Research Analysis Primary Sources Essay - 1701 Words

Research Analysis Worksheet This worksheet is for analyzing primary sources, which for the purpose of this project are popular culture media: texts created for a mass audience with some commercial component, either through sales, subscription, or advertising revenue: advertisements, videos, television shows, news articles or programs, popular music, etc. Choose three different popular culture artifacts (primary sources) that reflect the identity you’ve chosen for your essay. For instance, if I were analyzing portrayals of female college professors in movies, I’d pick for my artifacts three movies that portray female college professors (I’d choose the best three, the ones that seemed most interesting, revealing, or perplexing, out of a search of many). Apply the following â€Å"moves† to each of your artifacts. Please include a URL address or hyperlink to each of your artifacts, if possible. Artifact 1: Write Bibliographic information here (title, author, director, producer, publication, URL, etc.) Still Killing Us Softly Advertising s Image of Women. Dir. Margaret Lazarus, Renner Wunderlich, Patricia Stallone, and Joseph Vitagliano. Cambridge Documentary Films, 1987. DVD. Form and Purpose What is it, Who made it, What is its purpose, Who is its audience, and Where was it originally published/ performed/or broadcasted?: It was a documentary on Netflix but it was originally on a VHS tape when it came out, it was created to awareness of the media and how it portrays women asShow MoreRelatedPrimary Sources Of Primary Research1231 Words   |  5 Pages1. Primary research, or research using primary sources, is first hand data and / or resources. In other words researchers are collecting data themselves. 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This research has involved five steps: ï‚ § Formulating the research problem ï‚ § DevelopingRead MoreThe Importance Of Some Research Terminology From 5 Parts : Action Research1337 Words   |  6 PagesIntroduction Research always is an important part in Master study, which was composed by variety parts such as action research, case study, context, etc. This essay will discuss and analysis the importance of some research terminology from 5 parts: action research, case study, primary sources, secondary sources and multidiscipline. Besides, it will explain the meaning and give some examples for each part. Action Research Action research is a disciplined process of inquiry conducted by and forRead MoreHistorical Process1214 Words   |  6 PagesSkills—You will employ online tools for research and analysis, use critical-thinking and problem-solving skills, communicate effectively, and assess and validate information. Introduction For any historian, it is important to find useful resources and analyze relevant information from those sources. This activity will help you practice reading and evaluating the information presented in historical documents. In this activity, you will read two primary-source historical documents, take notes on thoseRead MoreThe Collection, Collation, Analysis And Evaluation Of Data1666 Words   |  7 PagesResearch is the collection, collation, analysis and evaluation of data. There are diverse sources from which data may be gathered. These include: 1. Primary source Primary sources allow researchers to get as close as possible to original ideas, events, and empirical research as possible. Such sources may include creative works, first hand or contemporary accounts of events, and the publication of the results of empirical observations or research. We list sources for historical primary documentsRead MoreWhat Are The Types Of Research Philosophies?1115 Words   |  5 PagesAccording to Kumar (2010), a research methodology is a is an investigation that uses laid down scientific procedures in the formulation of problems, creation of hypothesis or identification of the laid down methods of answering research questions. 3.1 Research philosophy Whenever providing a research methodology, it is important to determine the exact philosophy that will be used in the research. There are two main types of research philosophies. These are analytical or descriptive philosophiesRead MoreThe Real Estate Development And Other Investment Multipronged Implication1293 Words   |  6 PagesResearch Methodology The chapter contains the methodology which would be employed for the study that focused on the real estate development and other investment multipronged implication to the sustenance of rural livelihood analysis of Dukem town. To performed the study, the researcher design the descriptive or explanatory approach entirely focused both qualitative and quantitative methods to collect primary as well as secondary data using interviews, questionnaire, FGD, observation and expert panelRead MoreResearch Methodology For The Research1255 Words   |  6 PagesCHAPTER 3 RESEARCH METHODOLOGY Introduction In doing the research, the methodology must be appropriate so that the analysis findings could reach the objective. Research methodology proposed one procedure in order way to be follow to answer all the questions in the research that want to be made. Quoted by Denzin and Lincoln (1994), methodology is a process that related with research objective and data. In the others word, it is early research planning that include the research scope, data collectionRead MoreQualitative And Quantitative Methods Of A Humanitarian Crisis Essay1711 Words   |  7 PagesCollection, collation, analysis, and synthesis of qualitative and quantitative information, gathered together and analysed using suitable sources, tools, and methods is the cornerstone of quick needs an identification that allows decision makers to plan a timely, suitable and organized emergency response. In these methods when obligation a needs evaluation, a combination of several types and sources of data is important to build a good image of the affected population. In this study sources include bothRead MoreSources Of Information Gathering Research1670 Words   |  7 PagesSources of Information Gathering Research is the collection, collation, analysis and evaluation of data. There are diverse sources from which data may be gathered. These include: 1. Primary source Primary sources allow researchers to get as close as possible to original ideas, events, and empirical research as possible. Such sources may include creative works, first hand or contemporary accounts of events, and the publication of the results of empirical observations or research. We list sources

