Violence in Education Research Paper Example | Topics and Well Written Essays - 1750 words

Violence in Education - Research Paper Example This essay highlights that  education is a very critical sector in the economy of any nation as it contributes too much in terms of expertise and professional knowledge which can be utilized in various fields for achievement of success and progress. It is also through education that many problems faced by the contemporary society are eradicated for instance poverty and ignorance. Despite its importance, education is faced with numerous challenges that hinder its success in one way or the other for example lack of adequate resources and facilities, poor management and violence among others.  According to the report findings  education is a very instrumental aspect to every individual, the society, a nation and the world at large. Every person should be entitled to education to the highest possible level with favorable conditions that allows for excellence. This is so because education is a significant building block in regard to the growth and development of human beings   as it acts as a driving force towards improved living standards and also development through aspects like reduction of poverty, promotion of peace and stability,   improvement of health, promotion of gender equality among other aspects. All this is made possible because people get enlightened when they go through various education systems which instill a lot of knowledge in a wide range of life issues hence helping them in general decision making and problem solving. Education sector is faced with a lot of challenges violence being one of them.

Impairments of intangible (including goodwill) Research Paper

Impairments of intangible (including goodwill) - Research Paper Example Under the USA GAAP principle, the methodology used for the determination of the impairment of long lived assets is based on the two step approach. In the two steps approach, the first step requires test of recoverability. In this test, the comparison of the carrying amount and future amount of discounted cash flows from the using and disposing. In case, the assets are determined to be not recoverable than impairment testing conduct becomes mandatory. Contrary to this, in the IFRS system one step approach is employed. Under this system, the existence of the impairment indicators makes it mandatory for the application of the impairment testing (EY, a). The second major difference in the treatment of intangible assets in US GAAP and IFRS exist in calculation of the loss in the impairment of long lived assets. Under the system of US GAAP using FAS 157 entitled Fair Value Measurement is employed and the loss calculation is difference between the carrying amounts to the fair value amount. On the other hand, the IFRS system of financial reporting, the calculation of the loss is conducted by measuring the difference between the carrying amount and the recoverable amount. The recoverable amount is measured as either the fair value net of cost of selling or value in use or value indicating future value of discounted cash flow including the amount received after disposal. ... Additionally, the reporting unit can also be accounted in the level under operating segment or the component. In the IFRS financial reporting of corporate accounts, the allocation of goodwill is conducted differently. Goodwill in the IFRS system is allocated either in the group of Cash Generation Unit (CGU) or CGU itself. Allocation of the Goodwill in the group of CGU represents lowest level from which the internal management monitors goodwill for internal assessment IAS 36.6. Importantly, this group, by law of IFRS 8 (Operating Segment) cannot larger than operating segments (EY, a). In addition to the goodwill allocation carrying differences in the two internationally followed systems of reporting of corporate accounts, methodology for the determination of impairment of goodwill also varies. Corporate accountants using US GAAP system of reporting has to imply the two step approach or methodology for the determining the requisite impairment. Under two-step approach requires performin g the recoverability test at the level of reporting unit in which the allocation of goodwill is conducted. In this initial test, the net amount of difference of the reporting unit’s carrying value to the reporting unit’s fair values is conducted. Positive difference between the carrying value and the fair value of the reporting unit makes it mandatory to perform the impairment test for the goodwill. Companies using IFRS system of developing the financial accounts apply the one step approach. Under the IFRS system it is simply mandated to conduct the impairment test. The impairment test of goodwill is conducted at CGU unit. Under this approach, the comparison of the carrying amount at CGU level with recoverable amount is conducted while carrying amount

