Implementing Strategy Research Paper Example | Topics and Well Written Essays - 500 words

Implementing Strategy - Research Paper Example The above organizational chart would work for IKEA because it would help make its operation less complicated. The Ingka Foundation would act as the executive committee. This committee would provide direction and support to the regional structure. The committee would handle IKEA’s strategic priorities. The regional structure should compose the members of the executive committee other than the Chief Executive Officer (Ingvar Kamprad or his successor). These other members of the IKEA’s executive committee should head the regions in which the company operates. This would provide for representation of the regions in the decision-making role of the executive committee and enhance the implementation its policies while reporting regional needs and emergent circumstances to the company’s top leadership (Steers et. al., 2010). The regional structure is meant to enhance connection with local consumers through a combination of localization and centralization. This would help overcome the challenges that IKEA encountered when it launched into the US market. Consumers of different regions have varying tastes and preferences and as long as IKEA does not adopt a regional structure, it will not address the needs of the consumers of the regions in to which it might expand. IKEA should allow the regional structure to vary its management to suit their environments. This would also have the advantage of speeding up the decision-making process especially because regional leaders will sit in the executive committee meetings (Wheelen & Hunger, 2012). The lowest level in this proposed organizational chart is the strategic business unit (SUB). These units are the geographically operating segments that would have several advantages for IKEA. They would help IKEA meat the taste and lifestyle needs of the people of their different geographical regions. Different geographical regions are different stages of development and SUBs would help IKEA vary its

Walden by Henry David Thoreau Essay Example for Free

Walden by Henry David Thoreau Essay In a modern America where â€Å"liberal† means â€Å"amoral,† and â€Å"idealist† means â€Å"hopeless fool,† cell-phones â€Å"ring† to the tunes of Ashlee Simpson and Eminem; SUV’s growl and vomit fumes during rush hour; TV’s blast continuous images of sex and violence, reality and fiction combined in a way to fool and entice and unify all under the blanket of consumerist conformity. Peace is an abstract concept and quiet is for the dead. The world is fast, loud, scary, and smaller than anyone ever imagined. In these fearful times, conformity and resigned desperation are the king and queen. Individuality in American society is looked upon with suspicious eyes, as even feigned unity is preferable to sincere integrity. Even â€Å"freedom† has a new meaning, as leaders repeat it like a mantra to justify the latest horrifically comical atrocity. What better time than to disappear into the woods in the pastoral tradition of the transcendentalists? Walden Summary In an 1841 oration, leading transcendentalist Ralph Waldo Emerson said, â€Å"The universal does not attract us until housed in an individual,† and nowhere is this truer than with his friend, Henry David Thoreau, who came embody an enlightened sense of natural awareness. At a remote lake on his friend Emerson’s property, found the inspiration for Thoreau to create his masterwork about nature, individuality, change—life. Walden captured the two years he spent on Emerson’s Concord property in the mid-1840s, Thoreau created a literary escape for those alienated by the ills of â€Å"proper† society. From the construction of his simple house, to his natural diet, to the woodland creatures that became his neighbors and lone company, every aspect of his simple existence is detailed. In eighteen chapters, Walden covers the world around Thoreau and his little cabin. With chapter titles like Economy, Where I Lived, and What I Lived For, and The Pond in Winter, the simple aspects of existence are the most important. Thoreau begins with a long chapter on Economy, in which he explains his incarceration for refusing to pay a poll-tax he saw as unjust, and his desire for simplicity. Thoreau spends a great deal of the book discussing the simplicity of Nature and how it relates to humanity, morality, and knowledge. While insight runs all through the book, Walden possesses some chapters that are particularly powerful and deal with knowledge, individualism, and friendship. In the chapter Reading, Thoreau explains the importance of books saying, â€Å"To read well, that is, to read true books in a true spirit, is a noble exercise, and one that will task the reader more than any exercise which the customs of the day esteem. It requires training such as the athletes underwent the steady intention almost of the whole life to this object. † This quote is very important because Thoreau is saying that reading is not an easy task, but it also requires lots of practice and training just as athletes undergo. Throughout the chapter, Thoreau states how everyone should read books, and modern humans could end up like pygmies and manikins. â€Å"No wonder that Alexander carried the Iliad with him on his expeditions in a precious casket† (Thoreau). To Thoreau, reading and knowledge are the keys to civilization. In the chapter on Solitude, Thoreau explains how being alone is not at all a bad thing. â€Å"But for the most part it is as solitary where I live as on the prairies. It is as much Asia or Africa as New England, I have, as it were, my own sun and moon and stars, and a little world all to myself. † Thoreau does not look at solitude as being something bad or a punishment, but looks at it as if it were a gift. When he says that he has his own little world all to himself, it makes readers ponder their own solitude. To Americans in the twenty-first century, the concept of solitude is relatively foreign, but as described by Thoreau, it makes it more desirable. In the chapter Visitors, Thoreau talks about how having people around is just as good as being in solitude. â€Å"I had three chairs in my house; one for solitude, two for friendship, three for society. When visitors came in larger and unexpected numbers there was but the third chair for them all, but they generally economized the room by standing up. † When Thoreau said that he wanted to keep things as simple as possible, he meant it, offering only three chairs to his visitors. Thoreau says that it was amazing how he could fit twenty-five to thirty people in his tiny house, and how that brought him and all of his visitors closer together. â€Å"I could not but notice some of the peculiarities of my visitors. Girls and boys and young women generally seemed glad to be in the woods. They looked in the pond and at the flowers, and improved their time. † (Coleridge) Negative Criticisms Walden is required reading for many high school students unfamiliar with the things Thoreau discusses in the book. He explained the importance and necessity of reading, he showed how being alone is usually a good thing, and he also showed how great visitors can be. While many high school students appreciate visitors, reading and solitude are things they avoid. Today a majority of high school students do not read books because it is considered â€Å"boring,† and with todays technology, no one has to read. With news and TV, someone or something else often reads to most people. Despite the fact that many people in modern America do not read, Walden is still read by many reluctant students who would rather be online or on the phone. Thoreau defends his book against those who read and fail to understand what they are reading: â€Å"It is not all books that are as dull as their readers. † The people who might find the insights of Thoreau and the desire for the simple life boring, are in fact boring thinkers. Some others may find Thoreau’s distrust of modern civilization misplaced, as many find the progress of the industrial and computer revolutions to be ideal for humanity. The idea of sacrificing that for a rough life in the woods may seem ludicrous. Someone like Thoreau may be seen as a crazy hippie or mountain man, and today’s world favors the engineers, entertainers, and the high life. Society has not simplified one bit in the last one hundred fifty years, and this could signify that Walden has had little real effect on American culture. However, this is not the case in American literature. Positive Criticisms Few question the importance of Henry David Thoreau’s Walden in American literature. Thoreau’s descriptions of life in its simplest and most idyllic continue to inspire conservation efforts and serve as a testament to the value of Nature. From the construction of his house in the thick of the New England woods, to his diet, and to the woodland creatures that became his neighbors and lone company, every aspect of his simple existence is elegantly detailed. Much of his reverence for Nature leads contemporary Americans to believe Thoreau and Walden to be exclusively environmental and conversationalist, but those truly enamored with Thoreau and his transcendentalist ideals know better. Walden retains a timeless wisdom, reminding readers the value of smelling the proverbial roses. â€Å"Our life is frittered away by detail†¦ Simplify, simplify† (Thoreau 89). Whether in the throws of the Industrial Revolution as Thoreau, or in the era of ambitious terrorism and open-ended declarations of war as modern humans, details create confusion. Humans forget about life while they live it, often concerned mainly with conformity. â€Å"Why should we be in such desperate haste to succeed and in such desperate enterprises? If a man does not keep pace with his companions, perhaps it is because he hears a different drummer† (317). Perhaps, the strongest issue put forth in the book is that of individuality, as themes of self-reliance and stoicism run throughout the work. Individualism, the importance of the individual, self-reliance, and personal independence is one of the leading characteristics of the era of Romanticism. Henry David Thoreau wrote about individualism and demonstrated his belief by the way he lived. Living at Walden Pond, standing up to his government, refusing to pay a poll-tax to a government with which he viewed as corrupt are examples of his fierce independence and individuality. Thoreau is a stellar example of what individuality can produce. A worthy goal is to make the effort to devote oneself to thought and work, to in fact nurture ones own individuality, rather than becoming lost in the mainstream of life. This will allow greater individuality and diversity to complement current day society. The true secret to Walden’s success and timelessness is that Americans still make the same mistakes and take the same things for granted as they did 150 years ago. Everything still applies, in nature and man. Only the details have changed. Technology still marches on; war still looms large over the landscape; America continues to grow and spread its influence, for better or worse. In the case of Thoreau, for better, at least according to George Eliot who said, â€Å"we have a bit of pure American life (not the go a-head species, but its opposite pole), animated by that energetic, yet calm spirit of innovation† (Eliot 46). In modern America, where the go a-head species lead us blindly into an abyss, it is the voices of Americans like Thoreau: peacefully simple. Perhaps, Emerson said it best when he eulogized his friend, â€Å"No truer American existed than Thoreau† (Emerson). And, there have been few books that have been more American than Walden. Conclusion Thoreau went to the woods to get to the most basic facts of life and to appreciate and enjoy everything about these most basic facts. Thoreau viewed the woods in particular, and Nature in general, as a teacher of life and living. Thoreau believed that the simpler his life became the greater his opportunity to appreciate life. Thoreau did not want to allow society to determine that which he knew as life. To live an existence based on the common experience of others would be as to neglect ones own experience. Individualism and an appreciation for nature and solitude do not necessarily mean living as a hermit. Thoreau believed that in order to truly appreciate life, to understand and experience life as ones own life, it is necessary to quiet the mind of all the surrounding trappings of society. To this day, Walden serves as one of the greatest examples of the benefits of living the simple life. References Coleridge, S. T. , (1969). The Collected Works of Samuel Taylor Coleridge. ed. Kathleen Coburn, Princeton: Princeton UP. , 6: 30. Eliot, G. (1988). â€Å"Review of Walden. † Critical Essays on Thoreau’s Walden. Ed. Joel Myerson. Boston: C. K. Hall Co. , 46. Emerson, R. W. (8 Dec. 1997). â€Å"The Eulogy of Henry David Thoreau. † RWE. org – The Works of Ralph Waldo Emerson. Accessed 29 Jan. 2007 from http://www. rwe. org/pages/eulogy_of_thoreau. htm Thoreau, H. D. (2004). Walden: A Fully Annotated Edition. Ed. Jeffery S. Cramer. New Haven: Yale University Press. (Original work published 1854)