Pregnancy Induced Hypertension Free Essays

[pic] OBSTETRICS POSTING CASE WRITE-UP PREGNANCY INDUCE HYPERTENSION Name: Muhammad Azraie B. Mat Ali Matrix Number: 1090265 Patient Identification Name: Nur Asilah Bt. Johari Age: 23 year old Race: Malay Sex: Female Address: Taman Raja Abdullah Occupation: Student D. We will write a custom essay sample on Pregnancy Induced Hypertension or any similar topic only for you Order Now O. A. : 13 March 2013 I/C: 900208035442 LMP: 27 June 2012 – sure of date – not on breast feeding – not on contraceptive – regular menses POA: 37/52 EDD: 4 April 2013 Chief Complaint(s) This is a referred case from Klinik Kesihatan Jalan Raja Abdullah for high blood pressure during regular ante-natal check-up for 1 day duration. History Of Presenting Illness Patient was apparently well until 1 day ago when she was diagnosed to have high blood pressure during her regular antenatal check-up at Klinik Kesihatan Jalan Raja Abdullah. She was normotensive throughout the antenatal check-up before until yesterday when the doctor noticed that her blood pressure was high which was 170/100 mmHg for three time consecutively. She denied of having an essential hypertension before and no positive family history of hypertension. On further questioning, she had headache, otherwise she not had any sign and symtoms of impending eclampsia such as blurring of vision, vomiting, epigastric pain and syncope prior to the admission. She claimed the first episode of headache was during last antenatal check up where she was diagnosed to have high blood pressure. History Of Presenting Pregnancy Pregnancy was suspected when she missed her menses for 4/52. It was confirmed by doing urine pregnancy test (UPT) at private clinic. At that time, no early ultrasound was done. She claimed that she experienced symptoms of early pregnancy such as nausea, vomiting and headache that last until 20/52 POA. Booking was done during 13/52 POA at Klinik Kesihatan Jalan Raja Abdullah. At that time, blood and urine investigation was done. Her blood pressure at that time was 112/70 mmHg. Blood group was O positive and VDRL was non-reactive. Urine investigations also normal. She attended all the ante-natal clinic regularly and all was uneventful. Symphyseal-fundal height was correspond to the date throughout the check-up. She was also normotensive throughout the visit until the last visit when her blood pressure was rise up. Quickening was felt at 20/52 POA and it was increasing in the frequency and intensity. Past Obstetric History She married in year 2011 at the age of 21 and this is her first pregnancy. Past Gynaecology History She attained menarche at the age of 13. She had a regular menses flow of 5 to 6 days duration with 28 to 30 days per cycle. It peaks on day 2 with no history of menorrhagia and dysmenorrhea. She denied of having any history of intermenstrual bleed and post-coital bleed. She not practicing any method of contraceptive and no pap smear was done before. Systemic Review Systemic review was unremarkable. She had no heart disease symptoms that can cause by hypertension, no headache, no nausea and vomiting, and also no blurring of vision. Past Medical and Surgical History This is her first admission to the hospital. There was no history of asthma, essential hypertension, diabetes mellitus and heart disease in this patient. He denied of having any surgical intervention before. Family History All of her siblings were in good health. There was no history of twin or congenital abnormalities in her family. Both of her parents are still alive and in good health. Social And Personal History She live with her husband at Taman Jalan Abdullah. She is a student,and she denied smoking and consume alcohol. Her husband also a student, non smoker and not consume alcohol. Diet And Drug History There was no known drug and food allergies. Summary My patient, a 23 year old lady primigravida at 37/52 POA was admitted due to increased blood pressure during ante-natal check-up which was symptomatic. PHYSICAL EXAMINATION General Examination: The patient was lying supine comfortably supported with one pillow. She was not in pain and not in respiratory distress. She is a medium built woman with clinically adequate nutritional and hydrational status. There was no gross deformity and skin colour changes in this patient. No attachment of iv branula on her limbs. Vital Signs: Blood pressure: 140/88 mmHg Pulse: 96 beats per minute. Regular rhythm and good volume. Temperature: 37oC Respiratory rate: 20 breaths per minute General Systemic Examination: Hand: The palm was warm and moist. The palmar creases was pink/not pale. No palmar erythema. No peripheral cyanosis and clubbing. Head and Neck: No jaundice and the conjunctiva was pink. Oral hygiene was good, no central cyanosis and the tonsil was not injected. Lower Limb: There was no ankle edema. Per Abdomen Examination: The abdomen was distended with gravid uterus as evidence of linea nigra and striae gravidarum. The umbilicus was centrally located and flat. No dilated veins and surgical scar. Abdomen was soft and non-tender. Clinial fundus correspond to 38 weeks of gestation. Symphyseal-fundal height was 36 cm, which was corresponding to date. It was a singleton baby. Longitudinal lie with cephalic presentation and fetal back was at mother’s left. The fetal head was not engaged. Liquor was clinically adequate. Fetal heart sound was heard. Examination Of Other System i. Cardiovascular System – apex beat was located at the left 4th intercostal space, lateral to the mid-clavicular line. – Both heart sound was present, and no additional sound. ii. Respiratory System – Air entry was normal and equal both sided. No additional sound was present. iii. Central Nervous System – All motor and sensory was grossly intact. Reflexes was normal. Summary: The patient, 23 year old primigravida at 37/52 POA, was examined and showed high blood pressure. All the reflexes were normal. Other system was normal. _____________________________________________________________________ Problem List: i. Primigravida ii. High blood pressure INVESTIGATION 1. Urine Analysis ( 24 Hr Urine Protein ) To look any presence of protein in the urine to exclude pre-eclampsia and to assess the severity of the proteinuria quantitatively. Result : Negative finding. Interpretation : No proteinuria in this patient. 2. Full Blood Count To assess haemoglobin and platelet count in this patient. Result : WBC9. 79Ãâ€"109/L Hb13. 2g/dL Plt270x109/L Interpretation : All parameters shows no abnormalities. 3. Renal Function Test To assess glomerular and tubular function of the kidney. Result : Sodium135 mmol/L Potassium4. 0 mmol/L Urea3. 0 mmol/L Interpretation : All parameters shows no abnormalities. 4. Liver Function Test To assess the level of aminotransferases and protein level especially albumin level Result : ALP134 ALT11 Bilirubin4 Total protein64 Albumin34 Interpretation : No abnormalities. 5. Ultrasound To assess fetal condition, look for placenta pathology Result : BPD90. 6 mm36W5D FL64. 0mm37W6D HC328 mm37W2D EBW2. 40 – 2. 60 kg Placenta : Fundal grade III Interpretation : Normal Amniotic Fluid Index : To assess the amniotic fluid volume ( poly-, normal, or oligohydramnios ) Result : 12. 0 PROVISIONAL DIAGNOSIS Gestational Hypertension Evidence: †¢ History – increased blood pressure more than 140/90 mmHg during last ANC – occur after gestational age more than 20 weeks – no proteinuria – no history of essential hypertension before †¢ Physical examination investigation high blood pressure (170/100 mmHg) MANAGEMENT Aim of management : 1. Control the hypertension 2. Monitor the fetus condition by doing fetal kick chart and cardiotocography 3. Don’t allowed postdate 4. A tablet of Aldalat (Nifedipine) 10 mg 3 times daily 5. Daily monitoring of blood pressure for every 4 hours 6. Deliver the baby by induction of labour if more than 35 POA 7. Plenty of bed rest DISCUSSION PREGNANCY-INDUCED HYPERTENSION Definition :- Increase in blood pressure after 20 weeks of gestation: †¢ BP ? 140/90 mmHg †¢ An ^ in systolic BP ? 30 mmHg over baseline An ^ in diastolic BP ? 15 mmHg over baseline BP measurement : Taken at least 6 hours apart with the patient at rest PIH can be divided into : †¢ Pre-eclampsia – mild, severe †¢ Gestational HPT †¢ Eclampsia As we received a pregnant woman with a high blood pressure during ante-natal check-up, we should bare in mind that one of the possible causes of it is Pregnancy Induced Pregnancy (PIH). In this case, full history of the patient should be taken including full obstetric history, signs and symptoms of heart disease, liver disease and renal disease to exclude any possibility of ssential hypertension and also signs and symptoms of impending eclampsia. As in this patient, there was no history of essential hypertension or family history of hypertension, and the high blood pressure was only discovered during ante-natal check-up at late pregnancy which is at 37 weeks POA. She was diagnosed to have Pregnancy Induced Hypertension which are mild in severity because the blood pressure was maintained around 170/100 mmHg on subsequent ante-natal visit. She was not diagnosed to have pre-eclampsia because no proteinuria. Several investigation was done in this patient to look for any complication of pregnancy induced hypertension in the mother and the fetus. All parameters of the investigation show no abnormalities. It is because the hypertension is mild in severity and it occurs quite late in the pregnancy which make the complication difficult to arise. Complications of hypertension in pregnancy There are several complication that can occur in Pregnancy Induced Hypertension. Maternal :- †¢ Cerebral haemorrhage †¢ Heart failure †¢ Hepatic necrosis Acute tubular necrosis of the kidney Placental :- †¢ Placental insufficiency †¢ Abruptio placenta †¢ Oligohydramnios Fetus :- †¢ Intrauterine growth retardation Drugs that can be used in pregnancy 1. Methyldopa (Aldomet) †¢ It is a central adrenergic inhibitor †¢ Action: v symphatetic activity, v total peripheral resistance †¢ Adverse effect : lethargy, drowsiness †¢ It is the safest drug in pregnancy 2. Labetolol (Trandet) †¢ ? /? adrenergic blocker †¢ Action : v total peripheral resistance, v cardiac output †¢ Adverse effect : fetal bradycardia, IUGR Contra-indication : 1st degree heart block, severe asthma 3. Nifedipine (Adalet) †¢ Calcium channel blocker †¢ Action : inhibit calcium influx in vascular smooth muscle †¢ Adverse effect : headache, reflux tachycardia, flushing 4. Hydralazine †¢ Peripheral vasodilator †¢ Action : direct action on vascular smooth muscle, v TPR †¢ Adverse effect : headache, sweating, nausea, palpitation †¢ Indication of use : in hypertension crisis In the ward, the blood pressure of the patient was controlled by given her good bed rest and daily monitoring of blood pressure. Other than that, the fetus condition monitored by doing cardiotocography (CTG). She also planned to have induction of labour. Indications for labour in this patient The indications for labour in this patient are :- i. She is at term ii. Delivery of the baby is the only treatment to bring down the blood pressure in pregnancy induced hypertension Risks of induction of labour 1. Failed induction – indicates that the attempt to induce labour has failed to result in full dilatation of the cervix. 2. Uterine hyperstimulation – which can cause fetal distress and uterine rupture How to cite Pregnancy Induced Hypertension, Papers

Obesity Essay Summary Example For Students

Obesity Essay Summary America has become a society obsessed with appearance, especially weight. We are conditioned at a young age to believe the only way to be normal is to bethin. This norm is projected to millions of Americans each day throughtelevision, magazines, billboards and every other form of media and advertising. How are people to know acceptance and happiness with themselves and others whenour culture propagates what the perfect body should be. It is the search for the elusive, perfect body that has created a thirty-three billion dollars a year weight loss industry. Yet few reduce their bodyfat and even fewer maintain their weight loss beyond two to three years. Thisleads to yo-yo dieting and increased low self-esteem of people constantlystruggling to become what they see as a normal member of society. A problem that lies within this problem, is the chronically obese person. Obesity is when ones body wieght is 25-30% above normal. While overweight is20-30 pounds over normal.Most people, including health care providers seethe problem with obesity as eating too much and exercising too little. But intruth, for many obese people the problem lies with genetic predisposition,metabolic problems, binge eating or sometimes all. These factors make dietingvirtually impossible because these problems are not ones that can be solved bysimply cutting calories. Especially the problem of binge eating. Compulsive binge eating in the obese is not caused by just wanting to eat. The want to eat is caused by looking for a sense of security. A sense ofsecurity wanted because there are poor or no coping skills for stress ordepression and low self-esteem. Therefore, when a compulsive overeater or bingeeater diet, the diet is doomed to fail because the weight returns when theperson resumes normal eating. Thus creating an even greater depression. Now many obese people have medical research to turn to as to why the weightthey lost usually comes back. Recent research has strongly backed the set-pointtheory, which says that when an individual loses weight, the bodys metabolicrate adjusts in order to return to the baseline weight. Research with animals has revealed a protein called leptin. Leptincirculates in the blood and signals the set point mechanism in the brain, whichtells how much fat is present in the body. The protein is believed to beproduced by an obesity gene called ob. When leptin is injected into rodents, itlessened appetite and increased calories being burned. However, leptin is stillvery much in early experimental stages, because even though it may gauge howmuch fat you have it does not at this point tell how much you want. Another recent breakthrough was the discovery of unocortin. Unocortinappears to suppress appetite when the body is under severe stress. It is acousin of the brain chemical that generates the bodys fight or flightresponse. Unocortin was discovered at the Salk Institute, when a researcher wasstudying a neuropeptide which activates body stress reactors. He noticedreceptors in parts of the brain where the chemical did not exist. However, itmay be a long time before unocortin is actually a consumer drug. At this time,the only way unocortin works is to be directly injected into the brain. Acompany called Neurocin Biosciences, is already researching the brain receptorunocortin locks onto to work. For now, the serotonin reuptake inhibitor drugs are the only diet drugsbeing used in the U.S. These drugs work by affecting eating behavior. Eatingbehavior is the result of a mixture of neurotransmitters. The link betweenserotonin and eating disorders was discovered in the early 1980s. Theserotonin inhibitors include Lovan, Redux and phen-fen (Phentermine andFenfluramine). Phen-fen is the drug combination currently recieving so muchattention. Phentermine is similar to an amphetamine and it works to increasemetabolic rate. Fenfluramine(brand name Pondimin) in-creases the serotoninlevel, which decreases appetite. However, neither drug works alone. They onlyhave optimum effect together. .u9c20f39efb0c61e81bdde42d14c72795 , .u9c20f39efb0c61e81bdde42d14c72795 .postImageUrl , .u9c20f39efb0c61e81bdde42d14c72795 .centered-text-area { min-height: 80px; position: relative; } .u9c20f39efb0c61e81bdde42d14c72795 , .u9c20f39efb0c61e81bdde42d14c72795:hover , .u9c20f39efb0c61e81bdde42d14c72795:visited , .u9c20f39efb0c61e81bdde42d14c72795:active { border:0!important; } .u9c20f39efb0c61e81bdde42d14c72795 .clearfix:after { content: ""; display: table; clear: both; } .u9c20f39efb0c61e81bdde42d14c72795 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u9c20f39efb0c61e81bdde42d14c72795:active , .u9c20f39efb0c61e81bdde42d14c72795:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u9c20f39efb0c61e81bdde42d14c72795 .centered-text-area { width: 100%; position: relative ; } .u9c20f39efb0c61e81bdde42d14c72795 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u9c20f39efb0c61e81bdde42d14c72795 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u9c20f39efb0c61e81bdde42d14c72795 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u9c20f39efb0c61e81bdde42d14c72795:hover .ctaButton { background-color: #34495E!important; } .u9c20f39efb0c61e81bdde42d14c72795 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u9c20f39efb0c61e81bdde42d14c72795 .u9c20f39efb0c61e81bdde42d14c72795-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u9c20f39efb0c61e81bdde42d14c72795:after { content: ""; display: block; clear: both; } READ: The Polis EssayPhen-fen is how I became interested in the research of new obesity drugs. I first learned of phen-fen in June. The article I read in the Knoxville paperabout people who had taken the medicine, showed it to be what I and many othershad been waiting for. I finally believed my real chance to lose weight hadarrived. So with real anticipation, I made the two and half hour drive toMonticello, Kentucky. My first month on the medicine was great, I lost fourteenpounds and