Teachers role in Facilitating Learning

Teachers role in Facilitating Learning To fully understand, appreciate and reflect on this title, I will have to study three, very different, yet at the same time inherently linked facets of the education spectrum. Firstly, the role of the teacher will have to be explored and the functions and responsibilities this position entails. Are teachers just lecturing child-minders, or are they fundamental, not only to a childs learning in school, but to their social and moral development and education? Secondly, what children learn, how children learn, and how we, as educators, learn with them, are crucial aspects which cannot be ignored. And thirdly, I will refer to the aforementioned areas of teaching within the context of key stage 3 and 4 English. The precise role of the teacher varies, but educator and role-model are two essential parts. Teachers have a responsibility and a moral duty (and are legally contracted), to assist the development of a pupils learning throughout their school life, whether they are in a lesson or during any other scholastic situation. Teachers and pupils have to co-exist, live and work within the confines of a school, and the reasons why many children just cannot cope with this set-up are many. To minimize these potential problems, the teacher therefore has to cater for every pupils different needs, (race, gender, SEN etc). A teacher can do this by researching particular pupils asking previous teachers, seeing SAT scores and literacy and numeracy levels. Consulting the Senco can be beneficial if there are concerns over teaching somebody with special educational needs. Understanding and accepting pupils differences, whether they are educational, religious or cultural have to be, not tackled, but worked through with all parties present. A working relationship has to develop where the teacher can initiate and then assist learning and the pupil can respond in their own way. Knowing the pupils individually is of vital importance in knocking down walls and building bridges. The pupils knowing the teacher and the teache rs consistencies of discipline, standards and expectations, can benefit the two-way relationship. Both parties know each others likes, dislikes and boundaries etc. Children are constantly underestimated, they frequently gauge and assess the teacher, acting and reacting in different situations with different teachers, so its important to assert yourself and get that relationship right. This is a key target for me; because I worked as a teaching assistant at The Woodroffe, I had to create a formality between myself and a few of the pupils, whereas before it was beneficial to have a more relaxed approach to get the job done. In English, the teacher has several key tasks which help children to get the most out of the subject: giving the pupils confidence to try when reading and when writing and to give them the relevant skills. Encouraging them to share opinions and interact with their peers through discussion speaking and listening. Introduce literature and language variation. Help them to understand the authors craft reading for meaning. They should be given access to our literary heritage and texts from different cultures and traditions. Recognise where a pupil may benefit from drama and ICT related lessons and then differentiate accordingly. Teachers should consolidate this information with media topics and theories to expand knowledge and understanding. The ability to fuse these areas is a teachers aim. The teacher constantly has to push the boundaries, challenge the pupils to get them out of their comfort-zone. There is an element of risk involved for the teacher in attempting a balanced but chall enging lesson. There is also risk for many pupils in different ways: Some of us are risk tolerant and some of us are risk averse with all points equally represented. If you are in a learning situation and anxiety tips into stress, then what happens next is predictable. There are four categories of survival response available to you. A teacher or anyone is involved in formally educating others will be familiar with them. They are fight, flight, freeze and flock. You show resistance or fight the source of stress, you flee from it, you freeze in the face of it or you hang out with others like you or flock from it. If you have an accumulation of stressors that leave you feeling out of control, then the four Fs are what is left for you.  [1]   The teacher regularly reviews the boundaries to reduce the usage of these defence mechanisms. These four Fs are prevalent in English where in ascertaining whether the students have understood, the teacher will direct questions to random pupils, which in their eyes might be thought of as picking on. Speaking and listening tasks can offer problems to some students who may be good in other areas and some pupils respond by using one of these defence mechanisms because they lack the basic skills needed. What the teacher can do to alleviate this problem is to fore-warn the class that questions will be asked, nominate a table, group or pairs for an answer and say what type of questions you are going to ask, building up from easy questions to harder questions. A quieter student could be asked before the lesson if they felt okay with answering a question/performing a poem etc. A certain degree of sensitivity and common sense is needed when considering this question. Because English is such a varied subject that encompasses many different teaching and learning styles, it can be difficult to teach and consider the different and necessary approaches. Key stage 3 can be problematic at The Woodroffe as the classes are of mixed ability with a vast range of skills and needs. Key stage 4 are put into sets which, although can help with differentiation, means the need to further challenge pupils becomes more apparent. Pupils know every trick in the book, every survival technique that will help them to stay alive in the jungle that is their classroom. The teacher has to remain one step ahead of them, using their motivational techniques along with a good lesson, to keep the class participating. Knowing each pupil and their needs is of vital importance to the teacher. The balance of praise and criticism in teaching is an ongoing debate and an issue of common sense. Educational psychologists, writers, theorists, parents and teachers have all added their ideas to the following questions: Is it three ticks to one cross? Do you give out fewer ticks as the pupils get older? Do you mark in green or red pen? These are just some of the basic questions that are trying to be answered. At my school there is an Assessment For Learning initiative set up where a group of teachers have volunteered to try many of these schemes. They meet up quarterly to share results. From attending one of these meetings and by witnessing them in class, I am now aiming to use one or two of the ideas in my lessons. For instance, the question of how to mark effectively: Within this context it is very difficult to state what type of marking is needed and where. One possible rule offered is that you dont highlight every spelling mistake, especially for the lower ability groups. This issue splits teachers. As previously mentioned, I feel that this is an issue of common sense depending on the context of the situation. There is also the question of summative vs. formative marking, but does there have to be verses, they can co-exist together. Sometimes a comment is more beneficial to the student than a grade. Some students may prefer to see a mark or grade so that they can easily see improvement. There is ongoing research into this area. Choosing which type of marking to use is a matter for each individual teacher and their individual students. Again, it is your knowledge of the pupils as individuals, building on your expectations for them, what they are achieving and what they should be achieving and getting the pupil to recognise these expectations. Just as two pupils are never the same, the marking, comments and grades reflect this. Teachers have to regulate and differentiate and only by knowing the pupils, (SEN, background, social problems etc) will this occur. I have realised that some pupils benefit from formative marking and that some crave a grade or number so that they see if they are progressing. It appears to me that higher ability students like to see the grades. I was asked recently by a higher ability year 12 student to give a grade for a piece of homework where I had just put a constructive comment. Putting crosses in red, underlining incorrect spelling and putting see me! at the end of the work, are all methods which we are familiar with, but how many teachers actually appreciate and celebrate pupils work? At every level pupils like to see their work appreciated by the teacher and the class. They like to know that they understood the question or showed a great deal of effort. They like to be rewarded appropriately and consistently. For some pupils just to finish a piece of work is a cause for celebration. This celebration should be differentiated by the teacher in accordance with individual expectations. Linked with praise and criticism is target-setting. A current theme in schools is for the student and teacher to work together to set the pupils targets for the term/year etc. The theory behind this idea is to involve the pupil as much as possible so they can create manageable targets. Also, they are more likely to resist completely if a teacher were to set their targets and force-feed them to the student. In English, setting targets, no matter how small and achieving them is the basis for progression in learning. Targets could include spelling certain words, taking part more in class discussions, not calling out or handwriting. Again, this target setting is heavily differentiated and that is why I feel it is a good idea to involve the student, they know probably better than the teacher where they need to improve. I have worked with students and other teachers setting literacy targets and behavioural targets in other schools and at The Woodroffe. We adjusted the targets by looking at levels and listening to comments from other teachers, not just in English. This idea attempts to motivate students by shifting the responsibility, from the teacher to the pupil, involving them more in their learning. This is just one facet of an interactive movement within education today; self-marking and self-evaluation are important tools in the classroom for all key stages. Just recently I asked a year 10 group to mark their own work as if