Whooping Cough :: Whooping Cough Health Medical Essays

Whooping Cough These days whooping cough, also known as Pertussis, is not a serious disease because there are vaccinations available to prevent its occurrence. However, when I was five years old a vaccination was available but neither my siblings nor myself had been vaccinated against it and due to its highly contagious nature, I contracted whooping cough from my older sisters. Both of my older sisters had whooping cough, but they were lucky and managed to get well fairly quickly. Unfortunately, they passed it on to me and I suffered much more from it because I was a few years younger than them both. It started out as just a runny nose and a slight cough, which most people would attribute to the common cold or the flu. These symptoms persisted for about a ten days and my mom thought that I was getting better. After ten days she finally allowed me back outside to play with my friends even though I still wasn't feeling well. This unfortunately only made my whooping cough worse and that night I woke up coughing so hard I thought my lungs were going to explode. These coughing fits would only last for a few minutes but they were harsh and I was struggling to get enough air to breathe. My mom heard me coughing and came running from her bedroom to see what was going on. She comforted me for a few minutes until the coughing had subsided and I had finally fallen back asleep. However, an hour or so later I woke up again with another coughing fit, this one even worse than the first. My coughs were followed by a whooping noise in my lungs because I was struggling so hard to get enough oxygen into my lungs. After about three days of this my whooping cough was not getting any better and my parents started to get worried. My two older sisters had not suffered as much as I had and they decided to call my doctor. He came to our house that evening and as soon as he saw me and heard me cough he told my parents I needed to go to hospital that night. I was terrified. I had never been to a hospital; well not since I was born anyway.

Comparing The Foresyte Saga Essay

Both extracts explore the theme of adultery and extreme examples of conflict in a relationship. However, the differing time periods in which they are set and the contrasting ways in which the authors portray them, vary accordingly. In both extracts it appears that the female protagonists seem to be the source of the problem within the relationship and the extracts centre on their supposed adulterous behaviour. The two extracts differ because in Shakespeare’s Othello, the audience know that Desdemona has in fact not cheated on her husband, but his possessive nature and mistrust of her has warped his judgement. In Galsworthy’s novel, it is clear that the character of Irene clearly has been unfaithful through the description of her body language and the dialogue used, â€Å"so you’ve come back. † The men in both extracts have the controlling factor within their relationships, and suffer from possessive love. In Othello, his desire to control Desdemona and to have her all to himself because she’s his wife, clouds his judgement on the situation; he’d rather her dead than for her to be with any other man and break another’s heart. In Galsworthy’s novel, the man is indeed slowly losing control, but still tries to grasp it. His wife had gone off and had an affair and he wasn’t able to control that. Now he tries to claw it back by shouting at her to leave, â€Å"get out of my sight†, and then contradicts himself by continuing to ask her to stay, which she obeys, and he is now in the stronger position. John Galsworthy uses animalistic imagery throughout this extract to show the way that Irene has become trapped: â€Å"resemblance to a captive owl. † This comparison also shows the way Irene has become vulnerable, having lost her independence and freedom. This mirrors the situation of Desdemona in Shakespeare’s ‘Othello’. In this scene Desdemona is entirely helpless, Othello having already decided what must be done as an alpha male: â€Å"sweet soul, take heed of perjury: thou art on thy death bed. † Shakespeare’s choice of language, for example, his use of imperatives, â€Å"Down, strumpet! † makes it clear to the audience how much in control Othello is. This control is echoed in Soames, who speaks with great authority and power: â€Å"take your hated body†¦ out of my house†¦ Get out of my sight†. Soames commands his wife here in a way that suggests he views her as a possession, who should not disobey him, emphasised in Galsworthy’s use of the image of Irene â€Å"huddled in the fur†, as though she is a belonging. Again Shakespeare reflects this idea in Othello, with the handkerchief used as a dramatic device embodying Desdemona’s belonging to Othello, her supposed giving it away driving him to madness: â€Å"I saw my handkerchief in’s hand. Thou dost stone my heart. † Neither Soames nor Othello can see the fault in their own actions, demonstrated by Galsworthy through rhetorical questions: â€Å"Why should I suffer? What have I done? † Irene, however, is left in a helpless place, the animalistic imagery continuing, likening her to a trapped bird, her spirit crushed and giving up, â€Å"a bird shot and dying, taking farewell of all that is good – the sun and air and its mate. † This comparison also links back to Irene’s now dead lover Bosinney, her partner, without whom she feels she is unable to function. Shakespeare uses stichomythia to create a passionate atmosphere. Short dramatic lines such as ‘it is too late’, build tension in the audience. John Galsworthy also uses speech to create tension but does so via the exposure of Soames’ thoughts. ‘Take away that pitiful white face’. Soames’ outburst is made particularly striking in the way that Galsworthy withholds excessive speech up until this point. Unlike Shakespeare who employs continuous dialogue and only one stage direction in this extract, to create a sense of a never ending flow of emotion. The structure used in Othello is used in the build up of tension, for instance the stichomythia used towards the end of the extract. This technique is commonly utilised to dramatic effect in plays. The structure in Othello is generally used advance the narrative and to further increase the build up of tension towards the dramatic climax at the end of the play. In the Forsyte Saga the structure allows the author to progress and elaborate on the metaphors used. Galsworthy uses the structure to put emphasis on certain words or phrases: ‘so they sat, by the firelight, in the silence, one on each side of the hearth’. Typically of a novel the structure shows the progressive thoughts of the narrator and isn’t necessarily as linear as that in a play (ie Othello). Wider Reading: The poem My Last Duchess also carries the theme of adultery and extreme example of conflict in a relationship. Robert Browning doesn’t make it clear whether the woman is guilty, but the Duke, like Othello is guilty of jealousy. He doesn’t believe she treats her husband and different to any other men ‘all and each’, ‘she liked whate’er she looked on, and went everywhere’, suggesting she flirted alot, not that the Duke has any proof. The repetition of ‘that spot of joy’ emphasises how the fact her smile wasn’t just reserved for him bothered him, so much so that he used the harsh language like Ann Galsworthy’s choice of ‘Get out of my sight’ here, ‘that in you disgusts me; here you miss, or exceed the mark’, this shows his dark side and makes the reader question whether he killed her himself without knowing what she had done, similar to the way Othello acts on rage of his pride being damaged. The Duke also seems to be very possessive of the Duchess as is Othello and Soames Forsyte. Here he opens the poem ‘That’s my last Duchess painted on the wall’ immediately highlighting he owns the painting, but also implies he owns her in person. He also seems to like the fact he can control who looks at the painting, ‘the curtain I have drawn for you’, but couldn’t control who looked at his wife when she was alive. Additionally, in comparison to the imperatives Shakespeare and John Galsworthy use, Browning stresses the Duke’s power through his quite forceful request, ‘will’t please you sit and look at her’, almost as if the Duke is desperate for his audience to understand his anger, he states ‘I gave commands’, yet it seems she didn’t obey him, hence he killed her, ‘then all smiles stopped together’.