Melting Pot Essays (204 words) - American Culture,

Melting Pot Melting or Boiling Are all people are created equally? No matter the race, religion, or ethnic background. This is all true, but are people who are different treated equally. There is a long history of racially motivated predijuices that we all face every day. That is why that we are more of a boiling pot rather than a melting pot. I feel that we coexist, we don't live in hormone. The united states is more of a boiling pot because of the differences that make up our country. There are many different religions that people are involved with in our country. This is one of the reasons why we do not have a national religion. The problem of not having a national religion is that we are not bound together by any common religious principles. An example of how much religious differences can affect a country is Yugoslavia. We Have not come to that much of a boil over religious differences but there are people who dislike someone else because of the differences of religion. I am Jewish and sometimes I will hear comments about my religion. These thoughts lead me to believe that the United States is not a melting pot. History Essays

Free Essays on Case Study - When I Was Puerto Rican

Esmeralda Santiago’s autobiographically based novel When I Was Puerto Rican follows the story of Esmeralda from age four to adolescence and her journey from Puerto Rico New York. Her story begins in rural Machà ³n at age four where her and her family move to â€Å"a rectangle of rippled metal sheets on stilts hovering in the middle of a red circle of dirt† (7). Thus begins Esmeralda’s journey into a life surrounded by poverty and responsibilities. Her warring parents and seven siblings lead a life filled with chaos and caring as Esmeralda begins her trip trough childhood. Esmeralda is often expected to handle adult like responsibilities at a young age. Before she is senorita she is expected to care for the house and siblings and when she fails her mother says â€Å"you’re lazy that’s the problem. You think everything will be handed to you† (124). Despite being weighed down with responsibilities Esmeralda still manages to be bright and c reative child taking in the world around her. She is immersed in her jà ­baro culture as well as the culture of her city dwelling paternal grandparents and extended family. The pillars of Esmeralda’s young life are the ideas that a woman should never become jamona and what lo que una mujer peine que hacer are domestic and family related roles. She also learns the cultural beliefs of her various Puerto Rican environments, learning how to send a dead baby to heaven according to her mother’s beliefs and the Catholic Church as introduced by her paternal grandmother. Esmeralda is also exposed to many types of adult relationships from her philandering father, his parents, her wowing mother and an assortment of friends from the city and country. Through friends her own age Esmeralda learns of her other types of families from her own peer group. Through all these conflicting views of the world Esmeralda grows from a toddler into adolescence in Puerto Rico . Her physical and emotional growths as... Free Essays on Case Study - When I Was Puerto Rican Free Essays on Case Study - When I Was Puerto Rican Esmeralda Santiago’s autobiographically based novel When I Was Puerto Rican follows the story of Esmeralda from age four to adolescence and her journey from Puerto Rico New York. Her story begins in rural Machà ³n at age four where her and her family move to â€Å"a rectangle of rippled metal sheets on stilts hovering in the middle of a red circle of dirt† (7). Thus begins Esmeralda’s journey into a life surrounded by poverty and responsibilities. Her warring parents and seven siblings lead a life filled with chaos and caring as Esmeralda begins her trip trough childhood. Esmeralda is often expected to handle adult like responsibilities at a young age. Before she is senorita she is expected to care for the house and siblings and when she fails her mother says â€Å"you’re lazy that’s the problem. You think everything will be handed to you† (124). Despite being weighed down with responsibilities Esmeralda still manages to be bright and c reative child taking in the world around her. She is immersed in her jà ­baro culture as well as the culture of her city dwelling paternal grandparents and extended family. The pillars of Esmeralda’s young life are the ideas that a woman should never become jamona and what lo que una mujer peine que hacer are domestic and family related roles. She also learns the cultural beliefs of her various Puerto Rican environments, learning how to send a dead baby to heaven according to her mother’s beliefs and the Catholic Church as introduced by her paternal grandmother. Esmeralda is also exposed to many types of adult relationships from her philandering father, his parents, her wowing mother and an assortment of friends from the city and country. Through friends her own age Esmeralda learns of her other types of families from her own peer group. Through all these conflicting views of the world Esmeralda grows from a toddler into adolescence in Puerto Rico . Her physical and emotional growths as...