they were a teacher. The comments and grades that I were shown were very interesting, the amount of constructive reflection was very surprising. This allows the students to see their work from a teachers perspective what they will be marked on and how the teacher allocates marks for spelling and handwriting, for example. The idea is to create reflective pupils. Pupil responsibility is the current catchphrase, although some students understand the reasoning behind the idea more than others. In my year 9 lessons, preparing for their SATS, I ma ke very explicit what they will be marked on for each type of question. They are given the mark scheme to mark their own mock papers. This seems to help them a great deal and they are beginning to realise that teachers dont just give a random grade with could do better on the bottom. A teacher has to consider the use of the different learning styles: visual, auditory and kinaesthetic. Visual learners like to see what they learn, auditory learners like to hear what they learn and kinaesthetic learners like to be physically involved in what they learn. They should be used together and this cross-over is of vital importance in an inclusive learning environment. In English, skills are needed that incorporate different styles of teaching (reading, writing, watching, speaking, listening, performing). When planning, teachers have to accommodate all the methods to make sure they appeal to all the different types of learners in their class. Across both key stages I have aimed to deliver a varied programme within the lesson; when I am explaining something I try to express it clearly and concisely, have what I am saying on the board, sometimes with a picture and by giving out helpful handouts. By demonstrating something as I am explaining it, especially in drama and speakin g and listening, helps to address all the different types of learners. Also, I prefer to set work involving a mixture doing tasks, reading tasks, written tasks, whilst incorporating drama and ICT. Flexibility within a lesson structure is a key theme. Recognising where to be flexible is a trait of a good teacher: (Is this too easy for them shall I move on to something more challenging? Did they get all that shall I go over it again?) Because of the wide range of topics in English, a well-structured lesson should be planned, although digression in a lesson, especially when instigated by a pupils question, can be beneficial to develop. It is beneficial if a teacher is enthusiastic and is able to enthuse students. This enthusiasm should be considered a valuable resource, just like the teachers subject knowledge. The knowledge of, understanding and using resources are essential for enhancing the learning experience. Resources can be varied and obviously differ between subjects, classrooms and teachers. Resources can include such things as: Teacher knowledge Student knowledge Teaching Assistants I.C.T. computers, O.H.P.s, digital cameras, video cameras etc Research Homework A brilliant and effective lesson is very hard to achieve. A well-structured lesson is a must as long as there is flexibility allowed, as previously mentioned. Presentation and delivery are also important aspects to consider whilst not forgetting the power of the teacher to inspire: Use rich language and lots of repetition. Encourage learning behaviours noticing, naming, describing, speculating, questioning. Encourage physical exploration and robust play. (Smith, p.46) Other things that are found in a good lesson vary from subject to subject, factors that I consider crucial in English are: 1) Good planning and preparation. A well planned and prepared lesson is more likely to be a good one. Each learning objective and task to meet that objective is carefully considered to be beneficial to the students. This is an ongoing target, which I feel I have met to a basic level. 2) Knowing the pupils well. By knowing the pupils well you can cater for all their weaknesses and abilities, set achievable targets, expectations and boundaries. Again, I know the majority of my students and some of their weaknesses and strengths but I realise more background research on the pupils is needed. 3) Differentiation/learning styles. This is to benefit each student with their own needs and learning styles tailoring the lesson so that it is accessible to thirty or more students. This is a key aim of mine and although I feel I understand what is needed, I need to spend a great deal of time on this area. 4) Check understanding continually (also from assessment). I check at regular intervals by asking questions, checking books and work in lesson. This is important because it is vital to realise if you are going too fast or too slow. Students that dont understand will switch off. Also, knowing when you are going too fast is crucial and leads on to: 5) Consolidation building on prior knowledge/looking to future lessons. This can be added to the start of a lesson to refresh memories and to let the students know the content of the lesson. I feel I do consolidate consistently but it is an ongoing, rolling target of mine. 6) Appropriate working relationship with students. As previously mentioned, to benefit the student and the teacher, getting the correct balance has to be achieved. This is an area where I realised I needed to focus myself. I think I am gradually achieving that balance. A critical aspect of the facilitation of learning is the actual environment where the learning takes place, usually the classroom. Children are learning all the time, whether they know about it or not: There is a great deal of learning that goes on outside of conscious attention. The brain processes information that is neither attended to nor noticed and this process is pervasive and ongoing. Children can, in some situations, be learning without the involvement of the teacher! (Smith, p.161) There are other ways to make the classroom an enriched learning place and accessible to all. Behaviour is a major factor, if you have bad behaviour constantly and from different students, you may well question your choice of lesson for them. A lesson that is too easy for students is just as bad as a lesson that is too hard for them. Better behaviour means better learning. Classrooms become better places in which to study and more enjoyable to work in.  [2]   It is also beneficial to students and teachers alike, to be consistent when setting and enforcing rules and boundaries. By talking to staff and from my own experiences, I have realised this is an important aspect. Clarification, explanation and the displaying of rules and guidelines are essential as pupils learn best in ordered environments where boundaries are clear.(DfES 2003) It is easy to overlook the actual classroom space. This is an integral part to the students lessons. Is it light and airy? Is it overcrowded or badly set out? Are the wall displays overbearing, too busy? Or, are the displays subtly aiding learning by just being visible? Students are proud to see their own work on the walls and this sense of well-being can only help create a positive atmosphere. It is good for the students to know where everything is in a classroom. Are the dictionaries and other resources easily accessible? Are the tables and chairs set out in rows or in groups? Which way would suit the task you are about to set? I have always thought that this is an area that could easily be overlooked by teachers and although I aim to consider this factor, I find it difficult when I use twelve different rooms, some of them art and science rooms which are not conducive for teaching English. Differentiation is a major consideration in the classroom. Recognising, understanding and catering for every childs individual needs are essential; knowing the pupils, planning for them appropriately and setting achievable learning outcomes. Getting the balance between challenging content and achievement can be difficult, even for experienced teachers. That is why it is so important to know your pupils well, as previously discussed. What special educational needs do they have? What can you do to help them progress in their learning? In English, recognising reading and writing problems, are they dyslexic? Also, speaking and listening problems, autism and understanding these problems is necessary. How can you make your lessons more accessible for them? You can try to understand their problems and talk to the Senco about how to facilitate learning better. Have they any background or social problems? Teachers have to differentiate for the gifted and talented in their classes, with extens ion tasks combined with rewards, whilst not forgetting all the pupils in between. It is also a key aim for teachers to be reflective, recognising the good aspects of their teaching and developing them in order to facilitate progression in pupils learning. It is also necessary for them to realise where their teaching techniques and methods can be improved to achieve their full potential as an educator, which in turn, will improve the student. Although I have only limited experience, one example is fresh in my mind: Whilst beginning to take a year 11 GCSE prep. group, I realised that because of their lack of motivation, they werent really benefiting from my lessons. I discussed the issue with my mentor and approached from a different angle, changing my lesson plans, tasks and delivery to get their attention and to offer the skills they needed to learn. I think that the role of the teacher is an indefinable idea. As times change, so do the responsibilities and duties for a teacher. One thing remains constant however, the main drive of teacher as educator. Although teachers wear many different hats, their actual teaching hat is never taken off, that is the one thing that takes precedence. As previously mentioned, teachers have to be flexible nowadays, and it is this pliability that has helped to make teaching such a demanding but rewarding career. Teaching has evolved and the roles are many and varied across the entire spectrum. There is a shift in telling the children what they need to know, to telling the children how to find out what they need to know, giving them the responsibility for their learning and development. In English, there is a drive towards prioritising what the child needs to progress on, students are marked and evaluated as individuals not as a whole class. Getting the balance between consolidation and moving the class on is a constant consideration and through teaching, teachers are learning how to adapt and improve so they can benefit the students to their full potential.