English Vocabe Essay

Their meanings and correct usage in sentence Abolish verb abolish something to officially end a law, a system or an institution This tax should be abolished. 1 sudden and unexpected, often in an unpleasant way an abrupt change/halt/departure The accident brought his career to an abrupt end. 2 speaking or acting in a way that seems unfriendly and rude; not taking time to say more than is necessary abrupt manner She was very abrupt with me in our meeting. The interview ended abruptly. Absolute adjective 1 total and complete a class for absolute beginners absolute confidence/trust/silence/truth ‘You’re wrong,’ she said with absolute certainty. Around them the darkness was absolute, the silence oppressive. 2 [only before noun] used, especially in spoken English, to give emphasis to what you are saying There’s absolute rubbish on television tonight. He must earn an absolute fortune. 110 MB is the absolute minimum you need to run the program. What an absolute idiot I’ve been ! 3 definite and without any doubt or confusion There was no absolute proof. He taught us that the laws of physics were absolute. The divorce became absolute last week. 4 not limited or restricted absolute power/authority an absolute ruler/monarchy (= one with no limit to their power) 5 existing or measured independently and not in relation to something else Although prices are falling in absolute terms, energy is still expensive. Beauty cannot be measured by any absolute standard. It was absolutely pouring with rain. 2 absolutely no†¦, absolutely nothing used to emphasize something negative She did absolutely no work. There’s absolutely nothing more the doctors can do. 3 used with adjectives or verbs that express strong feelings or extreme qualities to mean ‘extremely’ I was absolutely furious with him. She absolutely adores you. He’s an absolutely brilliant cook. 4 used to emphasize that you agree with somebody, or to give somebody permission to do something‘ They could have told us, couldn’t they? ’ ‘ Absolutely! ’‘Can we leave a little early? ’ ‘Absolutely! 5 absolutely not used to emphasize that you strongly disagree with somebody, or to refuse permission ‘Was it any good? ’ ‘No, absolutely not. ’ Absolution NOUN (especially in the Christian Church) a formal statement that a person is forgiven for what he or she has done wrong Absolutism noun 1 a political system in which a ruler or government has total power at all times 2 belief in a political, religious or moral principle which is thought to be true in all circumstances Abstain verb 1 abstain (from something) to choose not to use a vote, either in favour of or against something Ten people voted in favour, five against and two abstained. abstain (from something) to decide not to do or have something, especially something you like or enjoy, because it is bad for your health or considered morally wrong to abstain from alcohol/sex/drugs 3 abstain (from something) (Indian English ) to stay away from something. What she did was an abuse of her position as manager. 2 unfair, cruel or violent treatment of somebody child abuse sexual abuse reported abuses by the secret police She suffered years of physical abuse. 3 [uncountable] rude and offensive remarks, usually made when somebody is very angry Synonym SYNONYM: insults to scream/hurl/shout abuse a stream/torrent of abuse The man burst into a torrent of foul-mouthed racist abuse. Acquaint verb acquaint somebody/yourself with something (formal) to make somebody/yourself familiar with or aware of something Please acquaint me with the facts of the case. You will first need to acquaint yourself with the filing system. Acquiesce verb acquiesce (in/to something) (formal) to accept something without arguing, even if you do not really agree with it Senior government figures must have acquiesced in the cover-up. She explained her plan and reluctantly he acquiesced. Acquiescence noun the fact of being willing to do what somebody wants and to accept their opinions, even if you are not sure that they are right There was general acquiescence in the UN sanctions. Acquire verb 1 acquire omething to gain something by your own efforts, ability or behaviour She has acquired a good knowledge of English. How long will it take to acquire the necessary skills? He has acquired a reputation for dishonesty. I have recently acquired a taste for olives. 2 acquire something to obtain something by buying or being given it The company has just acquired new premises. How did the gallery come to acquire so many Picassos? I’ve suddenly acquired a stepbrother. IDIOM: an acquired taste a thing that you do not like much at first but gradually learn to like Abstract art is an acquired taste. Acquisition noun 1 [uncountable] the act of getting something, especially knowledge, a skill, etc theories of child language acquisition 2 [countable] something that somebody buys to add to what they already own, usually something valuable His latest acquisition is a racehorse. The money will be spent on acquisitions for the university library. 3 [countable, uncountable] (business) a company, piece of land, etc. bought by somebody, especially another company; the act of buying it They have made acquisitions in several EU countries. he acquisition of shares by employees. The group has announced its first overseas acquisition: a successful software company. Acquit VERB 1 acquit somebody (of something) to decide and state officially in court that somebody is not guilty of a crime The jury acquitted him of murder. Both defendants were acquitted. She was acquitted on all charges. He was acquitted on the grounds of insufficient evidence. Opposite:convict 2 acquit yourself well, badly, etc. to perform or behave well, badly, etc He acquitted himself brilliantly in the exams. Adapt verb 1 to change something in order to make it suitable for a new use or situation nonym SYNONYM: modify, adapt something These styles can be adapted to suit individual tastes. adapt something for something Most of these tools have been specially adapted for use by disabled people. 2 to change your behaviour in order to deal more successfully with a new situation m SYNONYM: adjust It’s amazing how soon you adapt. The organisms were forced to adapt in order to survive. adapt to something We have had to adapt quickly to the new system. A large organization can be slow to adapt to change. adapt yourself to something It took him a while to adapt himself to his new surroundings. 3 adapt something (for something) (from something) to change a book or play so that it can be made into a play, film/movie, television programme, etc Three of her novels have been adapted for television. Adequate adjective enough in quantity, or good enough in quality, for a particular purpose or need an adequate supply of hot water The room was small but adequate. There is a lack of adequate provision for disabled students. He didn’t give an adequate answer to the question. adequate for something The space available is not adequate for our needs. adequate to do something training that is adequate to meet the future needs of industry OPPOSITE: inadequate adequacy noun [uncountable]The adequacy of the security arrangements has been questioned. OPPOSITE: inadequacy adequately adverb Are you adequately insured? Clean the surface first, or the paint will not adhere. There was oil adhering to the bird’s feathers. Praisal Verb Use: adhere to something to behave according to a particular law, rule, set of instructions, etc; to follow a particular set of beliefs or a fixed way of doing something For ten months he adhered to a strict no-fat low-salt diet. She adheres to teaching methods she learned over 30 years ago. Staff should adhere strictly to the safety guidelines. The diet will work if it is adhered to. Adolescence noun the time in a person’s life when he or she develops from a child into an adult SYNONYM: puberty Adolescence brings about major changes in a young person’s body. Adolescent noun a young person who is developing from a child into an adult adolescents between the ages of 13 and 18 Adopt verb CHILD 1 to take somebody else’s child into your family and become its legal parent(s) a campaign to encourage childless couples to adopt adopt somebody to adopt a child She was forced to have her baby adopted. ethod 2 adopt something to start to use a particular method or to show a particular attitude towards somebody/something All three teams adopted different approaches to the problem. suggestion 3 adopt something to formally accept a suggestion or policy by voting to adopt a resolution The council is expected to adopt the new policy at its next meeting. new name/country 4 adopt something to choose a new name, a country, a custom, etc. and begin to use it as your own to adopt a name/title/language Early Christians in Europe adopted many of the practices of the older, pagan religions. ay of behaving 5 adopt something (formal) to use a particular manner, way of speaking, expression, etc He adopted an air of indifference. candidate 6 adopt somebody (as something) (British English, politics) to choose somebody as a candidate in an election or as a representative She was adopted as parliamentary candidate for Wood Green. Adore verb (not used in the progressive tenses) 1 adore somebody to love somebody very much It’s obvious that she adores him. 2 (informal) to like something very much adore something I simply adore his music! Don’t you just adore that dress! adore doing something She adores working with children. Adorn VERB to make something/somebody look more attractive by decorating it or them with something adorn something/somebody Gold rings adorned his fingers. Graffiti adorned the walls. adorn something/somebody/yourself with something The walls were adorned with paintings. The children adorned themselves with flowers. adornment . noun A plain necklace was her only adornment. Advocate (v) VERB to support something publicly advocate something The group does not advocate the use of violence. dvocate (somebody) doing something Many experts advocate rewarding your child for good behaviour. advocate that†¦ The report advocated that all buildings be fitted with smoke detectors. The report advocated that all buildings should be fitted with smoke detectors. Aesthete (Esthete) NOUN a person who has a love and understanding of art and beautiful things Aesthetic (Esthetic) concerned with beauty and art and the understanding of beautiful things an aesthetic appreciation of the landscape The benefits of conservation are both financial and aesthetic. made in an artistic way and beautiful to look at Their furniture was more aesthetic than functional. aesthetically (North American English also es-):adverb aesthetically pleasing colour combinations.

The Inhibitory Effect Of Heavy Metals, Such As Hg, Cu and Ag essays

The Inhibitory Effect Of Heavy Metals, Such As Hg, Cu and Ag essays The Inhibitory Effect Of Heavy Metals, Such As Hg, Cu and Ag, on the Growth of B. Cereus, E. Coli, M. Luteus and P. putida For over two hundred years, since the beginning of industrialization, man has searched for effective methods of controlling diseases and the growth of bacteria in various different fields (for example, in the eutrophication of lakes). Heavy metals have been a common component used to control the spread of bacteria, some working to a greater extent than others on assorted types of bacteria. However, is there a heavy metal that controls a wide range of bacteria effectively, or must we continually use specific elements on select types of colonies in order to achieve near-sterility? The purpose of this lab report is to, if possible, identify one particular heavy metal that effectively inhibits growth of all the selected bacteria, or identify whether each type of bacteria has a specific heavy metal that has a more powerful effect in controlling growth. This study is important in that if one heavy metal can be found to inhibit the growth of bacteria most effectively, then antiseptic indus tries may choose to use one particular heavy metal over others in sterilizing solutions. Four types of bacteria will be focused on in this study: B. cereus, E. coli, M. luteus and P. putida. Each will have the effects of three heavy metals, which are in solution form, tested on them. The heavy metal solutions to be used will be mercuric iodide (HgI2), silver nitrate (AgNO3), and copper sulfate (CuSO4). Their effectiveness will be judged on the size of the zones of inhibition that form around the filter paper soaked in the solutions. I predict that overall the mercury compound will have the most detrimental effect (and therefore larger zones of inhibition) on the four selected bacteria types, since it is known that, in general, it has very harmful effects on other living organisms. A similar study conducted by Schmidt and Schlegel on ...

Books By and About Marian Wright Edelman

Books By and About Marian Wright Edelman Some books by and about Marian Wright Edelman: Print Bibliography Marian Wright Edelman. The State of Americas Children, Yearbook 2002. Marian Wright Edelman. Im Your Child, God: Prayers for Our Children. 2002. Marian Wright Edelman. Guide My Feet: Prayers and Meditations for Our Children. 2000. Marian Wright Edelman. The State of Americans Children: Yearbook 2000 - A Report from the Childrens Defense Fund. 2000. Marian Wright Edelman. The State of Americas Children: A Report from the Childrens Defense Fund: Yearbook 1998. Marian Wright Edelman. Lanterns: A Memoir of Mentors. 1999. Marian Wright Edelman. The Measure of Our Success: A Letter to My Children Yours. 1992. Marian Wright Edelman. I Dream a World. 1989. Marian Wright Edelman. Families in Peril: An Agenda For Social Change. 1987. Marian Wright Edelman. Stand for Children. 1998. Ages 4-8. Joann Johansen Burch. Marian Wright Edelman: Childrens Champion. 1999. Ages 4-8. Wendie C. Old. Marian Wright Edelman: Fighter for Childrens Rights. 1995. Young Adult. Beatrice Siegel. Marian Wright Edelman: The Making of a Crusader. 1995. Ages 9-12. Andrew Carroll, editor. Introduction by Marian Wright Edelman. Letters of a Nation: A Collection of Extraordinary American Letters. Reprint 1999. Susan Skog, editor. Embracing Our Essence: Spiritual Conversations With Prominent Women. 1995.