The Curious Murder of Rasputin

The Curious Murder of Rasputin The mysterious  Grigory Efimovich Rasputin, a peasant who claimed powers of healing and prediction, had the ear of Russian Czarina Alexandra. The aristocracy held negative views about a peasant in such a high position, and peasants disliked the rumors that the czarina was sleeping with such a scoundrel. Rasputin was seen as the dark force who was ruining Mother Russia. To save the monarchy, several members of the aristocracy conspired to murder Rasputin. On the night of Dec. 16, 1916, they tried. The plan was simple. Yet on that fateful night, the conspirators found that killing Rasputin would be very difficult indeed. The Mad Monk Czar Nicholas II and Czarina Alexandra, the emperor and empress of Russia, had tried for years to give birth to a male heir. After four girls were born, the royal couple was desperate. They called in many mystics and holy men. Finally, in 1904, Alexandra gave birth to a baby boy, Aleksei Nikolayevich. Unfortunately, the boy who had been the answer to their prayers was afflicted with the royal disease, hemophilia. Every time Aleksei began to bleed, it would not stop. The royal couple became frantic to find a cure for their son. Again, mystics, holy men, and healers were consulted. Nothing helped until 1908, when Rasputin was called upon to aid the young czarevich during one of his bleeding episodes. Rasputin was a peasant born in the Siberian town of Pokrovskoye on Jan. 10, probably in the year 1869. Rasputin underwent a religious transformation around the age of 18 and spent three months in the Verkhoturye Monastery. When he returned to Pokrovskoye he was a changed man. Though he married Proskovia Fyodorovna and had three children with her (two girls and a boy), he began to wander as a strannik (pilgrim or wanderer). During his wanderings, Rasputin traveled to Greece and Jerusalem. Though he often traveled back to Pokrovskoye, he found himself in St. Petersburg in 1903. By then he was proclaiming himself a starets, or holy man who had healing powers and could predict the future. When Rasputin was summoned to the royal palace in 1908, he proved he had a healing power. Unlike his predecessors, Rasputin was able to help the boy. How he did it is still greatly disputed. Some people say that Rasputin used hypnotism; others say Rasputin didnt know how to hypnotize. Part of Rasputins continued mystique is the remaining question as to whether he really had the powers he claimed. Having proven his holy powers to Alexandra, however, Rasputin did not remain just the healer for Aleksei; Rasputin soon became Alexandras confidant and personal adviser. To the aristocrats, having a peasant advising the czarina, who in turn held a great deal of influence over the czar, was unacceptable. In addition, Rasputin loved alcohol and sex, both of which he consumed in excess. Though Rasputin appeared to be a pious and saintly holy man in front of the royal couple, others saw him as a sex-craved peasant who was ruining Russia and the monarchy. It didnt help that Rasputin was having sex with women in high society in exchange for granting political favors, nor that many in Russia believed Rasputin and the czarina were lovers and wanted to make a separate peace with the Germans; Russia and Germany were enemies during World War I. Many people wanted to get rid of Rasputin. Attempting to enlighten the royal couple about the danger they were in, influential people approached both Nicholas and Alexandra with the truth about Rasputin and the rumors that were circulating. To everyones great dismay, they both refused to listen. So who was going to kill Rasputin before the monarchy was completely destroyed? The Murderers Prince Felix Yusupov seemed an unlikely murderer. Not only was he the heir to a vast family fortune, but he also was married to the czars niece Irina, a beautiful young woman. Yusupov  was also considered very good looking, and with his looks and money, he was able to indulge in his fancies. His fancies usually were in the form of sex, much of which was considered perverse at the time, especially transvestism and homosexuality. Historians think that these attributes helped Yusupov  ensnare Rasputin. Grand Duke Dmitry Pavlovich was Czar Nicholas IIs cousin. Pavlovich was once engaged to the czars eldest daughter, Olga Nikolaevna, but his continued friendship with the homosexually inclined Yusupov made the royal couple break off the engagement. Vladimir Purishkevich was an outspoken member of the Duma, the lower house of the Russian parliament. On Nov. 19, 1916, Purishkevich made a rousing speech in the Duma, in which he said, The czars ministers who have been turned into marionettes, marionettes whose threads have been taken firmly in hand by Rasputin and the Empress Alexandra Fyodorovna- the evil genius of Russia and the czar...who has remained a German on the Russian throne and alien to the country and its people. Yusupov  attended the speech and afterward  contacted Purishkevich, who quickly agreed to participate in the murder of Rasputin. Others involved were  Lt. Sergei Mikhailovich Sukhotin, a convalescing young officer of the Preobrazhensky Regiment. Dr. Stanislaus de Lazovert was a friend and Purishkevichs physician. Lazovert was added as the fifth member because they needed someone to drive the car. The Plan The plan was relatively simple. Yusupov was to befriend Rasputin and then lure Rasputin to the Yusupov palace to be killed. Since Pavlovich was busy every night until December 16 and Purishkevich was leaving on a hospital train for the front on December 17, it was decided that the murder would be committed on the night of the 16th and in the early morning hours of the 17th. As for what time, the conspirators wanted the cover of night to hide the murder and the disposal of the body. Plus, Yusupov noticed that Rasputins apartment wasnt guarded after midnight. It was decided that Yusupov would pick up Rasputin at his apartment at half past midnight. Knowing  Rasputins  love of sex, the conspirators would use Yusupovs beautiful wife, Irina, as bait. Yusupov would tell Rasputin that he could meet her at the palace with the innuendo of a possible sexual liaison. Yusupov wrote his wife, who was staying at their home in the Crimea, to ask her to join him in this important event. After several letters, she wrote back in the beginning of December in hysteria saying that she couldnt follow through with it. The conspirators then had to find a way to lure Rasputin without actually having Irina there. They decided to keep Irina as a lure  but fake her presence. Yusupov and Rasputin would enter a side entrance of the palace with stairs leading down to the basement so that no one could see them enter or leave the palace. Yusupov was having the basement refurbished as a cozy dining room. Since the Yusupov palace was along the Moika Canal and across from a police station, using guns was not possible for fear of them being heard. Thus, they decided to use poison. The dining room in the basement would be set up as if several guests had just left it in a hurry. Noise would be coming from upstairs as if Yusupovs wife was entertaining unexpected company. Yusupov would tell Rasputin that his wife would come down once her guests had left. While waiting for Irina, Yusupov would offer Rasputin potassium cyanide-laced pastries and wine. They needed to make sure that no one knew that Rasputin was going with Yusupov to his palace. Besides urging Rasputin not to tell anyone of his rendezvous with Irina, the plan was for Yusupov to pick up Rasputin via the back stairs of his apartment. Finally, the conspirators decided that they would call the restaurant/inn Villa Rhode on the night of the murder to ask if Rasputin was there yet, hoping to make it seem that he was expected there but never showed up. After Rasputin was killed, the conspirators were going to wrap up the body in a rug, weigh it down, and throw it into a river. Since winter had already come, most of the rivers near St. Petersburg were frozen. The conspirators spent a morning looking for a suitable hole in the ice to dump the body. They found one on the Malaya Nevka River. The Setup In November, about a month before the murder, Yusupov contacted Maria Golovina, a longtime friend of his who also happened to be close to Rasputin. He complained that  he had been having chest pains that doctors had been unable to cure. She immediately suggested that he should see Rasputin for his healing powers, as Yusupov knew she would. Golovina arranged for them both to meet at her apartment. The contrived friendship began, and Rasputin began calling Yusupov by a nickname, Little One. Rasputin and Yusupov met a number of times during November and December. Since Yusupov had told Rasputin that he didnt want his family to know about their friendship, it was agreed that Yusupov would enter and leave Rasputins apartment via a staircase in the back. Many have speculated that more than just healing went on at these sessions and that the two were sexually involved. At some point, Yusupov mentioned that his wife would be arriving from the Crimea in the middle of December. Rasputin showed interest in meeting her, so they arranged for Rasputin to meet Irina just after midnight on December 17. It was also agreed that Yusupov would pick Rasputin up and drop him off. For several months, Rasputin had been living in fear. He had been drinking even more heavily than usual and constantly dancing to Gypsy music to try to forget his terror. Numerous times, Rasputin mentioned to people that he was going to be killed. Whether this was a true premonition or whether he heard the rumors circulating around St. Petersburg is uncertain. Even on  Rasputins last day  alive, several people visited him to warn him to stay home and not go out. Around midnight on December 16, Rasputin changed clothes into a light blue shirt, embroidered with cornflowers and blue velvet pants. Though he had agreed not to tell anyone where he was going that night, he had actually told several people, including his daughter Maria and Golovina, who had introduced him to Yusupov. The Murder Near midnight, the conspirators all met at the Yusupov palace in the newly created basement dining room. Pastries and wine adorned the table. Lazovert put on rubber gloves and then crushed the potassium cyanide crystals into powder and placed some in the pastries and a small amount in two wine glasses. They left some pastries unpoisoned so that Yusupov could partake. After everything was ready, Yusupov and Lazovert went to pick up the victim. Around 12:30 a.m. a visitor arrived at Rasputins apartment via the back stairs. Rasputin greeted the man at the door. The maid was still awake and was looking through the kitchen curtains; she later said she saw that it was the Little One (Yusupov). The two men left in a car driven by a chauffeur, who was actually Lazovert. When they arrived at the palace, Yusupov took Rasputin to the side entrance and down the stairs to the basement dining room. As Rasputin entered the room he could hear noise and music upstairs, and Yusupov explained that Irina had been detained by unexpected guests but would be down shortly. The other conspirators waited until after Yusupov and Rasputin entered the dining room, then they stood by the stairs leading down to it, waiting for something to happen. Everything up to this point had been going to plan, but that didnt last much longer. While supposedly waiting for Irina, Yusupov offered Rasputin one of the poisoned pastries. Rasputin refused, saying they were too sweet. Rasputin wouldnt eat or drink anything. Yusupov started to panic and went upstairs to talk to the other conspirators. When Yusupov went back downstairs, Rasputin for some reason had changed his mind and agreed to eat the pastries. Then they started drinking the wine. Though potassium cyanide was supposed to have an immediate effect, nothing happened. Yusupov continued to chat with Rasputin, waiting for something to happen. Noticing a guitar in the corner, Rasputin asked Yusupov to play for him. The time wore on, and Rasputin wasnt showing any effects from the poison. It was now about 2:30 a.m. and Yusupov was worried. Again he made an excuse and went upstairs to talk with the other conspirators. The poison obviously wasnt working. Yusupov took a gun from Pavlovich and went back downstairs. Rasputin didnt notice that Yusupov had returned with a gun behind his back. While Rasputin was looking at a beautiful ebony cabinet, Yusupov said, Grigory Efimovich, you would do better to look at the crucifix and pray to It. Then Yusupov raised the pistol and fired. The other conspirators rushed down the stairs to see Rasputin lying on the ground and Yusupov standing over him with the gun. After a few minutes, Rasputin jerked convulsively and then fell still. Since Rasputin was dead, the conspirators went upstairs to celebrate and to wait for later in the night so that they could dump the body with no witnesses. Still Alive About an hour later, Yusupov felt an inexplicable need to go look at the body. He went back downstairs and felt the body. It still seemed warm. He shook the body. There was no reaction. When Yusupov started turning away, he noticed Rasputins left eye start to flutter open. He was still alive. Rasputin sprang to his feet and rushed at Yusupov, grabbing his shoulders and neck. Yusupov struggled to get free and finally did so. He rushed upstairs shouting, Hes still alive! Purishkevich was upstairs and had just put his Sauvage revolver in his pocket when he saw Yusupov come back up shouting. Yusupov was crazed with fear, [his]  face was literally gone, his handsome...eyes had come out of their sockets...[and] in a semi-conscious state...almost without seeing me, he rushed past with a crazed look. Purishkevich rushed down the stairs, only to find that Rasputin was running across the courtyard. As Rasputin was running, Purishkevich  yelled, Felix, Felix, Ill tell everything to the czarina. Purishkevich was chasing after him. While running, he fired his gun but missed. He fired again and missed again. And then he bit his hand to regain control of himself. Again he fired. This time the bullet found its mark, hitting Rasputin in the back. Rasputin stopped, and Purishkevich fired again. This time the bullet hit Rasputin in the head. Rasputin fell. His head was jerking, but he tried to crawl. Purishkevich had caught up now and kicked Rasputin in the head. Enter the Police Police officer  Vlassiyev  was standing on duty on Moika Street and heard what sounded like three or four shots in quick succession. He headed over to investigate. Standing outside the Yusupov palace he saw two men crossing the courtyard, recognizing them as Yusupov and his servant Buzhinsky. He asked them if they had heard any gunshots, and Buzhinsky answered that he had not. Thinking it had probably just been a car backfiring, Vlassiyev went back to his post. Rasputins body was brought in and placed by the stairs that led to the basement dining room. Yusupov grabbed a 2-pound dumbbell and began indiscriminately hitting Rasputin with it. When others finally pulled Yusupov off Rasputin, the would-be assassin was splattered with blood. Yusupovs servant Buzhinsky then told Purishkevich about the conversation with the policeman. They were worried that the officer might tell his superiors what he had seen and heard. They sent for the policeman to come back to the house. Vlassiyev recalled that when he entered the palace, a man asked him, Have you ever heard of Purishkevich? To which the policeman replied, I have. I am Purishkevich. Have you ever heard of Rasputin? Well, Rasputin is dead. And if you love our Mother Russia, youll keep quiet about it. Yes, sir. And then they let the policeman go. Vlassiyev waited about 20 minutes and then told his superiors everything he had heard and seen. It was amazing and shocking, but after being poisoned, shot three times, and beaten with a dumbbell, Rasputin was still alive. They bound his arms and legs with rope and wrapped his body in a heavy cloth. Since it was almost dawn, the conspirators were now hurrying to dispose of the body. Yusupov stayed at home to clean himself up. The rest of them placed the body in the car, sped off to their chosen location, and heaved Rasputin over the side of the bridge, but they forgot to weigh him down with weights. The conspirators split up and went their separate ways, hoping that they had gotten away with murder. The Next Morning In the morning of Dec. 17, Rasputins daughters woke to find that their father had not returned from his late-night rendezvous with the Little One. Rasputins niece, who had also been living him, called Golovina to say that her uncle had not yet returned. Golovina called Yusupov  but was told he was still sleeping. Yusupov later returned the phone call to say that he hadnt seen Rasputin at all the previous night. Everyone in the Rasputin household knew this was a lie. The police officer who had talked to Yusupov and Purishkevich had told his superior, who in turn told his superior, about the events seen and heard at the palace. Yusupov realized that there was a lot of blood outside, so he shot one of his dogs and placed its corpse on top of the blood. He claimed that a member of his party had thought it was a funny joke to shoot the dog. That didnt fool the policemen. There was too much blood for a dog, and more than one shot was heard. Plus, Purishkevich had told Vlassiyev that they had killed Rasputin. The Czarina was informed, and an investigation was opened immediately. It was obvious to the police early on who the murderers were. There just wasnt a body yet. Finding theBody On Dec. 19, police began looking for a body near the Great Petrovsky Bridge on the Malaya Nevka River, near where a bloody boot had been found the day before. There was a hole in the ice, but they couldnt find the body. Looking a little farther downstream, they came upon the corpse floating in another hole in the ice. When they pulled him out, they found Rasputins hands were frozen in a raised position, leading to the belief that he had still been alive under the water and had tried to untie the rope around his hands. Rasputins body was taken by car to the Academy of Military Medicine, where an autopsy was conducted. The autopsy results showed: Alcohol, but no poison was found.Three bullet wounds. (The  first bullet entered the chest on the left, hitting Rasputins stomach and liver; the second bullet entered the back on the right, hitting the kidneys; the third bullet entered the head, hitting the brain.)A small amount of water was found in the lungs. The body was buried at the Feodorov Cathedral in Tsarskoe Selo on Dec. 22, and a small funeral was held. What Happened Next? While the accused murderers were under house arrest, many people visited and wrote them letters congratulating them. The accused murderers were hoping for a trial because that would ensure that they would become heroes. Trying to prevent just that, the czar stopped the inquiry and ordered that there be no trial. Though their good friend and confidant had been murdered, their family members were among the accused.   Yusupov was exiled. Pavlovich was sent to Persia to fight in the war. Both survived the Russian Revolution of 1917 and World War I.   Though Rasputins relationship with the czar and czarina had weakened the monarchy, Rasputins death came too late to reverse the damage. If anything, the murder of a peasant by aristocrats sealed the fate of the Russian monarchy. Within three months, Czar Nicholas abdicated, and about a year later the entire Romanov family was also murdered. Sources Rasputin: The Saint Who Sinned, by Brian Moynahan; 1998  The Rasputin File, translated by Judson Rosengrant; 2000

