effective in the treatment of congestive heart failure, and to improve survival after a heart attack. Not to be used by people with liver or kidney disease, diabetes, rheumatoid arthritis. Side effects can include feeling faint, restricted urination, stomach swelling, and flu like symptoms, heart palpitations, chest pains, skin rash, depressed mood, vomiting and diarrhoea. 2.2 Identify medication which demands the measurement of specific physiological measurements. Answer Drugs like insulin (blood has to be taken from a pinprick so that glucose can be measured before the insulin can be given); warfarin to thin the blood – again blood levels must be checked regularly; digoxin to slow and steady the heart (pulse should be checked prior to administration and advice taken if the pulse dips below 60 beats per minute) Administer medication to individuals, and monitor the effects Essay Outcome 1 Understand legislation, policy and procedures relevant to administration of medication. 1. The current legislation, guideline policies and protocols relevant to the administration of medication are. Medicines Act 1968 & amendments. Categorises how medicines are provided and sold. Misuse of Drugs act 1971 (Controlled Drugs) and amendments. Health and Safety at Work Act 1974. 5 elements of risk assessment. COSHH. Storage and who has access. Health and social Care Act 2008. Receipt, storage and administration. Access to Health Records Act 1990. Access to your own records. Data Protection Act 1998. Confidentiality. Hold relevant records for7 years. Hazardous Waste Regulations 2005. Sharps, controlled drugs, unused medication. Outcome 2 Know about common types of medication and their use 1. Describe common types of medication including their effects and potential side effects. Antibiotic – To treat infection. Can be specific or broad spectrum. Amoxicillin. Penicillin. Oxycycline. Trimethoprim. Common side effects rashes, headaches, anaphylactic shock, GID Gastro intestinal disturbance i.e. sickness. Analgesic – Pain relief: paracetamol Common side effects: long term side effects include liver damage. Anti-histamine – To treat allergies such as hay fever, reaction to insect bites. Piriton. Antacid – To combat excess acid. To calm stomach. Gaviscon. Rennies. Settlers. Peptobismol, omeprazole. Common side effects: GID, dry mouth, insomnia, drowsiness, rash Anti-coagulant – To thin blood and avoid unwanted clotting. Warfarin, Heparin. Common side effects: haemorrhage, hypersensitivity, rash, alopecia jaundice. Psychotropic medicine – To alter state of mind. Loperimide. Risperidone. Chlorpromazine. Common side effects: rashes, GID, paradoxal effects, extrapymidial side effects rolling of the tongue, drooping of the face, parkinson’s Symptom,  Laxative – To soften stool and encourage bowel movements. – Sennocot. Lactulose. Movacol. Common side effects: GID, a tonic bowel   Diuretic – To treat water retention and encourage urine flow through kidneys. Frusemide, Bendrofluazide. Common side effects: mild GID, hypotension, electrolyte Anticonvulsant- To control seizure activity for epilepsy. Sodium valproate, Diazepam. Midazolam. Common side effects wait gain and loss, abnormal sensation in limbs GID, rashes, dizziness, amnesia, and headache. Cytotoxic medicines – Cancer treatments. Chemotherapy. Highly toxic. Vincristin Common side effects: hair loss, constipation, low blood counts, abdominal cramps, weight loss, nausea and vomiting, loss of appetite 2. Insulin used in the treatment of Diabetes requires finger prick blood testi ng for sugar levels. Warfarin Used to thin blood or prevent unwanted clotting. Fluid Retention. Fluid output measurements. Blood pressure may need to be taken for certain medication that moderates BP or heart function. 3. Describe the common adverse reactions to medication, how each can be recognised and the appropriate actions required. Unexpected adverse reaction can potentially happen from any medication that an individual is taking. Someone can have an adverse reaction to penicillin i.e. anaphylactic shock, the signs for this can be the person has problems swallowing or the lips or face ballooning, a skin rash and the individual may also stop breathing, leading to total system collapse and if not treated with adrenalin death may occur. This is why it is important that all information about an individual’s medical records must be up to date and in their care plans, also in their MAR Chart. You don’t come cross anaphylactic shock often, but you still have to be aware. Other severe adverse reactions that could include a fever and skin blistering; these usually occur within an hour of the medications being administered. Sometimes adverse reactions can develop over a few weeks, they may cause damage to the kidneys or liver. If adverse reactions are not treated they could be fatal. When individuals experience adverse reactions to medicines my workplace policy is to inform the GP and explaining in detail the adverse reactions, the staff member will then inform the individual/ team. GP advise and guidance will then determine if the medication is to be stopped. If the reactions are so serious then an  ambulance should be called my responsibility is that I have duty to continue to observe the individual and monitor their vitals, speaking to them and looking at any changes, so as to ensure that the individual is not deteriorating. All adverse reactions and following advice given, must be recorded in full in the individual’s clinical note and refer enced in their daily report also MAR’s chart. 4. Outcome 3 Understand procedures and techniques for the administration of medication. 