Proconsul Facts and Figures

Proconsul Facts and Figures Name: Proconsul (Greek for before Consul, a well-known circus ape); pronounced pro-CON-sul Habitat: Jungles of Africa Historical Epoch: Early Miocene (23-17 million years ago) Size and Weight: About 3-5 feet long and 25-100 pounds Diet: Omnivorous Distinguishing Characteristics: Monkey-like posture; flexible hands and feet; lack of tail About Proconsul As far as paleontologists can tell, Proconsul marks the time in primate evolution when the old world monkeys and apes diverged from a common ancestor - which means, in laymans terms, that Proconsul may (or may not) have been the first true ape. In fact, this ancient primate combined various characteristics of monkeys and apes; its hands and feet were more flexible than those of contemporary monkeys, but it still walked in a monkey-like way, on all fours and parallel to the ground. Perhaps most tellingly, the various species of Proconsul (which ranged from a smallish 30 pounds or so to a largish 100) lacked tails, a distinctly ape-like trait. If Proconsul was, in fact, an ape, that would make it distantly ancestral to humans, and perhaps even a true hominid, though its brain size indicates that it wasnt much smarter than the average monkey. However it winds up being classified, Proconsul holds a special place in hominid paleontology. When its remains were first discovered, back in 1909, Proconsul was not only the oldest ape yet identified, but the first prehistoric mammal ever to be unearthed in sub-Saharan Africa. The name Proconsul is a story in itself: this early Miocene primate wasnt named after the revered proconsuls (provincial governors) of ancient Rome, but after a pair of popular circus chimpanzees, both named Consul, one of which performed in England and the other in France. Before Consul, as the Greek name translates, may not seem very dignified for such a remote human ancestor, but thats the moniker that has stuck! Many people mistakenly believe that Proconsul was one of the immediate predecessors of Homo sapiens. In fact, though, this ancient primate lived during the Miocene epoch, from about 23 to 17 million years ago, at least 15 million years before the first recognizable human ancestors (like Australopithecus and Paranthropus) evolved in Africa. Its not even a sure thing that Proconsul spawned the line of hominids that led to modern humans; this primate may have belonged to a sister taxon, which would make it more of a great-great-great uncle a thousand times removed.

Discussion Board 2-2 Assignment Example | Topics and Well Written Essays - 250 words

Discussion Board 2-2 - Assignment Example According to the four stage response cycle of Masters and Johnson, women are usually ready for re-arousal at the resolution phase and may need continuation of sexual intercourse. Men on the hand tend to face difficulty in attaining sexual re-arousal after resolution phase (Rathus, Nevid & Fitchner-Rathus, 2014). This disparity may leave some women feel sexual dissatisfaction from their male partners. Having such understanding can help counselors to advice men facing criticism from their female sexual partners for not satisfying sexual needs of the latter. With the understanding, counselor can educate criticized men to practice holding their ejaculation by temporarily stopping sexual intercourse to allow their mates time to attain orgasm. When attaining plateau phase as contained in the four stage response cycle of Masters and Johnson, vagina of women depict preparedness to receive penis by contracting to cause erogenous feeling on penis (Rathus, Nevid & Fitchner-Rathus, 2014). The vagina also becomes wet to signalize lubrication of the pathway for entrance of penis. When at the plateau phase, men on the other side tend to produce seminal fluids that appear at the tip of penis. In addition, the coral ridge around the penis also expands in circumference. Understanding such concepts can help counselors train couples about proper timing as to when to begin intercourse to drive maximum

A Surgeon's Life Essay Example | Topics and Well Written Essays - 500 words

A Surgeon's Life - Essay Example A case example of this case was recognized and recorded by Aretaeus of Cappadocia over two thousand years back. Historically, Georges Gilles de la Tourette, a French neurologist was the first person to clinically delineate the syndrome. This syndrome affects the nervous system and the brain and when it does, it alters a person’s reception of activities such as movements and vocalizations. This syndrome has been commonly identified among persons who are aged between 2 to 21 years old. Basically, this disease can be described as one which makes a person do that which is against their will. Those who have been diagnosed of this syndrome are usually accustomed to frequent tics that may be abrupt and purposeless or even the occurrence of vocal sounds that are involuntary but, sudden, recurrent and rapid in parts of the body such as face, head and arms. Subsequently, persons who have this syndrome may exhibit variable expressivity in the expression of the gene as they may be obsessively compulsive or have chronic tic disorders. According to Sacks (2012), the syndrome may be evidenced in anyone regardless of their status. Carl Bennett, as described by Sacks, is a surgeon who he meets in the conference in Boston on Tourette’s syndrome. The syndrome affects Bennett in various dynamics in that, in the conference, he jumped, jerked, and suddenly lunged for the ground. Consequently, he is affected by bizarre tics but, as a result, has learnt to maintain dignity and calm during the moments (Sacks, 2012). Consequently, Dr. Carl Bennett is impacted by this syndrome in the sense that he learns to develop a sense of keenness and attention to detail in every aspect, as witnessed in the encounter in the car when Sacks is driven by Dr. Bennett and shown the surrounding. Additionally, Dr. Bennett is impacted by the syndrome in the sense that he develops a keen and fierce attention to detail, which results from his constant looking below the surface. These are as a result of

Public Relations Essay Example | Topics and Well Written Essays - 3250 words

Public Relations - Essay Example The primary reasons behind their failure to effectively, efficiently and consistently practice the PR have been further attributed with the lack of proper resources and ineffective time management as well as faulty resource allocation (Gale, 2007). Contextually, involving in community development activities is often considered as a vital strategy for promoting relationships as well as developing long-term prosperous ownership of initiatives with variety of important publics emphasizing on the sustainability needs of the organization through stakeholder engagement. In order to attain successful outcomes from the campaigns that are designed to promote healthy relationship with large group of population and encouraging behavioral change concerning with certain specific issues identified by NPOs, it is crucial that proper strategies and planning is devised prior to the commencement of the campaign. It is equally necessary that effective monitoring and evaluation is developed for ensuring the quality and effectiveness of the undertaken PR campaigns (Gale, 2007). Based on these considerations, the purpose of this paper is to analyze and evaluate the effectiveness of PR initiatives engaging United Nations International Children's Emergency Fund (UNICEF) and its public in relation to certain health related issues including cancer awareness, drug abuse prevention, smoking cessations and child welfare among others. Identification of Key Publics The primary reason behind determining the target group is to identify the groups and audiences who need to change their perceptions, behavioral traits and attitudes (European Centre for Disease Prevention and Control, 2010). The proper identification of audiences and their efficient segmentation can facilitate in determining the course of communication in the most progressive way. Contextually, UNICEF attempts to communicate with a wide range of the public maintaining a mutually beneficial relationship. Each of these public groups is further identified to have unique sets of issues concerning with various health factors (United Nations Children’s Fund, 2005). Correspondingly, the communication campaign initiated with due concern towards health issues, UNICEF targeted the group of public including men and women living in the most deprived areas specially those working in hazardous environmental conditions. For similar kind of PR campaigns, the school and college going young and adult people, who tend to easily get habituated to smoking and are vulnerable to drug abuse, can also be treated as the target audiences. Similarly, parents and teenagers were also targeted for the campaigns in order promote child welfare by UNICEF in its PR campaigns concerning the progress needs for women and children. With reference to the organizational vision and PR initiatives, the communication programs conducted by UNICEF can be divided into three fundamental groups of audiences in general, including men and women workin g in hazardous working environment, school and college going children and adult prone to unsocial lifestyles, and the parents who are primarily engaged in the working followed by teenagers (NGLS, 2009; United Nations Children’s Fund, 2005). Effectiveness of Communication between UNICEF and Its Intended People The perquisite for effective communication requires timely preparation, effective use of languages, proper understanding of culture where the campaign will be held and

Creating Academic and Professional Success Essay - 1

Creating Academic and Professional Success - Essay Example A team is a collection of individuals that have unique talents and expertise. As a team they are able to exploit and share the knowledge that they possess. A team is able to assign a task to the most applicable member of the team and in doing so it makes the most advantageous use of their resources. This also allows the team members some flexibility in their role as a team member. In addition, the team allows management to assign workflow as needed. Teams can be assembled for a short period of time on an as needed basis. Teams also have the advantage of sharing a common goal. When the group shares the common goal, all work and resources are devoted to reaching the goal. This reduces redundancy and ambiguity among the workforce and makes the best use of their time. It further allows the team to direct their attention to complex problem solving as a group that an individual may not be able to accomplish. This interjects more creativity and flexibility into the workflow process. While there are many advantages, it must be remembered that teams must have the appropriate communication skills to be able to take advantage of the team structure. When using a team for decision making, the group may be guided by group-think or extreme positions advocated by powerful members. This is a major challenge to overcome to assure all team members have an equal input. Another challenge to a team is the acceptance, by its members, that responsibility and rewards are shared equally. This may face difficulties in introducing the team concept where the organizational culture is ingrained with a task oriented and individual concept. The team may have loafers that assume they can slack off and spread the responsibility out among the other members. Miscommunication or cultural differences that are misunderstood can also challenge the team. The team will be challenged to work to overcome these problems as the team matures. For Chris to deal with stress