Trust and Religion Counseling Essay Example | Topics and Well Written Essays - 1250 words

Trust and Religion Counseling - Essay Example The problem is that the trust that once broken is so difficult to restore, and sometimes it is never restored. Once my friend wanted to solve a problem in his family, I advised him to consult a counselor, who also happened to be my best friend. My friend revealed the story to the counselor and sought the best advice. But the counselor, who was without any professional ethics, disclosed even the minute details to me. Here, the trust is broken and the trust reducing behavior of the counselor is the reason behind the problem. The trust reducing behavior from either side may result in the temporary or permanent break in a relationship. There are so many factors that reinforce the trust-building measures, and because of the negative influence of these factors, it is more difficult to maintain the trust. To maintain a healthy relationship the qualities that a person must possess are: word keeping habit, keeping honesty in communication, respecting the other person’s skills and abilities, and unguarded interaction. The fulfillment of the expectations from either side strengthens the trust and negligence of expectations badly affects the trust. There are certain factors that negatively influence the trust. Concealing the real motive and to act, i.e. to pretend as a trustworthy person and conceal the real motive is just cheating. Sometimes, relevant information may be twisted or falsified for personal benefit. This attitude leads to misunderstanding among people and hinders trust. Dominating tendency and misbehavior also hinder the growth of trust. Accepting the credit for others work create misunderstanding and ultimately to mistrust. The most powerful factor which hinders trust is gossiping. Because of uncontrollable tendency to create gossips about others, once, my friend was forced to attend a counseling session. After three successive sessions, he was able to withstand the bad habit.  

The Great Moderation Money and Banking in output Essay

The Great Moderation Money and Banking in output - Essay Example The 'Great Moderation' in Output and Employment Volatility: An Update, by Evan F. Koenig and Nicole Ball , Economic Letter, FRB Dalla: Volatility can wreak havoc on economie. udden, harp up and down in buine activity can make it difficult for conumer to plan their pending, worker to feel ecure in their job and companie to determine their future invetment. Becaue of their impact on expectation and buine and conumer confidence, wing in the economy can become elf-reinforcing. Volatility can alo pill over into real and financial aet market, where evere price movement can produce eemingly arbitrary reditribution of wealth. It' good new, then, that the U.. economy ha become much more table. On average, the five receion from 1959 to 1983 were 47 month apart, lingered 12 month and were aociated with a 2.17 percent peak-to-trough decline in real gro dometic product. By contrat, the 1990 downturn came after 92 month of expanion, lated eight month and involved a 1.26 percent decline in GDP. The 2001 lump ended a record 120 month of uninterrupted growth, lated eight month and entailed a GDP decline of only 0.35 percent. ... depoit interet rate, broader acce to credit market through financial innovation like home equity loan, tighter inventory control facilitated by technology, and the globalization of output and labor market. By improved monetary policy, analyt typically have in mind central bank action that repond more quickly and forcefully to emerging inflation preure, o that medium- to long-term price expectation remain contained. Bernanke' approach to looking at the variou reaon for low long-term rate i more rational and reaonable than any I've een in the dozen of article and paper I've read on the yield curve. There wa one point I did diagree with, however. Bernanke aid, "I have argued elewhere that improved policie, which tabilized inflation and better anchored inflation expectation, are an important reaon for thi poitive development; no doubt, tructural change in the economy uch a deregulation, improved inventory control method, and better rik-haring in the financial market alo contributed." I think it hould be the other way around and read like thi, "tructural change in the economy uch a deregulation, improved inventory control method, and better rik-haring in the financial market, which tabilized inflation and better anchored inflation expectation, are an important reaon for thi poitive development; no doubt, improved policie alo contributed. He' referring to the "Great Moderation" in which volatility in the GDP and inflation ha declined. By improved policie he' talking about the monetary policy. o he' giving the Fed the credit for getting the economy under control. He' dead wrong on that point and I hope he come to hi ene and realize the truth on thi very important matter. The Fed, whether they realize it or not, ha more o been driven by economic factor, than been a driver of

Glow Essay Example for Free

Glow Essay Investigation of the effect of cold temperatures on the lasting time of glow sticks. Aim: to investigate whether freezing a glow stick will affect its longevity. Hypothesis: The glow sticks will last longer when they are frozen than when they are at room temperature. Background information: Glow sticks are made of hydrogen peroxide, a phenyl oxalate called ester, and phosphorescent dye. The ester and phosphorescent dye are kept in one part of the glow stick, the hydrogen peroxide in the other, separated by a piece of glass. No chemical reaction occurs until the glass breaks, combining the chemicals together inside the tube. Cooling a glow stick slows the reaction a slightly and causes it to last longer, but the light is dimmer. This can be demonstrated by freezing an activated glow stick. When it is reheated, it will begin to glow again. However, if the chemical reaction has already occurred and the glow stick has already gone out, freezing the glow stick will not cause it to begin glowing again. A high quality glow stick will last 8-12 hours, provided there is no otherwise interference. It will glow faintly for about one day after this time period is over, however the primary glow will have gone out. Other factors, such as the color of the glow stick (Green, yellow and orange are the brightest colors and therefore last the longest. ), the previous treatment of the glow sticks (Sometimes, a glow stick will have been accidently activated by being knocked over or bumped before the activator intends to, meaning that the chemical reaction may have already occurred by the time it is intended to be activated. ) and the amount of light they are exposed to and for how long. (Being hit with direct light damages the glow stick, lessening its longevity. )

Affirmative Action :: essays research papers fc

Imagine a person has hopes of landing their dream job and is applying for a position at a very successful company. They have more than enough qualifications but for some reason do not get the job simply because the company had to hire a woman or minority to satisfy its policy. What policy you may ask, born to the civil rights movement three decades ago, affirmative action calls for minorities and women to be given special consideration in employment and education. Affirmative action is one of the many problems with today’s society and should not be allowed to be used in any situation. This policy is intended to give both parties an equal opportunity to be a successful individual and make it in today’s society. It is morally wrong because the battle for equal rights has been won and favoring members in one group over another is totally unfair. Others see it as the only opportunity for minorities and women to rise up and obtain the same education and career opportunity a s everyone else.   Ã‚  Ã‚  Ã‚  Ã‚  Before writing this paper I had not known a lot about what affirmative action meant, but now I can say I strongly disagree with its meaning. I myself had a run in with affirmative action just recently in this past month. One of my close friends received an acceptance letter from the University of Michigan and I couldn’t believe she got in because her score on the ACT test was very low. She also didn’t have very exceptional grades in high school, which meant she could have only gotten in because she was of Hispanic origin. Giving someone more rights and opportunities than others just because of a personal trait is not only unfair but totally defies everything that was fought for in the civil rights movement. Would giving someone an advantage in a situation such as education influence them not to try as hard if they were to have the same opportunity as everyone else? Robin Kelly stated: â€Å"Sadly, I run into many young people who do not have a sense of what is possible, a visi on of what this country could become. Rather, they accept the current arrangements as an immutable given and figure how best to survive within them†(80). Kelly suggests that today’s youth have no intentions of changing the world and only intend to live in it how it is.