Teenage Alcohol Abuse Essay -- essays research papers

Is there ever going to be an end of teenagers drinking before they are allowed to according to law? In today’s society teenagers walk around as if they know exactly what is good for them, as if they are invincible. Take a look at the number of crashes caused every year by teenage under-aged drinkers and how alcohol effects their future and see how bold of a word invincibility is. Issues that need to be considered when it comes to alcohol are the medical conditions it gives people, how alcohol effects each teenagers future, and who the people are that are inspiring teenagers to drink. People have the right to drink but because of law teenagers are not legally allowed to. There is a reason for everything and this is to keep everyone safe. Alcohol has a major effect on people medically, especially teenagers. Between the years 1988-1996, there was between 130-150 deaths each year caused medically by the use of alcohol. Believe it or not but alcohol is the most commonly consumed drug in New Zealand. It causes cancer, high blood pressure, haemorrhagic strokes, cardiac conditions...

Lab Test: Tensile Testing

The mechanical properties of materials are determined by performing carefully designed laboratory experiments that replicate as nearly as possible the service conditions. In real life, there are many factors involved in the nature in which loads are applied on a material. The following are some common examples of modes in which loads might be applied: tensile, compressive, and shear. These properties are important In materials selections for mechanical design. Other factors that often complicate the design process Include temperature and time factors.The topic of this lab is confined to the tensile property of polymers. Figure 1 shows a tensile testing machine similar to the one used in this lab. This test is a destructive method, in which a specimen of a standard shape and dimensions (prepared according to ASTM D 638: standard test method for tensile properties of plastics) is subjected to an axial load. During a typical tensile experiment, a dog-bone shaped specimen Is gripped at I ts two ends and Is pulled to elongate at a determined rate to Its breakpoint; a highly ductile polymer may not reach its breakpoint.The tensile tester seed in this lab is manufactured by Insertion (model 5569). It has a maximum load of 2 or 50 ink and a variable pulling rate. The setup of the experiment could be changed to accommodate different types of mechanical testing, according to the ASTM standard (e. G. Compression test, etc). For analytical purposes, a plot of stress (o) versus strain (E) Is constructed during a tensile test experiment, which can be done automatically on the software provided by the instrument manufacturer. Stress, in the metric system, is usually measured in N/ mm or Pa, such that 1 N/mm = 1 Pa.From the experiment, the value of stress is lactated by dividing the amount of force (F) applied by the machine in the axial direction by its cross-sectional area (A), which is measured prior to running the experiment. Mathematically, It Is expressed In Equation 1. T he strain values, which have no units, can be calculated using Equation 2, where L Is the Instantaneous length of the specimen and LO Is the initial length. (Equation 1) (Equation 2) A typical stress-strain curve would look like Figure 2. The stress-strain curve shown In Figure 2 Is a textbook example of a stress-strain curve.In reality, not all stress-strain curves perfectly resemble the one shown In Figure 2. This stress-strain curve Is typical for ductile metallic elements. Another thing to take note is that Figure 2 shows an â€Å"engineering stress-strain† curve. When a material reaches its ultimate stress strength of the stress-strain curve, its cross-sectional area reduces dramatically, a term known as necking. When the computer software plots the stress-strain curve, it assumes that the cross sectional area stays constant throughout the experiment, even during necking, therefore causing the curve to slope down.The â€Å"true† stress- change in the cross section al area of the specimen throughout the experiment. Theoretically, even without measuring the cross-sectional area of the specimen during the tensile experiment, the â€Å"true† stress-strain curve could still be constructed by assuming that the volume of the material stays the same. Using this concept, both the true stress (UT) and the true strain (ET) could be calculated using Equations 3 and 4, respectively. The derivation of these equations is beyond the scope of this lab report. Consult any standard mechanics textbook to learn more about these equations.In these equations, LO refers to the initial length of the specimen, L refers o the instantaneous length and o refers to the instantaneous stress. (Equation 3) (Equation 4) Figure 2 also shows that a stress-strain curve is divided into four regions: elastic, yielding, strain hardening (commonly occurs in metallic materials), and necking. The area under the curve represents the amount of energy needed to accomplish each of these â€Å"events. † The total area under the curve (up to the point of fracture) is also known as the modulus of toughness.This represents the amount of energy needed to break the sample, which could be compared to the impact energy of the sample, determined from impact tests. The area under the linear region of the curve is known as the modulus of resilience. This represents the minimum amount of energy needed to deform the sample. The linear region of the curve of Figure 2, which is called the elastic region (past this region, is called the plastic region), is the region where a material behaves elastically. The material will return to its original shape when a force is released while the material is in its elastic region.The slope of the curve, which can be calculated using Equation 5, is a constant and is an intrinsic property of material known as the elastic modulus, E. In metric units, it is usually expressed in Pascal (Pa). (Equation 5) Figure 3(a) shows typical stre ss-strain curves of polymers. The figure shows that materials that are hard and brittle do not deform very much before breaking and have very steep elastic modulo. The mechanical property of polymers generally depends on their degree of crystalline, molecular weights and glass transition temperature, Tug.Highly crystalline polymeric materials with a Tug above the room temperature are usually brittle, and vice versa. When a semi-crystalline polymer undergoes a tensile test, the amorphous chains, will become aligned. This is usually evident for transparent and translucent materials, which become opaque upon turning crystalline. Figure 3(b) shows a diagram showing the mechanical property of some common polymers. Important! Make sure you wear safety glasses before starting any operation. Your eyes could be hurt by a broken piece of polymer. Also wear gloves to protect against any residue on the machine and samples. . 