The strategic plan for your organization Assignment

The strategic plan for your organization - Assignment Example An appropriate implementation plan of Davivienda bank will help it to transform the developed planned projects into actual service provision (Jeffes, 2008). Figure 1: Implementation and Planning (Source: Standard bank, 2011). The above chart shows the various activities that encompass the planning and implementation of an organization. Thus, it becomes highly rational to analyze and set an efficient implementation plan for the Davivienda bank of Columbia. Objectives The recessionary trails in the contemporary world have reduced velocity of circulation of money in many economies. It has been estimated that the scope of banking activities have reduced in Sri Lanka and that has not only affected the economy of the nation, but has also negatively influenced the neighboring economies. The essay has previously incorporated certain growth strategies that would help to reduce the economic crisis in Sri Lank by expanding the scale of banking business. This part of the essay will frame the imp lementation plan with the help of these strategies (DPMC, 2012). The primary objectives to be studied in the implementation plan of Davivienda bank are:- Allocate substantial finances to incorporate the growth strategies. Reduce crisis in the economy by offering varied financial products in different regions of the economy. Introducing financial products that focus on investment banking. Increase the speculative transactions in the economy. Reducing the risks in the transactions of the bank. Facilitating the growth of other banking institutions. Incorporating a strong organizational structure and hierarchy in the bank. Focusing in financial products differentiation. Functional Tactics The functional tactics adopted by the officials of the Davivienda bank are all the small tasks that must be accomplished to implement the desired growth strategies. The functional tactics that are to be executed in the implementation plan are:- Time Horizon: the bank must set an appropriate time span w ithin which it would target to achieve its desired goals and objectives. Resources: only evaluating the required time is not enough, the bank must try to estimate the required resources that would be necessary to execute the implementation plan. Money: the most important resource that is required for completion of any task is money, the Davivienda bank must analyze the gross liquidity required to execute the desired objectives. Strategies: finally the bank must be clear about the core competences and strategies to be incorporated in the implementation plan (Pinson, 2008). Action items The following table explains the action items of the Davivienda bank that are requisites for launching the implementation program. Activities Objectives Implementation Allocate sufficient finance to incorporate the growth strategies. To increase the scale and scope of banking operations and consequently reduce the crisis in the economy. Mobilize maximum possible funds that may be allocated in the expan sionary policies. Offering varied and differentiated financial products. Encouraging individuals to participate in the banking activities. Set

Creating Academic and Professional Success Essay - 1

Creating Academic and Professional Success - Essay Example A team is a collection of individuals that have unique talents and expertise. As a team they are able to exploit and share the knowledge that they possess. A team is able to assign a task to the most applicable member of the team and in doing so it makes the most advantageous use of their resources. This also allows the team members some flexibility in their role as a team member. In addition, the team allows management to assign workflow as needed. Teams can be assembled for a short period of time on an as needed basis. Teams also have the advantage of sharing a common goal. When the group shares the common goal, all work and resources are devoted to reaching the goal. This reduces redundancy and ambiguity among the workforce and makes the best use of their time. It further allows the team to direct their attention to complex problem solving as a group that an individual may not be able to accomplish. This interjects more creativity and flexibility into the workflow process. While there are many advantages, it must be remembered that teams must have the appropriate communication skills to be able to take advantage of the team structure. When using a team for decision making, the group may be guided by group-think or extreme positions advocated by powerful members. This is a major challenge to overcome to assure all team members have an equal input. Another challenge to a team is the acceptance, by its members, that responsibility and rewards are shared equally. This may face difficulties in introducing the team concept where the organizational culture is ingrained with a task oriented and individual concept. The team may have loafers that assume they can slack off and spread the responsibility out among the other members. Miscommunication or cultural differences that are misunderstood can also challenge the team. The team will be challenged to work to overcome these problems as the team matures. For Chris to deal with stress

The Legal Framework for Criminal Investigations and the Relationship Essay

The Legal Framework for Criminal Investigations and the Relationship with the Criminal Justice System - Essay Example This speaks itself about the importance of tough criminal investigation procedures. In order to collect reliable and secure evidence, the investigators must put in concrete efforts so that the person found guilty should be punished in accordance with law. Therefore, for a criminal prosecution to become successful, it is extremely important that the Crown Prosecution Services should provide solid and reliable evidence to the court of law to punish the culprits. â€Å"In a number of countries where democratic set up exists and where rule of law succeed, the burden of proof lies on the shoulder of the prosecution† (Conner et al 2008). The safeguards within the legal framework designed to protect people under criminal investigation Under the UK Law, those who are convicted by the lesser courts may file an appeal to higher court for the answer they are looking for. â€Å"The hierarchy of the courts starts from the magistrates / youth courts to the Crown Court, from the Crown Court to the Court of Appeal. However, in some exceptional cases further appeal is allowed to the Supreme Court only† (Cate 2008). Appeals to Courts that are higher up in jurisdiction are restricted to the point of law. If the right of appeal is obsessive for a convicted defendant, then he or she has the option to pursue to the administrative body known as Criminal Cases Review Commission (CCRC). If there is malpractice found then this renders the conviction irrelevant and sums up to the miscarriage of justice. â€Å"There are two sorts of ‘wrongful convictions a) One where the defendant is convicted unfairly b) other where a lack of fair trial makes it difficult to determine whether the defendant is guilty or not† (Sanders and Young 2010). Conviction through unfair means is considered a miscarriage of justice that raises many suspicions. The CPS sometimes allows appeals against acquittal especially if there is an error found in the law. For example, a jury member can be rejected if they attempt to prosecute with certain kinds of evidence that the judge feels that the police lacked the required legal power to secure that evidence. In a few cases, when compelling evidences of guilt comes to surface, fresh cases against the earlier acquittals can be restarted. â€Å"An element of criminal justice, which is not taken into account, is criminal defense; as per the law of the land, anyone arrested and taken into custody by the police officials is entitled to receive free legal aid from an adviser, usually a qualified legal practitioner† (Sanders and Young 2010). Great Britain is known to set aside funds for free legal representation to its people in the ordinary courts and the Crown Court. The wealthy classes of people usually do not take the benefit of legal representation and normally pay their legal fees from their own resources. â€Å"The numbers of litigants have two options a) present themselves or b) engage a solicitor to plead the cases of the poor. This is done by the government which hires the services of solicitors for them at the government’s expenses† (Sanders and Young 2010). The operation of safeguards within the legal framework   Section 47 enquiries aim at to minimize the destruction on the personality of a child and to ensure that the families are treated in a respectable way by the agencies. The Children Social Care organizations should appraise the guardians responsible for the security of