Case: Circuit Board Fabricators, Inc.

Case: Circuit Board Fabricators, Inc. What type of process flow structure is CBF using? The company is using a batch shop process flow structure. CBF, Inc. bases its board fabrication process on the average job size or on its typical order. This means that the company proceeds with the manufacturing process in batches so as to meet the specific requirements per order. The typical contract that the company currently gets is 60 boards per order. However, due to persisting factory defects, they manufacture a total of 75 boards per batch in order to compensate for 20% of the boards that they typically reject during the process. Diagram the process in a manner similar to Exhibit 6. 7 We don’t have this Exhibit in our Handouts Analyze the capacity of the process The capacity of the flow process is at an imbalance. There is a significant amount of manual labor in this flow process in which human error must be taken into consideration. It appears that some of the stations may be run by an inefficient amount of operators. Lastly, with 6 employees on 6 machines for the final inspection, the end of the process should not take as long as it does. What is the impact of losses in the process in Inspection and Final Test? The impact of the losses in the system is quite extensive. It is stated that 15% of the board are typically rejected during an early processing inspection along with an additional 5% rejected during the final testing. This results in a production order increase of 25%. Ultimately, the first inspection should not be a bottleneck of this process and there should not be any rejected boards in the final inspection.

Die Opvoeder as Leier, Bestuurder En Administrateur

Question 1 1. 1. Write a paragraph in which you discuss the role of communication in creatinga sustainable positive atmosphere in your classroom. Communication is the transmission of an idea by someone, thesender, and the understanding thereof by another, the receiver. Communication is important to the success of any relationship,without it the relationship is doomed to fail. In order to increase thequality of the relationship the communication needs to be effective.Effective communication between the educator and the learners Inhis/her class is essential in order to create and maintain a positiveatmosphere in the classroom. 1. 2. Write a paragraph in which you discuss the importance of establishingpositive educator-learner relationships in the creation of a sustainablepositive atmosphere in your classroom. A positive educator-learner relationship is important as it enablesboth the educator and the learners to risk being honest with eachother, care about each other, it promotes inter dependence, ensuresmutual needs are met and allows each individual to develop their  own individuality.The creation of the above leads to trust between the educator andlearners and as such will result in a positive classroom atmosphere. Creating a good educator-learner relationship involves the following(Coetzee 2010:87): ? Creating open, professionally appropriate dialogue with learners. ?  Ã‚  Systematically building better relationships with learners. ?  Ã‚  Maintaining a high rate of positive to negative statements. ?  Ã‚  Communicating high expectations. ?  Ã‚  Creating opportunities for personal discussion.Guidelines that can be used to avoid the negative effects of educator  expectations are as follows (Coetzee 2010:87): †¢ Use sensitive information on learners carefully. †¢    Be flexible in your use of group strategies. Be careful how you respond to low-achieving learners duringclass discussions. ? Use materials that show a wide range of ethnic group s. Be fair inyour evaluation and disciplinary procedures. ? Communicate to all learners that you believe that they can learn. ? Involve all learners in learning tasks and privileges. ? Monitor your non-verbal communication. . 3. Discuss how you would promote learner participation in a multiculturalclassroom by creating a learning environment that supports socialising andintercultural interaction . ? I would first read through all the learning materials for that givensubject in order to determine if there is any aspect of the work or  activities which may be culturally insensitive to any of thelearners in the class. ? I am aware that cognitive learning styles are culturally dependentand therefore will use a variety of teaching styles, methods andstrategies in my teaching of the class. ?In order for the learners to participate and actively cooperate witheach other it is necessary to be aware of any instances of  cultural insensitivity immediately and take action, a way to avoidthe se situations, I could allow those members of differentcultures to explain about certain aspects of their culture to theother members of the class. This way I as the educator and theclass will learn about other cultures. ? I expect all the learners in my class to achieve to the best of their  ability as all people are able to learn provided they put in the timeand effort to do so.I am also aware that the academic andlearning ability of learners differ, so they at the beginning of theacademic year are required to set their own personal goals whichthey then work towards. These goals set are at levels slightlyabove what each learner believes they can achieve in order tochallenge them. When checking work done in activities the class needs to assistthe learner who is answering the specific question if they makean error in order to correct it, if they are unable to detect or  correct the error, I as the educator assist in guiding them to thecorrect answer. Question 2 2. 1.Name five wa ys in which educators can improve learner motivation in theclassroom . a) Make the learning task more challenging. b) Place less emphasis on teaching and grades. c) Move from extrinsic to intrinsic motivation. d) Have high expectations of each learner. e) Increase the learners ¶ perception that they control the learningsituation. 2. 2. Draw up the following of a classroom policy: 2. 2. 1. Aims and objectives of our class . Class Aims: To achieve our academic and intellectual potential through hardwork as a cooperative group, while promoting the acceptance of  others and respect for others.Individual Objectives: Each individual sets their own goals to achieve at the end of theyear (long-term) in order to contribute to the overall class aim. In order to achieve their own end of year goals the learners setshorter term goals in order to assist them in achieving their long-term goals. 2. 2. 2. Rules for our classroom . 1) We must respect ourselves, others and the educator. 2) We must be on time. 3) We must enter the class quietly, and get ready to work. 4) We need to bring all our stationary and books to class. 5) We must raise our hands to ask questions in class. ) We must not eat nor drink in class7) We must never disrupt another learner ¶s work. 8) We don ¶t leave litter on the floor, we put it in the bin. 2. 2. 3. Task division . Educator: ? Always prepared and punctual. ? Provide assistance to learners. ? Manage the classroom appropriately. ? Discipline learners fairlyLearners: ? Ensure all work is completed on time. ? Maintain a clean learning environment. ? Respect one another. ? Make sure all learning materials are brought to class. 2. 3. Define the following concepts: 2. 3. 1. L eadership The ability of an individual to influence other individuals or a groupto achieve goals. 2. 3. 2. C ntrol Assessment of work done and where necessary to realign andcorrect work done which is incorrect or not up to standard. 2. 3. 3. I ntrinsic motivation An inner d esire to be successful at a certain task (self-motivation) 2. 3. 4 . C ommunication The transmission of an idea by someone, the sender, and theunderstanding thereof by another. Communication can be verbal or  non-verbal. 2. 3. 5 . Co-operative learning A team approach to learning where each member of the group isdependent on the other members to accomplish a specific learningtask on an assignment. 2. 4 . Describe the autocratic and democratic styles of classroom management .Autocratic leadership style: Autocratic leadership is an educator-centred approach to theclassroom which is characterised by the strong leadership role of theeducator. The main focus of this type of leadership is on thecompletion of tasks and the learners ¶ ability to listen, work and do. Theadvantages of this type of leadership include the promotion of goodorder and an established routine in which some learners feel moresecure. The drawbacks of this type of leadership include one-waycommunication, rigid disc ipline, passive learner participation, a morereserved and unapproachable educator and little room for creativethinking.Democratic leadership style: This leadership style is characterised by educators that have goodsubject knowledge, who are good natured, helpful, fair, and warm. Educators who practice this management style encourage learner  participation. The advantages of this type of leadership include learner  confidence to participate in classroom activities, a relaxed positiveatmosphere and learners constantly being involved in learningactivities. 2. 5 . Explain how a message is conveyed by referring to the communication processmodel . In order for there to be communication there first needs to be apurpose for communication or a message to be conveyed.Thismessage is then encoded by the sender and passed onto the receiver  via a communication medium. The message is then decoded by thereceiver. This results in a transfer of meaning from the sender to thereceiver, who then may give feedback back to the sender. Question 3  µ A delict is an unlawful, culpable (intentional or negligent) act (or omission)committed by a person, which infringes the rights of another or causes himor her harm.  ¶ (Coetzee 2010:188) ? To constitute delict, one person must have caused harm or damage to another byhis or her action or conduct .The conduct must be voluntary human action and maybe either a positive action or an omission .  µ In terms of this element of delictual liability the school can be held liable asthey failed to remove the piece of steel or at least clearly demarcate thearea around the piece of steel, in order to make people aware of it. Thecoach, knowing that there is a possibility that players could fall during thewarm up due to the nature of the sport, could also be held responsible asthe teams were responsible for choosing a warm up area and the coachshould as such have checked the area for any objects that could causeharm to team members. The act w hich causes harm must be wrongful, that is, it must be legallyreprehensible or unreasonable in terms of the legal convictions of the community . To test for unlawfulness, the boni mores principle is applied . The question here iswhether the harm caused was unjustified in the circumstances . I n the absence of  wrongfulness a defendant may not be held liable .  µ The school can be held liable as they should have taken all precautions tohelp to prevent an injury of this nature to any person on their schoolgrounds.Knowing that they were hosting a basketball tournament theyshould have removed any objects that could cause injuries to any playersor clearly demarcate the areas where there could be concerns over theplayer ¶s safety. The coach in being responsible for the safety of his teamshould have thoroughly inspected the area chosen for the warm up for anydangerous objects. ? The act must be the result of fault in the form of intent (d  olus) or negligence(culpa) . Fault refers to blameworthy attitude or conduct of someone who has actedwrongfully .  µThe coach of the team was negligent as he should have inspected thearea for any danger to the players, if he had done so he would have seenthe piece of steel and then either have chosen a different warm up area or  at least warn the players to either avoid that area or be careful around it. The school could be seen to be negligent for failure to remove the piece of  steel or clearly demarcate the area around the piece of school. ? There is a casual relationship between the conduct of the perpetrator and the harmsuffered by the victim . I general, it should be shown that the person ·s injury didresult from the actions of the person charged with negligence . I n other words, theremust be a clear casual relationship between the act and the injury . A person cannotbe held liable if he or she has not caused any damage .  µ The school ¶s negligence in not removing the piece of steel or demarcatingthe are a around it resulted in the injury to the player, as such they can beheld liable. The coach for not thoroughly inspecting the area in which theplayers would warm up could also be held liable. ?A delict is a wrongful and culpable act which has harmful consequences . Damagesin the form of patrimonial loss or non-patrimonial loss must be present . There mustbe a connection between the negligent conduct and the injury (physical or mental ) . To receive an award for damages, a plaintiff must have suffered an injury as a resultof the defendant ·s negligent conduct . The plaintiff must prove that some damageoccurred . Although the injury or damage does not need to be substantial for anaward to be ordered, the injury must be real rather than be imagined .The courts aregenerally reluctant to award damages where there is not some form of injury .  µ Damages are present which are due to the negligent conduct on the partof the school, not removing the piece of steel or demarcating the areas urrounding the piece of steel, and coach, for not thoroughly inspectingthe area on which his players will be using to warm up. Contributory fault is where a learner does not show the degree of carenormally expected form someone of his or her age, knowledge andexperience.If this is present the educator will not be solely liable for anydamages resulting from an injury by his or her act. In the case in question,if the basketball tournament is for a junior age group (ie. under 15 ¶s) or asenior age group (ie. under 18 ¶s) will determine if there is contributory faulton the part of the learner ¶s. Under 18 learners ¶ can reasonably beexpected to be responsible enough to check themselves for any danger onthe warm up area chosen. Whereas the under 15 learners ¶ cannotreasonably be expected to check for any danger.