1. Explain the different types, purpose and function of both materials and equipment that may be needed for the administration of medication via different routes. Type; Syringe The purpose; To administer medication such as insulin into the blood stream. The function; Enables subcutaneous/ intermuscular administration in correct and measured dosage into the blood stream. Type; Spacer The purpose; To add to an inhaler The function; To enable correct dosage of inhaled medication when patient is not able to use the inhaler on its own Type; Medication pot The purpose; To contain medication when being dispensed with non-touch technique The function; To enable people to take medication cleanly and safely without contamination and in some cases to promote active participation and inclusion/independence 2. What information must be included on a prescription? Doctor’s name and signature Date of issue Patient’s name and address Patient’s date of birth Name and dosage of medication Quantity and form of medication. e.g. 30 tablets Strength of medication How many times a day Duration of treatment Method and route of administration Hospital number Outcome 4 Be able to prepare for the administration of medication 1.  wash your hands  gather your equipment required i.e. medication pots, spoons, water, gloves, mar sheets, aseptic wipes aseptic equipment if required   establish who the medication is for   ensure the environment is suitable for the safe administration of medication sharp box if required 2. Establish on the mar sheet that no medication has been given recently and that it is time to give medication as per mar sheet instructions. To ensure the spacing between medication is appropriate and as per guidance. Ensure dosage is spaced evenly as per therapeutic range and ensure therapeutic range is achieved. 3. Consent is through implied consent or objective consent and if consent is not achieved then it will have to go best interested decision. All s/u that I support will have a risk assessment in place that identifies individual’s capacity issues. Furthermore individual s/u have a PDP that specifies how an individual receives their medication. This will say the process if the s/u declines to receive their medication. If the s/u declines to take their medication then it is my responsibility to insure I have within the best of my abilities attempted to explain and divulge the information that is within the realms of the individuals understanding. This is to develop a knowledge and therefore capacity to make informed decisions. If unsuccessful then I’m to contact the GP to seek advice and refer for a best interest decision. Any issues around consent must be recorded and be communicated to the individuals who are significant in the administration of medication to that person. 4. Outcome 5 Be able to administer and monitor individual’s medication 5.3 I always pay attention to ensuring I maintain individuals’ dignity, choices and preferences. Sometimes individuals refuse their medication, this is  their right to as I cannot legally and according to our medication policy administer their medication without their consent. I listen to why they are refusing sometimes because they can’t understand why they need to have their medication, other times because they can’t swallow tablets. I explain what their medication is for and their eï ¬â‚¬ects and also give them information about how medication is available in liquid form which they would ï ¬ nd easier to swallow. If the client refuses their medication I have to record it on their MAR and in their support plan and client notes and get advice from the GP or 111 then inform my Manager. This may involve a medication review to see what else can be oï ¬â‚¬ered. Sometimes when individuals leave the home or stop taking their medication because it is not agreeing with them then the home is left with out-of-date and part-used medications. Under the care home standards, the hazardous waste regulations and the medication policy it is a requirement for all medications to be disposed of safely. At work we have a medication returns book where the medication that is to be disposed of is entered in here, then packaged up and placed in the medication cupboard securely until the pharmacy collect this this usually happens when the new medication is delivered these are signed for and recorded. 5.5 To make sure that the individual is taking their prescribed medication and that their condition does not deteriorate. It is our workplace policy to check that medication is taken by the individual. If the individual passes it to others, this could result in other individuals overdosing, taking medication that is not prescribed for them, and this can cause them to feel ill or can be fatal. If medications not taken and left out then others might misuse this too which is abuse and neglect. If I was working in mental health settings I would also be aware of Individuals distributing certain medication that has a value. 5.7How do you dispose of out of date or part used medication ensuring that you comply with legal and organisational requirements? All unused or out of date medication should be disposed of via the pharmacy, placed in clear individual bags clearly labelled with details of the medication, dose, name of s/u and stored in an appropriate manner i.e. locked box in a locked room. Record must be kept in the s/u notes and also a returns book. Records should  be signed by person initiating the disposal if these returns are collected, or by the person taking medication for disposal if taken to pharmacy. Records must be signed by the pharmacist or their representative on receipt of the medication. Medication should not be put down the toilet or drain or put into household waste.