Reflective Essay Essay Example for Free

Reflective Essay Essay This essay aims to critically review my strengths and weaknesses as a self-regulated learner, in relation to key skills which demonstrate my ability to use reflective practice. Also, the essay will identify and implement the learning skills required to complete the modules in Year 2 of the programme. It will produce and make use of individual learning plans that reflect how I could improve upon my interpersonal skills and implement a personal development plan. Furthermore, a demonstration of application of key skills together with learning and interpersonal skills in a variety of settings will be made. The framework this reflective essay will follow has been adapted from the work of Borton (1970) Reach, Teach and Touch; along with Boud et al (1985) Turning Experience into Learning. A reflective essay is a piece of writing that basically involves your views and feelings about a particular subject. The goal of a reflective essay is to not only discuss what you learned, but to convey the personal experiences and findings that have resulted, Spinello (2012). However in order to critically evaluate and reflect the individual, must become a self-regulated learner. Students who are self-regulated learners collaborate with other students in exchanging ideas, eliciting assistance when needed, and providing support to their peers. They see the connection between their efforts and learning success, Trejos (2010). Zimmerman (2000) points out that, self-regulation is not a mental ability or an academic performance skill; rather it is the self-directive process by which learners transform their mental abilities into academic skills. These learners will monitor their behaviors in terms of their goals and self-reflect in order to increase their effectiveness. Self-regulation is important because a major function of education is the development of life-long learning skills, Zimmerman (2002, p. 66). In relation to the following key skills of, communication, numeracy, use of information technology, learning to learn and working with others, I have been able to identify my strengths and weaknesses. One of the areas in which I considered to be competent in was written communication, as I could  express myself more openly and creatively, this has been evident by the use blackboard discussions, emails and academic writing. Linked to this, my IT skills are also one of my biggest strengths, as I am able to utilize these skills to support and further develop communication, interpersonal and academic skills. My empathetic listening skill enables me to gain mutual understanding and supports me to work with others, where new knowledge and experience can be exchanged, which contribute to my ongoing learning. On the other hand, the identified areas that I need improvement in are my confidence in verbal communication, although one to one communication is not a problem, but communicating and presenting to larger groups is where I feel nervous. Building up confidence in this area is vital, as it is a key component of nursing practice, to ensure effective communication between patients, team members and multidisciplinary teams. From year one of the nursing programme to year two; I have seen an improvement in my general math’s skill, however I required further practice in this area, which will supported me to pass my drugs calculation exam for year 2. Additionally, exam preparation and revision techniques were another area which I needed to work on, as a result it facilitated towards preparing me for module 6 – immediate and continuing care examination. Last but not least, my academic writing skills which also required to be developed so that I would be able to produce work at level 5 standard, for additional module two – examining health and social care needs of vulnerable adults and module five understanding evidence-based nursing. Once I identified my strengths and weaknesses, I was able to set three goals for the academic year and produce an action plan for each goal, which was implemented in a personal development plan. A personal development plan is described as â€Å"a structured and supported process undertaken by an individual to reflect upon their own learning, performance and/or achievement and to plan for their personal, educational and career development†, (LMU, 2001). The three chosen goals for year 2 of my nursing programme were specific, measurable, attainable, realistic and timely (S.M. A. R. T). Goal one, was set out to help me become competent in critically appraising evidence and literature, which supports the learning skills of being able to produce academic work at level 5 standards. This goal required gaining understanding and knowledge of critical appraisal, as well as thoroughly comprehending the elements of critical appraisal and correctly identifying and using tool, frameworks and guidelines to critically appraise evidence and literature. The significance of achieving this goal was to help me complete year 2 modules of understanding evidence-based nursing and examining health and social care needs of vulnerable adults and achieving an overall good grade in both modules. What I generally thought was, for the understanding evidence based nursing essay I did not perform well with my critical appraisal, as most of my time was spent on formulating a PICO question and did not have sufficient time to write a powerful essay. However results showed that I gained an overall 55% mark, and comments that were given by the moderator were as follows ‘Critical appraisal You have identified the framework and the article for critical appraisal. In this part you have detailed the research process as reported in the article; although you have attempted to analyse the research validity and reliability but they should have been further developed. You should have critically analysed the quantitative research rigor validity, reliability and generalisability of the study findings supported with relevant literature’. So the importance of having constructive feedback is to make sure that I know which areas that I am potent in and which areas that I need to improve for the next essay, in order for me to critically appraise more coherently. As a result of this, for my examining health and social care needs of vulnerable adults module essay; which also involved critically appraising three research articles, I received an overall mark of 66%. The moderator’s comments for analysis and synthesis were that ‘You have made a good critique of the limitations of the studies. ’ And the quality of expression was indicated as ‘generally good. ’ Now I feel more confident in my critical appraisal skills, I believe with further practice I will be able to appraise articles and gain higher marks to help me progress on to year three. Goal two was aimed at preparing and passing module 6 – immediate and continuing care unseen examination, based on three patient journeys of diabetes, coronary heart disease and rheumatoid arthritis. This goal was linked to learning skills of exam preparation and revision techniques. The  steps that were taken in achieving this goal were to create a revision timetable to manage time; to use different revision and rehearsal techniques i. e. flow charts, mind-maps, revision cards, rehearsing exam papers in timed condition and having a study buddy. Combined with this, whilst reading literature and gathering information, I collected relevant references to create a reference list for the examination. What I thought was the daunting part of this goal was practicing exam papers in timed condition, as three hours seemed like a long time. What was interesting is that once I had all the suitable materials and information and began to do a timed essay, three hours seemed shorter than expected; with continuous practice this helped me to pick up my writing speed and also managing time per essay. With the use of mind maps and flow charts I was able to access information quick and easy, rather than going back to textbooks and online resources. Having prepared in this way prior to the exam made me feel confident and relaxed and I was able to manage my time efficiently. So the significance of preparing ahead is that it helps me to become proactive; managing time helps me to prioritise what is important and what needs to be attended in sequence. And using relevant resources is essential for learning success and achievement. Now I feel that I have generally performed well in my exam, as much of what I revised came up and I was prepared. Although time felt like an issue, I was able to use my time productively and efficiently. What I think I could improve for next time, is begin planning and revision sooner and rehearse more timed essay as practice makes perfect. Additionally, what I have learnt throughout this module I will be able to apply to clinical practice, and as an individual be prepared and have the ability to act accordingly when foreseen and unforeseen circumstances arise. Goal three demonstrates my ability to use my existing general maths skills with further practise, to pass drugs calculation examination for year 2. For this goal, the steps that were taken in order to achieve the goals were to use Authentic World (SafeMedicate) to revise for the exam, to do online mock exams in timed condition, and revise on general maths skills. What I didn’t realise was that the drugs examination was compulsory for every year throughout the nursing degree programme. However, as I had already passed my year one drugs calculation exam with full marks of 90/90, I didn’t find year two to be too difficult as it was on three areas from the previous year of tablets capsules, liquid medication and Injections. I found that accessing authentic world and revising the areas and completing the mock exams were easily within the comfort of home. I was able to revise where I wanted and when I wanted, support was available from other maths revision sites. So after revising the key areas and doing timed questions, I felt confident in sitting the actual exam. I completed the exam within the time limit, reviewed my questions and answer and received my final mark of 90/90 on first attempt, which I was very pleased with. Now that I have achieved full marks on my first attempt I am able use this knowledge of drug management to aid my drugs administrative skills whilst on second year placement. What I will aim to do for year three drugs calculation exam is to refresh and revise over previous areas, and also read ahead on the additional section that will be added to year three exam. On achievement of these three developmental goal, I have been able to make connection between the learning and interpersonal skills to a variety of settings. From goal one I understand being able to critically appraise in nursing practice means that patients can benefit from the best possible outcome with backup from reliable and valid researches that have been carried out. Thus, as a healthcare professional I am able to gain knowledge to ensure and/or provide effective and dynamic care. From goal two of understanding long-term illness of coronary heart disease, diabetes and rheumatoid arthritis from journeys of simulation patients. I have been able to prepare myself to have knowledge and have the ability to cooperate in a situation where I will work with real patients with these types of conditions. Long-term illnesses and conditions affects vast majority of the population and therefore keeping knowledge update is an essential way to promote health and provide information to others. With support from goal three of safely calculating drug dosages for supporting drug administrative skills, is essential part of nurse training. To ensure that the right patients receive the right dose of the right medication, at the right time, through the right route, as drug errors can be fatal to the outcomes of the patient. In conclusion, this module has helped me to develop from being an independent learner to a self-regulated learner. Where I am able to identify my strengths and weaknesses in relations to key skills; and critique my competency and incompetency towards creating goals, and reflect upon the process in achieving these goals. Overall for year two of this programme I have achieved my set goals, and I have developed the ability to use key skills along with learning and interpersonal skills in providing best judgement in different settings. References: Borton, T (1970) Reach, Teach and Touch. McGraw Hill, London Boud D, Keogh R Walker D. (1985) Reflection: Turning Experience into Learning. Kogan Page, London. London Metropolitan University (LMU) (2001) Personal development planning (Online) available at: www. londonmet. ac. uk/library/z62053_24. doc. [Accessed last: 11 January 2012] Spinello, S. (2012) what is a reflective essay? (Online) available at: http://www. ehow. com/about_4576779_reflective-essay-paper_. html. [Accessed: 09 February 2012] Trejos, C. M. A. (2008) Using journals for learners’ reflection and self-assessment. The internet TESL journal. 14 (10). (Online) available at: http://iteslj. org/Techniques/Arciniegas-LearnersJournals. html. [Accessed last: 10 February 2012] Zimmerman, B. J. (2000). Attainment of self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, M. Zeidner (Eds. ), Handbook of self-regulation (pp. 13-39). San Diego, CA: AcademicPress. Zimmerman, B. J. (2002). Becoming a self-regulated learner: an overview. Theory into practice, 41 (2), p. 64-70.