The Peloponnesian War essays

The Peloponnesian War essays Throughout time, man has tried to accurately record and portray the events of their own period. This was done for many reasons, but the great historians used this tool to try and give future generations something to evaluate and learn from. Thucydides, one of the first great historians, who was a citizen of ancient Athens, tried to do this very deed. His book The History of the Peloponnesian War has been an accurate account of history from which many have been able to contemplate. Ideas and errors from this time have in many ways shaped the society that we live in today. Thucydides made a valiant effort towards making sure that the people to come would know about their ancestors. Sliding to the other side of the spectrum, my paper written the first week of school, on the scandals plaguing the Clinton administration is to be considered completely unfactual. Thats not to say that the things I wrote about did not happen, in fact they did. However, the paper was written completely from memory of events which have taken place over the last six years or so. The brain may be an amazing organ, but surely not accurate enough to base history on. No formal research was performed, and in fact, I wrote it from someone elses point of view. Mainly though, all of the information I and most other people know about Clinton is completely biased anyway, simply due to the fact that most of our information comes from the press, who is not known to be entirely accurate themselves. Thucydides on the other hand was in the midst of the Peloponnesian war throughout its stay. The amazing thing about his accounts is that even though he was an Athenian citizen, he was able to remain unbiased for the most part when dealing with the actual accounts of battles and so forth. Thucydides was able to reiterate several debates and discussions of which it is obvious he attended. One of which was The Mytilen ...

How to Obtain a Copy of a Social Security Application Form SS-5

How to Obtain a Copy of a Social Security Application Form SS-5 Once youve found your ancestor in the Social Security Death Index, you may want to request a copy of your ancestors original Social Security Application. An excellent record for genealogical information, the SS-5 is the application form used by an individual to enroll in the U.S. Social Security program. What Can I Learn From a Social Security Application (SS-5)? The SS-5, or Application for Social Security Number is a great resource for learning more about individuals who died after about 1960, and generally includes the following: Full nameFull name at birth, including maiden namePresent mailing addressAge at last birthdayDate of birthPlace of birth (city, county, state)Fathers full nameMothers full name, including maiden nameSexRace as indicated by the applicantWhether the applicant ever applied for Social Security or Railroad Retirement beforeCurrent employers name and addressDate signedApplicants signature Who is Eligible to Request a Copy of the SS-5? As long as a person is deceased, the Social Security Administration will provide a copy of this Form SS-5, Application for Social Security Number to anyone who makes a request under the Freedom of Information Act. They will also release this form to the registrant (the person who belongs to the Social Security Number) and to anyone who has a release-of-information statement signed by the person about whom the information is sought. To protect the privacy of living individuals, there are specific requirements for SS-5 requests involving extreme age. The SSA will not provide a copy of the SS-5 or otherwise release information about any person  who is under 120 years old unless you can provide  acceptable proof of death (e.g.,  death certificate, obituary, newspaper article, or police report).The SSA will also redact (black out) parents’ names on an SS-5 application unless you provide proof that the  parents are deceased or  both have a birth date more than 120 years ago. They will also release parents names  in cases where the number holder on the SS-5 is at least 100 years of age. This restriction is, unfortunately, a bit tricky when your purpose of requesting the SS-5 is to learn the names of the parents. How to Request a Copy of the SS-5 The easiest way to request a copy of the SS-5 form for your ancestor is to apply online through the Social Security Administration. A printable version of this SS-5 Application Form is also available for mail-in requests. Alternatively, you can send (1) the persons name, (2) the persons Social Security Number (if known), and (3) either evidence of death or a release-of-information statement signed by the person about whom the information is sought, to: Social Security AdministrationOEO FOIA Workgroup300 N. Greene StreetP.O. Box 33022Baltimore, Maryland 21290-3022 Mark both the envelope and its contents: FREEDOM OF INFORMATION REQUEST or INFORMATION REQUEST.   There is a fee of  $27.00 regardless of if the  Social Security Number is known, and you must provide the persons full name, date and place of birth, and names of parents. If you have a Social Security Number from family records or a death certificate but are unable to locate the individual in the SSDI, then it is strongly suggested that you include proof of death with your application, as it will likely be returned to you otherwise with that request. If the individual was born less than 120 years ago, you also need to include proof of death with your request.   The usual wait time for receiving a copy of a Social Security Application Form is 6-8 weeks, so be prepared to be patient. Online applications are generally a bit quicker - often with a turnaround time of 3-4 weeks, although this may vary based on demand. Also, it is important to note that the online application system doesnt work if you need to provide proof of death.

Website Interface Re-design 3 (Evaluation Report) Research Paper

Website Interface Re-design 3 (Evaluation Report) - Research Paper Example This critically looks into the extent of how easy it is to learn its use, apply it effectively, re-familiarize with its functions, and its level of flexibility as discussed below. This prototype provides a very distinct level of learn ability due to the appropriate use of Gestalt principles of proximity and similarity. The five colorful circle-shaped buttons in the home page provides quick and direct links to other web pages. Web prototype under evaluation is established with the understanding of both experienced and inexperienced end users of Web-site applications. For instance, various navigation options (on the drop-down menu and active links) are provided for use to similar pages. However a little more should be done to ensure that this application can also be accessed through simple gadgets such as smart phones for maximum usability and accessibility. Usefulness level of a website is determined by its main objectives and purposes for which it was developed, compared to its provisions. If the two contradicts, then it is irrelevant and not useful to either of the parties using such an application. Our case study is considered very relevant since its provisions are within its set mandates and priorities. E-commerce websites have all sorts of visitors. The groups of visitors include serious buyers, those who just browse through web pages and friends who wish just to chart on the website platform. Clear, concise, descriptive and easily understandable language should hence be used for efficiency and effectiveness. A standard website should support quick and complete loads (upload and download) with a consistent look on all browsers. Well organized home page with concise contents, consistent navigation choices, a site map and search engines. Good and highly competitive e-commerce websites must have easy-to-access product catalogues from home page with product categories being easy to understand and navigate through. Additionally, all catalog info and

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Economics case assignment module 01 - Essay Example In the contrary, trifling manufactures which provides small amount of needs of a small number of people also employ small number of workmen. Division of labour is much observed since all of them are working in one workhouse. To take an example, B dressmaking that was operated by Mr. Joe employed 3 dressmakers. His business location was in the heart of a small town. Long before, his 3 dressmakers were used to finish a maximum of 5 or a minimum of 3 dresses a day. However, there produce was insufficient enough, so he came up to the idea of dividing the whole work into branches instead of hiring additional dressmakers. His dressmakers were task to do a particular part of the dress instead of sewing it alone. The work was divided to around 6 so each of the workers was assigned to do 2. The first one shaped and cut the cloth; the second one made the collar, the third sewed the sleeve and so on until all the parts were sewed together and the dress was made. After couple of weeks, the diffe rence was quiet obvious, from the minimum of 9 dresses to around 30 dresses daily. And the work showed much excellent! Hence the division of labour increases the productivity of the workmen because employing a simpler and particular task enhances their skill. Repeating one or two tasks is not as difficult as doing the whole work. Perhaps, a particular dressmaker who was used to sew dresses may not feel difficulty in doing his job but became lazy in using different machines in completing a dress. The several stages undergone may become complicated for him; he may put less concentration on them; whereas, if he only focused shaping and cutting the cloth, its repetitions would result to a greater part of his dexterity. Secondly, Smith’s idea about invisible hand is linked to his concept of self-interest. Every individual struggles to get what he wants. He works hard to fulfill his dreams.