1 Specimen Preparation The polymer specimens were injection-molded int o dog-bone shapes. Their dimensions were determined according to the ASTM D 638 standard mentioned earlier in the introduction. (1) Measure the thickness, width and gage length of polymer samples in mm. These dimensions should be approximately the same for each sample. (2) Also make note of any sample defects (e. G. Impurities, air bubbles, etc. ). The following samples will be tested: 1) Polypropylene (UP), polystyrene (AS), polycyclic acid (polymer), high density polyethylene (HIDE), and Dentally for analysis of mechanical properties. ) Polystyrene: to compare effects of feeding direction on mechanical properties. 3) Polypropylene: to analyze effects of strain rate on mechanical properties. . 2 Bluebill Software Setup 1) Turn on the tensile test machine. The switch is located on the right side of the machine. Also turn on the video extensors. (2)Go to the desktop and double-click on the â€Å"Bluebill† icon. (3) On the main page, select Test to start a new sample. Name your test and click Browse to select the folder you would like to save it in. Click next. (4) Choose which method you would like to use.Create and save a new method if needed. (5) Method set up: Save after any changes are made. General: used for display purposes Specimen: specifies sample dimensions and parameters. A doggone sample is used for tensile testing. Select rectangular, and specify the width, thickness and gauge length of the sample. The gauge length is the distance between the clamps before starting the test. Control: describes the actual test. Select extension for mode of displacement, then specify the rate of extension. Most use 5 mm/min or 50 min/mm, depending on if you want a slow or fast test.End of Test: identifies the criteria for the end of the test. A large load drop is experienced when sample failure occurs. For this test, when the sample load drops by a certain percentage of the peak load, he machine will stop. Data: specifies if the data is acquired manually or au tomatically, while the strain tab recognizes whether the strain is measured from the video exterminates or the extension. Results and Graphs: select what data is shown and how it is displayed. (1) Make sure the proper load cell is installed, either 2 ink or 50 ink depending on the load range and sensitivity of the sample.To switch load cells, make sure the machine is off. Unscrew the bolts and remove using the handle. Make sure to plug the new load cell into the port behind the machine. (2) Calibrate the load cell by licking on the button in the upper right hand corner. Make sure all loads are removed from the load cell and click calibrate. (3) Install the correct type of clamps for the testing. For tensile testing, non or ink samples can be used. Install the clamps using the pins. Also install height brackets if needed. Zero the load once the clamps are installed. 4) Press the up and down arrows on the controller until the clamps are Just touching. Press the reset gauge length butt on at the top of the screen to zero the position of the clamps. (5) Use the up and down arrows until the clamps are about 100 mm apart. This is a typical gauge length for the dog bone samples. (6) Place the polymer sample between the grips of both the tensile test machine. While holding the sample vertically with one hand, use another hand to turn the handle of the top grip in the closing direction as tightly as possible. The specimen should be gripped such that the two ends of the specimen are covered by the grip, approximately 3 mm away from its gage-length. It is important that the specimens are tightly gripped onto the specimen grips to prevent slipping, which will otherwise result in experimental errors. ) (8) Make sure that the specimen s vertically aligned, if not a torsion's force, rather than axial force, will result. (9) Turn the bottom handle in the â€Å"close† direction as tightly as possible. Visually verify that the sample is gripped symmetrically at its two en ds. 10)Zero the extension by pushing zero extension button at the top of the screen. Also zero the load if needed. Wait for a few seconds to let the computer return its value to zero. 2. 4 Tensile Test (1) Enter geometry of the sample before starting. (2) Click on the Start button. Both the upper and bottom grips will start moving in opposite directions according to the specified pulling rate. Observe the experiment at a safe distance (about 1. 5 meters away) at an angle and take note of the failure mode when the specimen fails. (NOTE: Be sure to wear safety glasses.Do not come close to equipment when the tensile test is running). (3) A plot of tensile stress (Amp) versus tensile strain (mm/mm) will be generated in real-time during the experiment. 2. 6 End of Test (1) The machine will stop automatically when the sample is broken. (2) Press the â€Å"Return† button on the digital controller. Both the upper and lower grips will be returned to their original positions automatica lly. 3) Turn the two handles in the open directions to remove the sample (4) Repeat the previous steps for any additional tests. 5) When finished, save your file and click Finish. This will export your data into a PDF and individual data files. (6) Clean up any broken fragments from the specimens. (7) Turn off the machine and exit the program when finished. Graph UP (50 mm/mm extension), AS (2 feed inputs), PLAN, HIDE and Dentally results using raw data files. There should be two tests for each polymer, but Just pick one to graph. Construct the true stress-strain curves for each polymer (hint: use Equations 3) and (4) provided in the Introduction section).Calculate Young Modulus for each material and testing condition and compare experimental values with literature values. Discuss any differences in mechanical behavior between the polymers (use pictures! ) Analyze the fracture modes of each sample (ductile fracture, brittle fracture, or intermediate fracture mode). Using the data fo r polypropylene, discuss the effects of strain rate on the mechanical behavior of the polymers. Using the data for polystyrene, compare effects of feed direction on the mechanical behavior. Explain any unexpected results.