Positivism Interpretivism And Pragmatism Psychology Essay

Positivism Interpretivism And Pragmatism Psychology Essay Hussey Hussey say that methodology makes reference to the whole approach considered, as well as to the theoretical basis from which the researcher comes, and that method is the various ways by which data is collected and analysed. In this chapter, the reseacher has presented a brief review of the different research philosophies; positivism, interpretivism, and realism (Fisher, 2007), the philosophy that has adopted for the current research, the different research approaches; qualitative, quantitative and mixed-method and the approach adopted for the research. The other parts consist of the different types of research design; exploratory, descriptive, explanatory, and the research design adopted, the qualitative and quantitative phases consisting of sampling, data collection and data analysis, questionnaire design, validity and reliability, data analysis. The last part consists of the ethical issues and a conclusion. 3.2 Research philosophy As mentioned in the introduction, there are three main types of research philosophies, namely, positivism, interpretivism, and pragmatism (realism). 3.2.1 Positivism The term positivism was found by Comte in the nineteenth century and he related it to the force of science and of systematic thinking to understand and control the world (Fisher, 2007). The aim of positivism is to produce general rules to forecast behavior with a minimum margin of uncertainty. However, there are problems with this philosophy, one of which is that it can only predict average behavior of individuals in a group and not the behavior of each individual (Fisher, 2007). Nonetheless, research based on a positivist philosophy tends to be based on deductive theorising, where a number of propositions are generated for testing, with empirical verification then sought (Babbie, 2005). Considerable data are often required as a positivist study would favour the use of quantitative methods to analyse large-scale phenomena (Travers, 2001). Inherent in this overall approach to research is the view that it is possible to measure social behaviour independent of context and that social ph enomena are things that can be viewed objectively (Hughes Sharrock, 1997). Interpretivism This philosophy is on the other extreme of that of positivism. Researchers who adopt this philosophy consider reality as socially constructed, that is, their meaning of reality is affected by their values and their way to see the world; other peoples meaning; the compromises and agreements that come out of the negotiations between the first two (Fisher, 2007). Interpretive research has been classified as gnostic because it does not agree to the fact that there is the existence of a systematic analysis of any particular subject; instead, it gives importance to multiplicity, relativity and complexity (Fisher, 2007). It is an attempt to understand the processes by which we gain knowledge and so it has affinity with the original gnostic search for ones true self. A characteristic of interpretive research is that one cannot understand how others may make sense of things unless one has a deep knowledge of ones personal values and thinking processes, which in research terms the knowledge is known as reflexivity (Fisher, 2007). Realism Realist research is an approach that resembles to a large extent that of positivism but takes into consideration, and comes to terms with, the subjective nature of research and the paramount function of values in it (Fisher, 2007). Realism still aims to be scientific but makes fewer claims to knowledge that perfectly mirrors the objects of study. Researchers with this stance recognise that things such as strategy and job satisfaction cannot be measured and studied in the same way as can chemical and physical processes. However, they do believe that a worthwhile attempt can be made to fix these subjects and treat them as if they are independent variables. 3.2.2 Research philosophy adopted The correct choice and understanding of philosophical orientation is of extreme importance to allow the selection of the most convenient methodology to facilitate the gathering of the relevant data (Remenyi et al, 1998; Blaxter et al, 2004), especially as poor understanding of philosophical issues can seriously lower the quality of the research (Easterby-Smith, 2006). Having studied the different philosophical approaches and considered the nature of the current research, the researcher has decided an overall view of a students attitude and perception was necessary so as to get a better understanding of students views. This type of research required the participation of a large population sample, which in turn created large amounts of numerical and statistical data and information, which needed to be quantifiably analysed. When all these factors were taken into account, realism was the most appropriate philosophical approach to answer the research questions and meet the objectives of the current research. 3.3 Research approach 3.3.1 Quantitative approach Quantitative methods are most often associated with the positivist epistemology, and they consist of counting and measurement of events and statistical analysis of a body of numerical data (Mc Laren, 2012). An important feature of the quantitative method is the collection of numerical data (Jack Clarke, 1998) which can ultimately be subjected to statistical procedures (Carter 2000a). 3.3.2 Qualitative approach Qualitative research consists of the study of events in their natural settings, with a view to making sense of, or interpreting, events of how people interpret (Mc Laren, 2012). Normally, in the empirical type of approach the responsibility is on researchers to direct and control methods to attain objectivity, thus making sure that their findings are valid as their intentions and emotions would not be seen as a barrier with data collection and analysis (Mc Laren, 2012). Mixed method approach Mixed methods embrace a method and philosophy that combines the insights provided by qualitative and quantitative methods into a workable solution. Mixed methods research makes full use of the positive parts of both qualitative and quantitative methodologies by combining approaches in a single research study to enhance the scope of understanding (Johnson, Onwuegbuzie, and Turner 2007). 3.3.2 Research approach adopted As mentioned by Bryman (2007), a combination of qualitative and quantitative results would lead to a better understanding of the data and help in a better way to answer to the research objectives. As the education sector research field keeps on changing, so too does its methods and therefore the researcher has used the mixed method approach for the current research. 3.4 Research design 3.4.1 There are three main types of research design, namely, exploratory, descriptive and causal. Exploratory design This design places a lot of emphasis on gaining ideas and insights. An exploratory study intends to explore what is happening; to seek new insights; to ask questions and to assess the phenomena in a new light (Robson, 2002, p59). It is important mainly when there is very little information known about the phenomenon. In a type of mixed-method design, the qualitative data are gathered first and a quantitative phase follows. The purpose of this kind of study is typically to use the initial, qualitative phase with a few individuals to identify themes, ideas, perspectives, and beliefs that can then be used to design the larger-scale, quantitative part of the study. Often, this kind of design is used to develop a survey. By using a qualitative component in the beginning, researchers are able to use the language and emphasis on different topics of the subjects in the wording of items for the survey. Doing so increases the validity of the scores that result because they will be well matched with how the subjects, rather than the researchers, think about, conceptualize, and respond to the phenomenon being studied. Explanatory design Explanatory study aims to find out the causal relationships between variables (Saunders et al., 2007). In an explanatory design, which may be the most common type, quantitative data are collected first and, depending on the results, qualitative data are gathered second to elucidate, elaborate on, or explain the quantitative findings. Typically, the main thrust of the study is quantitative, and the qualitative results are secondary. For example, this kind of design could be used to study classroom assessment and grading. A large sample of teachers could be surveyed to determine the extent to which they use different factors in classroom assessment and grading; this would provide a general overview of the teachers practices. In a second phase, teachers could be selected who represent extremely high or low scores on the factors in the survey. These teachers could then be interviewed using a qualitative method to determine why they used certain practices. Thus, the qualitative phase woul d be used to augment the statistical data and thus explain the practices. Descriptive design Descriptive study seeks to provide a clear picture about the phenomenon as it already occurs (Hedrick et al., 1993). Research using a descriptive design simply provides a summary of an existing phenomenon by using numbers to characterize individuals or a group where it assesses the nature of existing conditions (McMillan Schumacher, 1997). The purpose of most descriptive research is limited to characterizing something as it is. 3.4.2 Research design adopted Since a mixed method approach has been used for this research, a mixture of both exploratory and explanatory designs was used. 3.5 Qualitative phase Data to answer some questions was collected by using a qualitative approach. This allowed the researcher to get the opinion of Lower VI students about what they thought of private tuitions at S.C level (Appendix 2). 3.5.1 Sampling For this part of the study, a reasonable and useful sample of four schools was chosen as mentioned by Mcmillan and Schumacher (1997) who made the argument that a good sample was one where the participants were readily accessible. The four schools were chosen with one in each educational zone, where 10 students were selected to ensure adequate information (Marshall, 1998). Due to the fact that I have used focus groups to collect data, 10 students were a reasonable sample per school. 3.5.2 Data collection Focus groups For the qualitative part of the study, data was collected from Lower VI students of the four selected schools by focus group interviews. The focus groups for the students had been chosen since they took less time and more information was collected from different participants at the same time (Daymon Holloway, 2002). Another advantage of focus groups was that the information obtained from the participants was of good quality since the individuals in the group got ideas from others (McMillan Schumacher, 1997). The interview of each focus group was at least one hour and thirty minutes. A tape recorder was used to collect data which was later transcribed. 3.5.3 Data analysis The data which had been recorded in a tape was transcribed and analysed. 3.6 Quantitative phase The information collected from the qualitative interviews in Phase 1 was used in the development of a comprehensive and valid questionnaire for quantifying the views of students on private tuitions. The items derived from the qualitative interview transcripts was administered to a large sample of students, including boys and girls and factor analyzed to uncover the internal structure of the views of the students on private tuitions. 3.6.1 Sampling In this study, a mixture of purposeful and convenient sampling was used (McMillan Schumacher, 1997). In order to determine the sample size, confidence interval approach was used which is based on the building up of confidence intervals around the sample means by making use of the standard error formula (Malhotra Dash, 2007). By making use of the formula for determining the sample size for a population of 13902 students having taken part at the S.C examinations 2012, the researcher got a value of 384. As a result, a total of 400 questionnaires were distributed to students of Lower VI, both from State and P.S.S.A colleges in all regions of Mauritius. The questionnaires were distributed equally among boys and girls to avoid bias in the collection of data. 3.6.2 Data collection A letter was sent to each school to explain the purpose of the study and for permission to distribute the questionnaires to Lower VI students (Appendix 1). The questionnaire was handed personally to the selected students, the aims of the survey were explained and the filled questionnaires were collected after 2 days. 3.6.3 Questionnaire design Most of the time, questionnaires contain two types of questions open ended or closed (Sinnott, 2008). With open-ended questions the researcher gives the opportunity to the respondent as to how they write their answer making way to a more in-depth answer. However they are more difficult to classify into groups to facilitate analysis. A closed question will restrain the answer that may be given and usually asks the respondent to choose among a variety of possibilities given by the researcher. However, closed questions help the respondent to complete the questionnaire quickly and they also help the researcher to classify the information and analyse the data with great ease (Sekaran, 1992; McNeil et al, 2005). For this research, a survey questionnaire was designed for the collection of data which contains multiple options of Likert scaling from 0 to 4 for the variety of choice for the respondent (Appendix 3). The questionnaire consisted of six sections, with section A consisting of two questions on general information about private tuitions (number of hours students took private tuitions per week, number of subjects in which the students took private tuitions), section B consisting of nineteen questions on positive impacts of private tuitions at S.C level from the students point of view, section C consisting of ten questions on the negative impacts of private tuitions at S.C level from the students point of view, section D consisting of nine questions on the extent to which private tuitions at S.C level are replacing mainstream schooling from students point of view,section E consisting of two questions with respect to improvement of academic performance from the students point of view and the last section consisting of six questions concerning the demographic profile of the student. 3.6.4 Data analysis The data was analysed using Statistical Package for Social Sciences (SPSS) version 20. The answer for each question provided by the student was fed into SPSS version 20. The gender of students, type of school, the region in which the student lives, the attempt at S.C examination 2012, the socioeconomic status of the student, the number of hours during which the student took private tuitions per week, the highest educational attainment of the students parents were analysed by making use of pie charts and bar charts. For the sections B, C and D, an exploratory factor analysis (EFA) was done in order to group the answers obtained for the different questions into some main factors, with the Kaiser-Meyer-Olkin (KMO) test being performed to verify whether EFA could be done. The different factors were found out by making use of the eigenvalue in SPSS version 20 which was set at a value of greater than 1. The factor loading of each variable forming part of each factor was also calculated by making use of the rotated matrix table in SPSS version 20. Some questions which were in the different sections had to be deleted due to cross loading, low loading factor, or theoritically the grouping of the question with others did not make sense. Secondly, hypotheses and sub-hypotheses were made for each research objective and each sub hypothesis was subjected to chi square testing where a crosstab was generated and the value of à Ã¢â‚¬ ¡2 and the p value were analysed, together with the phi value to see the degree of association, if ever. Objective 1: To find out the positive impacts of private tuitions on the overall development of the student at S.C level. H0: There is no relationship between private tuitions and the overall development of the student at S.C level. H1: There is a relationship between private tuitions and the overall development of the student at S.C level. In order to test for the above hypothesis, the following sub-hypotheses were tested for the different factors found by EFA. Sub-hypotheses Factor 1: Economic/career benefits H0: There is no relationship between private tuitions at S.C level and economic/career benefits for the student in the future. H1: There is a relationship between private tuitions at S.C level and economic/career benefits for the student in the future. Factor 2: Better academic performance and more efforts H0: There is no relationship between private tuitions at S.C level and better academic performance/more efforts. H1: There is a relationship between private tuitions at S.C level and better academic performance/more efforts. Factor 3: Increased level of socialisation with friends Ho: There is no relationship between private tuitions at S.C level and increased level of socialisation of the student. H1: There is a relationship between private tuitions at S.C level and increased level of socialisation of the student. Factor 4: Better quality of teaching in private tuitions H0: There is no relationship between private tuitions at S.C level and better quality of teaching. H1: There is a relationship between private tuitions at S.C level and better quality of teaching. Objective 2: To find out the negative impacts of private tuitions on the overall development of the student at S.C level. H0: There is no relationship between private tuitions and the overall development of the student at S.C level. H1: There is a relationship between private tuitions and the overall development of the student at S.C level. In order to test for the above hypothesis, the following sub-hypotheses were tested. Sub-hypotheses Factor 1: Negative psychological affecting students concerning private tuitions H0: There is no relationship between private tuitions at S.C level and the negative psychological factors affecting the student concerning private tuitions. H1: There is a relationship between private tuitions at S.C level and the negative psychological factors affecting the student concerning private tuitions. Factor 2: Deterioration of health of the student who takes private tuitions H0: There is no relationship between private tuitions at S.C level and deterioration of the health of the student. H1: There is a relationship between private tuitions at S.C level and deterioration of the health of the student. Factor 3: Lack of family and leisure time faced by student who takes private tuitions H0: There is no relationship between private tuitions at S.C level and lack of family and leisure time by the student. H1: There is a relationship between private tuitions at S.C level and lack of family and leisure time by the student. Objective 3: To find out to what extent private tuitions are replacing mainstream schooling. Factor 1: Higher level of importance of private tuitions as compared to mainstream schooling H0: There is no relationship between private tuitions at S.C level and their level of importance from the students point of view H1: There is a relationship between private tuitions at S.C level and their level of importance from the students point of view Factor 2: More care and attention from private tutors than teachers at school H0: There is no relationship between private tuitions at S.C level and students getting more care and attention from private tutors. H1: There is a relationship between private tuitions at S.C level and students getting more care and attention from private tutors Finally, a multi regression analysis was carried out to investigate the whether there was a linear relationship between academic performance at S.C level, measured by the grade point average (G.P.A), and socioeconomic status of parents, intensity of private tuitions per week, region in which the student lived, and highest educational attainment of parents. The grade point average is calculated by dividing the aggregate that the student obtained at S.C examinations 2012 by six since the aggregate is calculated for the 6 best grades. The grade point average has a range of 1.00 to 9.00. The lower the grade point average, the better is the academic performance of the student. 3.6.5 Validity and reliability In this research, a mixed method approach was adopted which was an efficient way to collect data for specific variables of interest (Collis and Hussey, 2003). The survey questionnaire was developed to get data from students of Lower VI. Contact addresses and numbers were given in covering letter if participants encountered any problem (Appendix 1). It was assured that data would be confidential that can reduce the subject bias. Since the questionnaire was designed in a survey format, it did not face any observer error or bias. Furthermore, items of the survey instrument reliability were measured by the internal consistency method (Hussey and Hussey, 1997). This study applied Cronbachs coefficient alpha to measure the internal reliability of survey, where a value of greater than 0.6 showed fair to very good reliability. Validity of the research was concerned with the extent of research findings which represented what was really happening (Collis and Hussey 2003). In order to avoid low validity, a pilot study was conducted before full scale data collection. Through the pilot study language or any other misconceptions was removed. The validity of each question into the main factors done by EFA was checked by the factor loading in the rotated component matrix, where a factor of greater than 0.5 showed that the question was valid. 3.7 Ethical issues Ethical issues are very important to take into consideration when carrying out a survey. According to Neuman (1995), the researcher must protect human rights, control them and make sure that peoples interests are well respected. In this research, all ethical requirements were followed throughout all parts of the research. Before collecting data, permission was sought to the relevant institutions. The survey questionnaire along with supervisors letter was provided during personal visits. The participants were asked to participate on a voluntary basis and given the opportunity to withdraw from participation if they felt to do so. Participants were informed that when they have answered and returned the questionnaire, it was assumed that they agreed to participate in this study. All participants were given the assurance that the answers provided will be kept anonimous and strictly confidential. 3.8 Conclusion The chapter starts with an examination of the research process including the philosophical approaches of positivism and phenomenology leading to a debate on the nature of the current research resulting in a mixed method being decided on. Data for this study was collected from students of Lower VI through a survey questionnaire after the qualitative phase which consisted of focus groups interviews. Upon completion of the study, the data was given a code which was fed on to the statistical package for social sciences (SPSS) version 20.0 for Windows. Lastly, the ethical issues involved in this study were also presented.