Pfizer Case study Example | Topics and Well Written Essays - 250 words

Pfizer - Case Study Example In this way, without a lineup of potential breakthroughs in the pipes, the level to which the firm can continue to rely on cash cows that are soon to go off patent is severely constrained. As yet another example of the focus that the firm had on the development and introduction of runaway successes such as Lipitor, the firm had positioned itself as primarily a research and development organization that was hopefully able to introduce profitable drugs into the market on a regular basis as a means of ensuring that the profitability and cash flow of the company stayed intact. However, this positioning strategy was out of sync with market demands due to the fact that the rapidly evolving nature of other competitors meant that lower cost research and development was being performed by a host of competitors; thereby greatly reducing the profit margin and potential profit margins that such a runaway discovery such as Lipitor could yield. As a way to formulate strategy, the firm sought to integrate OTC markets and generic branding to its repertoire; however, the main money supply for the firm was still tasked towards developing new drug lines. This of course did not support t he strategic vision that leadership espoused. Though the strategic vision was sound, the lack of funding meant that it was not fully able to respond to the markets and the completive environment in which it hoped to

Working With Different Service User Groups

Working With Different Service User Groups Explore the challenges faced by the differences in working with three Service User Groups adults, older people and children. Discuss how, by drawing on relevant life course theories, your communication skills would need to be modified in order to meet these challenges and remain effective, anti-discriminatory and anti-oppressive. Interacting via communication with Service users is of one of the highest important aims for social / care workers providing care. Each individual case is unique and I will be explaining how communication skills differ from each person to the next. There are many different life course theories that can be used to explain how a person develops through the stages of life. In this assignment I will be looking at Eric Bernes Transactional analysis for the adult group and showing how adults have to change their tone and manner as they are seen as the teachers for the next generation. I will be explaining Cunning and Henrys Disengagement theory as this is a very important phase for older people and communication can be limited because of the perils of old age. Also I will be looking at Piagets cognitive development theory and Bolwbys attachment theory in relation to children and how these theories affect communication. Eriksons eight stages of psychosocial development contains elements for all three age groups so I will be looking briefly at the different stages involved, and I will also be looking at any challenges that occur within the groups and what skills are needed to overcome this via social work / care workers. Interacting via communication with Service users is of one of the highest important aims for social / care workers providing care. Each individual case is unique and I will be explaining how communication skills differ from each one person to the next. There are many different life course theories that can be used to explain how a person goes through the stages of life. For adults I will be taking you through Eric Bernes Transactional analysis and for the elderly group I will look at Cunning and Henry Disengagement Theory and how this affects communication for the older generation and then I will be looking at Piagets cognitive development theory and Bowlbys attachment theory and how these theories affect communication within the childrens group. Then I will be showing how Eriksons eight stages of psychosocial development are involved in all three service user groups and I will also be looking at any challenges that occur within the groups and what skills are needed to overcome this via social work / care workers. A life course is the advancement a person takes from birth to cessation (Crawford and Walker, 2003 p. 3) Also (Newman and Newman, 2007 p. 185) shows the life course as a perspective which helps to explain how altering societal predicaments affect development and combination of the phases of family and work life over a number of years. (Fiske, 1982 p. 2) explains communication as being an action that every person can identify with, by talking, listening to the television or distributing knowledge these are all forms of communication. He describes two main studies of communication as being either an expression of words or a creation and replacement of meanings. If we take a look at the Transactional analysis theory (Woods, 2010) shows that Eric Bernes theory was about ego states which are parent, adult and child. It covers a wide range of exclusive advancement including communication, behaviour and personality. Looking at adult communication he saw this as being the main voice used to influence the whole learning process. He believes that if someone is talking in a childish manner automatically the adult will respond with a voice of authority, either in a sarcastic tone or a caring parenting manner. (Chapman, 1995) also shows that transactional analysis is used for therapeutic, personal development and communication; it helps a person understand ones self. To communicate we use our own feelings which can shift at any one given time, and to reply we will use the exact way of thinking. So to have stable conversations an adult needs to act interested to what is being said and show the person speaking that they have their full attention and thi s will make for a stronger relationship between them both. Favourable communication according to (Weger and Polcar, 2002) is the basic domain of an interpersonal friendship. If you offer support and are willing to provide comfort through good and bad times then this will in turn be a healthy natural relationship. (Wolvin, 2010 p.144) believes the art of communication is to listen, with doing this you are better able to understand the concept of communicating, and then you can identify and evaluate the question helping you to make sense of it. Behavioural issues can be defined by a persons determined state, they show up as objectives and by using these objectives a person will come up with a way of achieving their potential via talking. So by communicating it is up to the individual to put as much information into the conversation so the recipient can define their answer to make it a purposeful state (Ackoff, 1958) (Nussbaum, 2000) states that elderly people have to regularly change their lifestyle to adapt to adjustments associated with getting older. Age can cause many challenges for communication, examples are: memory loss or loss of hearing. Because of these it could take considerable time for any acknowledgement whilst trying to communicate, they may tend to make inaccurate sentences and be less sensitive about issues that may otherwise hurt someone elses feelings. There are many theories linked to prosperous aging examples of these are: continuity theory, activity theory, socioemotional selectivity theory and disengagement theory. Looking at the disengagement theory (Maddox, 1964) states that the disengagement is the final stage of the life course process. Life goals are a very important phrase in everybodys life and this seems to extend through to the older generation also. The belief is that psychological departure leads to total exclusion from the older persons social life, and without this communication will be very limited as they may not have any family of friends visiting on a daily basis. Communication with older people can be a complicated process. At the time when it is needed the most communication seems to be a burden because of the life processes which come with the old age. To overcome some of the frustrations of speaking to an older person if you allow extra time for them to speak and sit face to face with them, then if there is any hearing loss at least the person can watch your lips to understand what you are saying to them. If you speak slowly and clearly or even write down some of the conversation to explain in a bit more detail this then will help the person immensely and by doing this you are showing respect and helpfulness towards to person you are talking to (Robinson et al. 2006) There are many challenges involved with working with older people, (Hepple, 2004) shows there are many approaches that can be used to try and boost communication issues. Group and behavioural approach or reality familiarisation is widely used to try and amend the forgotten memories. Whichever approach is used will depend mainly on the resources of the institution that is providing the care plan for the service users involved. Looking at Piagets cognitive development (Feldman, 2004) believes that his work was not the dominant competitor for a while but now it has accomplished extensive significance to researchers again. Some critics thought his work was to complex and to widespread but his stages still form the basis of the developing mind. (Boeree, 1999) shows the stages of development for a child as being the Sensorimotor, preoperational, concrete operations and the formal operations stage. According to (Koprowska, 2005 p. 97) a baby within the first couple of months will try and make blubbering noises in response to you talking to them and will only start trying to develop simple words by the age of one. So the best means of communication with young children would be via play and interaction. Children do not enjoy sitting for long periods of time so by drawing or innovative games could be the easiest way for communication to take place for the younger age groups in Piagets stages. (Geddes, 2007) believes that using Bowlbys attachment theory will help in the understanding of sensitive experiences which in turn helps you to communicate with young children. The basis of communication is to show your inner self via your feelings, thoughts and creativity. So by looking at Bowlby, the attachment for a child will help with their future experiences if the start of their life is one of security within a family unit. The child then will be able to examine the world and if there are any pressures they can always return to their safe haven for security. With a negative attachment a child will struggle with communication and relationships. They tend to be insecure and prefer to keep themselves to themselves as they dont respond well to any attention and can start to be disruptive and aggressive because they feel vulnerable and out of their depth. The Children Act 1989 sets out the rights of the child, so the child needs to engage in any outcomes that will modify their lives and future. Social workers need impressive skills in communication as there are many barriers that can stop any interaction with the child so they need the ability to be able to cope under any form of pressure or obstacle placed before them. Social workers deal with many families and young children all with very different backgrounds examples of these are: children who are leaving care, children who have behavioural problems and children who may have health problems or disabilities, each case is different so the social worker needs to be able to produce a care plan and have the skills in place to communicate on every different level to provide the best possible care for the service users involved. (Koprowska, 2005 p. 94) Eriksons eight stages of psychosocial development involve all three age groups, when looking at children Eriksons stages progress through at least four of them. (Adoption media, 1995) states that if a child wants to proceed onto the next stage they need to complete the one before. A child will develop trust if well cared for and be insecure if not; this will show up in all the stages there is a negative to every positive. So a child will only learn from what they are taught and if they are shown the right way to develop through the various stages then as they become parents they will be secure and happy to show their children the right upbringing to carry on the process to the next generation. (Zastrow and Ashman, 2007 p. 444) states that the seventh stage of Eriksons life development is Generativity versus stagnation. Generativity is instructing family and friends to make improvements in their lives to make the future better for their offspring. This will involve safeguarding and improving the lives of future generations for a better quality of life. Stagnation on the other hand is the selfish side of the stage, adults who only think about their own needs and are not willing to take anyone elses feelings into consideration. (Greene and Kropf, 2009 p. 90) shows Eriksons final stage as being Integrity versus Despair. Absoluteness is achieved if the person involved has leaded a full and complete life, dealing with everyday disappointments as well as accomplishments successfully. Despair on the other hand is for the people who fear death and the ones who have not accomplished everything they wanted to do in their lives and wish for another chance to achieve this. If communication is not sort in the identity stage (Sanchez, 2002) states that this could affect self confidence in later life. New ideas start from communication, a person needs to be able to express their thoughts and feelings. Interpersonal communication through all of Eriksons stages will help an individual have a healthy developed identity. (SCIE 2010) shows how social workers have to work by their codes of ethics and values showing respect, empathy and a genuine helpfulness towards the service user they are working with. They will always provide a complete care package to help empower the individual to deliver the best possible outcome. If the social care worker uses an interpersonal approach this in turn will guide the service user to help them decide how their care is achieved and help make the decision process a group decision, so communication is a key element to this approach which will then help with the relationship between the user and the social care worker. To summarise there are many different ways to communicate with the three service user groups. People who work in the social work/care sector are trained to be able to customise their expertise to care and communicate at all levels. If the care worker shows empathy and helpfulness they will get more back from the service user then they would if you started the conversation with an aggressive attitude. Service users what to be listened to, they want you to understand what care they expect. You will have to change the way you speak in all different circumstances, speaking to children will be completely different to speaking to an adult or an elderly person. Body language and facial gestures also show as an important part of communicating with someone, even repeating what the other has said will show that you are taking them seriously. You need to be able to change your approach for all different situations and use different interventions to cater for each individual seeking care. Word count 2055