A Monster Cannot Be Created Essay

Do Humans have freewill or are they products of their environment? Everyone is different, everyone lives a different life, which factor cause a person to be the way they are nature or nurture? In Mary Shelly’s Frankenstein human nature causes Victor Frankenstein to become the real monster of the novel.  First of all let’s start out by analyzing Victor’s childhood. Victor came from a renowned family in Geneva. â€Å"I am by birth a Genevese, and my family is one of the most distinguished of that republic† (page 17). Also along with this he was born into a family full of love, in fact he was given almost all of the attention and love from his parents. â€Å"Much as they were attached to each other, they seemed to draw inexhaustible stores of affection from a very mine of love to bestow them upon me.† (page 19). So Nurture can not be held responsible for Victor’s monstrous persona, it must be because of nature. This shows that people have a predetermined personality, but this also shows certain parts of person’s personality can be reveled and or amplified due to changes in their environment. An example of this would be Alphonse Frankenstein’s disapproval of Victor’s scientific interests. Consequently forcing Victor into solitude, and revealing his obsessive tendencies. This is because Victor feels the need to measure the onward race for achievement against the yardstick of benefit to the human community. As a result of this human nature causes Victor to become a monster. Various factors influenced the development of Victor Frankenstein. For example, Victors unsupervised reading and education. This illustrates Victor’s natural obsession for knowledge. This shows the value of the human fulfillment of the pursuit of knowledge, and the importance of individual creative effort. Another example would be the immoral desertion of his creation. This shows that Victor cares little about anyone else’s interests and wellbeing. This is because Victor is extremely narcissistic and fails to assume responsibility for his relationship with others. Another case in point is the actual creation of a living human being. This shows that Victor has an innate passion for pushing the envelope of modern sciences. This helps illustrate the value of the need to measure the onward race for achievement against the yardstick of benefit to the human community. As a result Victor has a fascination for bending the laws of human nature. It seems a part of Victor’s personality goes into his creation. If you look closely at the novel you can see that there is a direct link between Victor Frankenstein and his monster, almost as if the two are doubles. For example, all of the murders Victor’s creation commits, could it be that Victor actually wants these people to be killed? Could Victor’s creation actually be another other side of him, much like a Dr. Jekyll and Mr. Hyde? â€Å"I considered the being whom I had cast among mankind, and endowed with the will and power to effect purposes of horror, such as the deed which he had now done, nearly in the light of my own vampire, my own spirit let loose from the grave, and forced to destroy all that was dear to me.† (page 61) Look at people that were murdered, Henry Clerval, Victor’s closest friend since childhood. He is Victors intellectual opposite, and quite possibly his rival for success. William, the more charming and spirited sibling, â€Å"when he smiles [William] two little dimples appear on each cheek, which are rosy with health. He has already had one or two little wives†¦Ã¢â‚¬  (page 56).  And what else could explain Victor’s judgment for not protecting Elizabeth from the monster. Victor is entirely aware that the monster will only kill the people close to him, and he is clearly warned that the monster will be with him on his wedding night, â€Å"It is well. I go; but remember, I shall be with you on your wedding-night.† (page 153 ). Does he tell Elizabeth, does he tell anyone what he knows? Absolutely not. The only time he tells anyone about his monster and its correlation with the murders is after everyone is already murdered. Coincidence? Some might argue that Victor’s creation is the real monster in the story because of free will. This is a valid argument but not necessarily true. Yes, it’s true that the monster had free will and that it was his decision to murder those people, but you have to understand the position the monster was in. He was abandoned by Victor as soon as he was created, and he was looked at as a hideous beast by anyone who laid eyes upon him. He was not given an equal opportunity to find acceptance among people because of his appearance, not because of his actions. An example of this is when he tries to save a young girl from drowning. He rescues the young girl, but as soon as someone else sees what is happening he automatically assumes that he is trying to murder the young girl. â€Å"The whole village was mused; some fled, some attacked me, until, grievously bruised by stones and many other kinds of missile weapons, I escaped to the open country, and fearfully took refuge in a low hovel, quite bare, and making a wretched appearance after the palaces I had beheld in the village.† (page 91). What people forget is that the monster was created by Victor which is not a natural occurrence; therefore the rules of nature do not apply to him. The monster is the way he is because of how Victor created him. The only difference between the two is that the creation was not accepted in his environment, thus bringing out a hidden persona.  A monster can not just be created; a monster comes from within the creator, and in the end Victor’s creation becomes his death. â€Å"Blasted as thou wert, my agony was still superior to thine; for the bitter sting of remorse will not cease to rankle in my wounds until death shall close them for ever.† (page 205).