Howl by Allen Ginsberg Essay -- Poetry Poems

"Howl": How the Poem Came to Be and How it Made Allen Ginsberg Famous When Allen Ginsberg sat down at a secondhand typewriter in 1955 and began the first of his many subsequent drafts of "Howl," he had no idea of the controversy it would cause. I fact, he didn't even set out to write a formal poem and especially not one that he would consider publishing. Instead, what the 29 year old began would materialize into his most famous literary work and the cause of a much publicized trial debating the first amendment right to freedom of speech. The events of Ginsberg's life and the events going on in the world around him inspired and prepared him to write "Howl," but perhaps one of the most important factors contributing to the poem and the author's fame was the surge in interest in writing, reading, and listening to poetry, which came to be known as the San Francisco Poetry Renaissance. The poem that caused the great controversy over obscenity in literature is a four part series of separate works, written mostly at different times that complete a series of ideas, which Judge Clayton Horn considered to have socially redeeming value. In the author's own words, the poem is an 'affirmation' of individual experience of God, sex, drugs, absurdity etc. Part I deals sympathetically with individual cases. Part II describes and rejects the Moloch of society which confounds and suppresses individual experience and forces the individual to consider himself mad if he does not reject his own deepest senses. Part III is an expression of sympathy and identification with C.S. [Carl Solomon] who is in the madhouse -- saying that his madness basically his rebellion against Moloch and I am with him, and extending my hand in union. This is an affir... ...ibliography Cassady, Carolyn. Off the Road. New York: William Morrow and Company, Inc., 1990. Cherkovski, Neeli. Ferlinghetti: A Biography. New York: Doubleday and Company, Inc., 1979. Eberhart, Richard and Allen Ginsberg. To Eberhart from Ginsberg. Massachusetts: Penmaen Press, 1976. French, Warren. The San Francisco Poetry Renaissance, 1955-1960. Boston: Twayne Publishers, 1991. Gifford, Barry, ed. As Ever: The Collected Correspondence of Allen Ginsberg to Neal Cassady. Berkeley: Creative Arts Book Company, 1977. Ginsberg, Allen. Howl and Other Poems. San Francicso: City Lights, 1956. Miles, Barry, ed. Howl. New York: Harper Perennial, 1995. Schumacher, Michael. Dharma Lion: A Critical Biography of Allen Ginsberg. New York: St. Martin's Press, 1992. Simpson, Louis. A Revolution in Taste. New York: Macnillian Publishing Company, Inc., 1978.

Interpersonal Communication Skills Essay

Emotion: The word emotion includes a wide range of observable behaviors, expressed feelings, and changes in the body state. Emotions are feelings. Emotional communication, then, refers to the act of communicating your feelings. This is also known as â€Å"emotional intelligence† or â€Å"social intelligence.† There are six principles of emotion and emotional messages. 1. Emotions may be primary or blended: A primary emotion is a basic emotion. These would be the eight basic emotions: joy, acceptance, fear, surprise, sadness, disgust, anger and anticipation. Emotions that are close to each other on this wheel are also to close to each other in meanings. In this model there are also blends. These blended are the combinations of primary emotions. They are noted at the outside the wheel. For example, according to this model, love is a blend of joy and acceptance, whereas remorse is a blend of disgust and sadness. 2. Emotions are influenced by body, mind, and culture: Emotions involve at least three parts: bodily reactions, mental evaluation and interpretations and cultural rules and beliefs. Bodily reactions to emotions are pretty obvious and include things like blushing when you’re embarrassed, nervous habits, or sweaty palms. The mental and cognitive part of emotion experiences involves the evaluation and interpretations you make on the basis of what you experiences. For example, you may feel angry if someone is rude or insensitive to you on purpose. Culture also dictates how we should express and interpret our emotions as well. For example, Chinese students show respect by being quiet and passive. Asking questions would imply that the teacher was not clear on the lecture. 3. Emotions may be adaptive and maladaptive: Emotions are often adaptive that is, they can help you adjust  appropriately to situation. For example, if you’re worried you won’t do well in something, you’ll work harder to prepare for that situation. Emotions may be maladaptive and may get in the way of your accomplishing your goals. For example, if you are so anxious about a situation that you don’t prepare for it. In other ways emotions can create problems is in a tendency that some theorists have cleverly called catastrophizing â€Å"taking a problem even a minor one and make it in to a catastrophe. 4. Emotions are communicated verbally and nonverbally: According to DeVito (2009), â€Å"Theorists do not agree over whether you can choose the emotions you feel. Some argue that you can; others argue that you cannot. You are, however, in control of the ways in which you express your emotions†. In some instances you determine whether you want to express your emotions in full, but with other times you censor your emotions. 5. Emotional expression is governed by display rules: We’ve talked about display rules before, but to refresh your mind it is what is and is not appropriate to do. The differences we see are in the emotional expression. Men and women also have gender display rules for what is and isn’t appropriate to express within his or her culture. For example, it’s appropriate in our culture for women to divulge a lot of their emotions and feelings; however, it is not seen in the same light when men divulge all of their emotions to other men. 6. Emotions are contagious: Emotions can be contagious. If you think of a time where one person starts laughing, and then the people around start laughing, you can see this theory working. Emotional contagion is defined as emotions passing from one person to another. Another form of emotional contagion deals with persuasions utilizing emotional appeals.