Differences Between Denmark and the United States of America Essay Example

Differences Between Denmark and the United States of America Essay Example Differences Between Denmark and the United States of America Paper Differences Between Denmark and the United States of America Paper There are many cultural differences when coming to a new country, especially when being only fifteen. Arriving in a new country by yourself is scary, mostly when you do not know the culture, and more importantly, the language. In my first weeks of being here, I really did not notice the differences, but as the time goes on, I notice more and more. One of the major differences noticeable Is the Danish school systems, is in the U. S. You will not have a first-name relationship with your teacher. If you call a teacher by their first name, even If you have a close relationship with them outside of school, you ill get yourself into trouble. You would address them as Mr.. Mrs.. Or Ms. Another thing about American school, is we have a set schedule for everyday, from about eight in the morning to three in the afternoon. In Denmark, the school hours and schedule resemble that of a college schedule. If the teacher happens to be sick, of not able to make the class, you would have a substitute teacher, instead of having the class cancelled. In most schools, you would have gym one day, and a science lab the other day. This does not occur In Denmark because of the four period day, and avian each class for an hour and a half instead of forty minutes. Computer usage in Denmark is substantially larger than in the U. S. Usually, computers are only used for projects that computers are absolutely needed for. If you bring your computer to class, have it out, and it is not requested that you bring it, that is also another way of getting into trouble. This also applies to cellophanes. Cellophanes are prohibited In my school except during the lunch break. In the U. S. Cursing In the classroom Is not acceptable. Occasionally If the teacher Is using It as an example It Is okay to then use t only if it applies to the lesson. I have noticed more and more throughout my elementary, middle, and high school years, cursing in the school setting has not been so looked down upon, but is still very disrespectful. I have noticed in Denmark that the students and teachers are very open about what is discussed in the classroom. Personally, I think people are better educated when they have open conversations. Before my arrival In Denmark, I have heard and read many things about everyone wearing black, gray, white, the occasional baby pink, AND more black. I never realized how true this was until I got here. In many places in the United States, there is much more color worn, especially bright and flashy colors. These colors are said to express your style, but where I come from, dark colors are mainly worn, possibly because of the extremely long winters. Where I live, in upstate New York, basically in the middle of nowhere, we have a very European, and to be more specific Scandinavian style, to go along with the fair amount of cowboy boots, plaid shirts, and camouflage hats. Immigration rate is also a big difference. In the United States, 12. 8% of the population is foreign-born. In Denmark, 10. Of the people are immigrants, and included in that number, are descendants of the immigrants. I dont really have the opportunity to interact with the foreign population other than exchange students and nurses obtaining parts of their degrees at the local hospital, because I live in rural blinding effect on young people who dont get out to do much in larger cites, because they believe they are the only people who matter, which is definitely not true in the least. In the United States, drinking and smoking at a young age are common, but illegal. The legal drinking age in New York is 21 . That includes buying, and ingesting. It is in fact legal to drink alcohol if you are in the presence of your parent. To buy cigarettes, the legal age is 18, but it is legal to smoke them if under that age. You will not see many teenagers smoking cigarettes in public, but in the privacy of their own home, a few amount do. Here, in Denmark, I have noticed it is not uncommon to see fifteen year-olds walking around the city drunk at night on the weekends, but that is perfectly acceptable. Danish teenagers are very smart about their decisions, especially with alcohol. It is the culture here. American teenagers are not as smart. The driving age is also much higher in Denmark. To get your full license (permission to drive after 9 PM (21 :O) during autumn, winter, spring, and summer), in some states it is usually 16 or 17. In the state of Florida and some parts of New York, it is 15. In Denmark, the cars have some slight differences. Everyone here drives stick shift. There is no manual, which most of the newer cars in the U. S. Are manual. The temperature is also in Celsius, (as it is in every other part of the world) but it still threw me off in my first few weeks of living here. For living in the second largest city in a country, I was expecting there to be many more cars, but then soon realized how expensive cars are, and how much Danes rely on public transport. In larger cities in the U. S. There are busses and trains. In small towns, there are only such things as school busses, and the occasional bus that goes to the next larger city about an hour and a half away. In Denmark, busses and trains go almost everywhere. Which is amazing. Bikes are also used on a daily basis, EVERYWHERE. I did not realize bikes are as big as they are. It is mind blowing.

black man confused Essay

black man confused Essay black man confused Essay Thomas Andrews Eng-1100 Professor Christina Clarke May 20, 2015 Protesting has always been a way of showing that you are not happy with the way you are being treated either by your government officials or because of your ethnicity. For year we have seen throughout the world different types of protest some peaceful and some that have turned violent. I just can’t seem to understand why when you are protesting or better yet rioting, which seems to be in my culture the new why of showing that you are not in agreement with decisions or action of others not in the African- American community. In recent months I have seen two different instance where because of deaths to black men caused by the local police that the African-American community decided to show their anger or what they felt was unjust actions taken by the police in forms of riots. During the Civil Rights movements when blacks where treated difeerent from whites and their was no equal opportunity, blacks would protest by marching through the streets of the city throughout the state. Never would you see them riot within their own communities and destroy what little they had. Only when confronted by the police would you see violence begin to take place mostly done by the actions of the police. The protest where largely organized as peaceful demonstrations. I am a black man confused by the recent demostrations that have take place in the past 20 years. I remember the L.A. riots because of the Rodney King verdict. As a 15 year old kid watching the events unfold on t.v. I couldn’t understand why people where destroying their own community. I asked my dad what are they doing and I remember him saying son this is stupid. They are unhappy that the cops got off for wrongly beating this man to near death but instead of protesting around government buildings or in areas where the police headquarters is located their destroying their own community. Son this is stupid. More recently The Ferguson riots because of the Michael Brown shooting, once again rioting as a f orm of

Benefit Of Mormon Solution To The Mind-Body Problem Over The Concept Of Dualism, Epiphenomenology, Behaviorism, And Identity

Benefit Of Mormon Solution To The Mind-Body Problem Over The Concept Of Dualism, Epiphenomenology, Behaviorism, And Identity Mormonism: Offering a Solution to the Mind-Body Problem Human beings have physical bodies that can be observed, studied, and predicted. The same cannot be said about the human mind. It is such an intricate, complex thing, and it personally affects every individual on the planet. For centuries, philosophers have been puzzled by its nature. Questions as to whether or not there is a soul, what its relationship is to the body, and how the brain contributes to the mind have perplexed us for millennia. These seemingly unsolvable puzzles are collectively referred to as the mind-body problem. Many of the theories asserted by philosophers fall short in solving this problem. The most pragmatic solution to the mind-body problem comes not from these philosophers, but from a religious philosophy offered by Mormonism. One of the first philosophers to attempt to solve the mind-body problem was Rene Descartes. He sought to understand fully the nature of his own mind, what it was exactly that allowed him to reason and think. After much contemplation, he came to the conclusion that man was a dualistic being—comprised of a material body and an immaterial soul. This theory, referred to as dualism, holds that the soul occupies no space, is not composed of matter, and is an immortal entity. The soul is compared to a ghost residing in and operating the body, a complex machine. He holds that the soul is not â€Å"lodged in the human body exactly like a pilot in a ship, †¦ but that it is necessary for it to be joined and united more closely to the body, in order to have sensations and appetites similar to ours, and this constitute a real man† (Descartes 278). He also claims that â€Å"the soul is of a nature wholly independent of the body, and that consequently it is not liable to die wit h the latter† (Descartes 278). Descartes’ theory implies a life after mortal death; a soul that is immaterial cannot be harmed or destroyed once it is separate from its physical casing. This suggestion is appealing to persons of faith. However, this dualistic theory presents a problem. If the soul is immaterial, it cannot occupy time or space. Yet individual minds seem to exist only within the bodies to which they are connected, and the mind and body function in direct cooperation with one another. An immaterial mind cannot occupy time or space, yet our minds exist within our bodies and our timelines. Descartes’ theory also states that the body and soul interact, but he does not say how; he claims that it takes place in the pineal gland of the brain, but exactly how this interaction takes place there is simply a mystery to be solved. Dualism does not appear to adequately answer the questions of the mind-body problem. After realizing that Descartes’ dualism failed to solve the mind-body problem, philosophers began investigating another theory: phenomenology, or materialism. The basis of materialism is that human beings do not have immaterial minds or souls, but rather experience thought as a result of physical processes. One branch of phenomenology, called Epiphenomenology, takes this to an extreme. David Chalmers hypothesized the possibility that material substance is the only â€Å"mind,† human beings having no consciousness or higher-order cognition. He explains that people could function as computers, only giving pre-programmed responses to external stimuli. Essentially, he theorized that there is no such thing as mind; human beings are merely machinery that has been programmed to give appropriate responses to environmental factors. However, there is one aspect of the human mind that Epiphenomenology fails to explain: altered states of mind. A person can be lost in thought, think ing only of memories or imaginary situations of things to come, and then suddenly become acutely aware of himself and his surroundings. If epiphenomenalism were to hold true, no such thing could possibly occur; epiphenomenological beings have no higher-order cognition and can therefore experience no self-awareness. Individual experience and a distinct sense of self effectively discount the truthfulness of this theory. Another branch of materialism, called behaviorism, ties the meaning of the mind to human behaviors, which are testable and observable. Jerome Shaffer points out that this behaviorist theory is inadequate because â€Å"behavior and behavioral dispositions do not furnish an exhaustive analysis of †¦ mentalistic terms† (Shaffer 285). It is clear that human beings do not actively display every thought that enters their minds; behavior and mind are not one in the same thing. Shaffer presents identity theory as an alternative. Rather than tying mind to behavior, it ties mind to matter. He says that â€Å"thoughts, feelings, wishes, and the rest of so-called mental phenomena are identical with, one and the same thing as, states and processes of the body† (Shaffer 285). Essentially, it claims that thoughts are not only caused by firing synapses inside the brain, but that they are the synaptic firings themselves. This solves the problem of a mysterious, unobservable soul being the root of the mind, as synaptic activity is something that can be studied and monitored with medical technology. Identity theory has problems of its own, however. Paul Churchland says, â€Å"We do not know enough about the intricate functionings of the brain actually to state the relevant identities† (Churchland 317). Identity theorists hold that the mind is physical events occurring in the brain, but no one knows enough of brain function to pinpoint exactly what those events are and what thoughts they cause. Triggering synaptic firing at a particular location in the brain of one might cause one to recall a certain memory, but triggering activity in the same spot on another person’s brain will not bring up the same memory. This inconsistency is not adequately explained by identity theory. Another major issue with identity theory is the fact that thoughts and neural functions are observed as two very different things. A person experiences his own thoughts as memories, wishes, desires, regrets, and emotions. One does not think to oneself, â€Å"Several synapses just fired in my prefrontal cortex.† Rather, one might think, â€Å"That was a lovely trip to the beach. How I would love to go back.† The person experiences â€Å"a domain of thoughts, sensations, and emotions, not a domain of electrochemical impulses in a neural network† (Churchland 319). Perhaps the biggest issue with identity theory is the fact that synaptic firing and thought do not occur simultaneously; there is a gap in between the time when a synapse fires and the time when a person experiences thought. If identity theory were to be true, a synaptic firing and a thought would be one and the same thing, meaning they would have to occur at exactly the same time (Cook). Identity theory was an attempt to solve the mind-body problem in a way that would negate the problems set forth by dualism and behaviorism. Shaffer does not hold identity theory as more than a reasonable explanation for a set of observations; he admits that dualism is still entirely in the realm of the possible. In the end, Shaffer was not entirely satisfied even with this theory, admitting that â€Å"there are grave difficulties in attempts to defend such an identification† (Shaffer 291). Perhaps there is another approach to addressing the mind-body problem. The Church of Jesus Christ of Latter-day Saints offers an explanation of the nature of the soul that appears to address the questions left unanswered by the other theories. This â€Å"Mormon phenomenology† combines dualism and phenomenology by stating that there is, in fact, a soul, and it is, in fact, comprised of a material substance. Churchland came closer to this idea than most non-Mormon philosophers with his concept of substance dualism: â€Å"†¦the ghost [in the machine] is a spiritual substance, unlike physical matter in its internal constitution, but fully possessed of spatial properties† (Churchland 307). He continues to speculate the possibility that â€Å"†¦interaction [between brain and mind] can perhaps be understood in terms of their exchanging energy in a form that our science has not yet recognized or understood† (Churchland 308). Mormon theology teaches that humans are tripartite beings, composed of body, intelligence, and spirit. Both intelligence and spirit are composed of matter. What philosophers refer to as the phenomena of mind—self-awareness, thoughts, memories, feelings, wishes, and sensations—are attributed to intelligence and spirit by Mormon phenomenology. Essentially, mind is a greater physical entity composed of a material intelligence and a material spirit or soul. The Mormon prophet Joseph Smith received revelation that is recorded in Doctrine Covenants 131:7-8, stating, â€Å"There is no such thing as immaterial matter. All spirit is matter, but it is more fine or pure, and can only be discerned with purer eyes; We cannot see it; but when our bodies are purified we shall see that it is all matter.† These verses of Mormon scripture align with Churchland’s speculations regarding substance dualism. Spirit is made of a pure, refined matter that cannot be seen or studie d using today’s scientific technology. The fact that we are not yet able to see this spiritual matter does not negate the possibility of its existence; we cannot see the particle that causes the force of gravity, and yet evidence leads us to believe in its reality. The same is true of the spirit; compelling evidence is persuasive enough to inductively argue for its existence. The Mormon notion of the soul includes the idea that it is eternal, not unlike Descartes’ notion of an immortal soul. â€Å"Man was also in the beginning with God. Intelligence †¦ was not created or made, neither can be† (DC 93:29). Our intelligences and spirits have always existed. If intelligence cannot be created, it is reasonable to assert that, like matter, it cannot be destroyed. Mormon phenomenology holds that spirits are eternal and will therefore continue to live after the death of physical bodies. â€Å"For man is spirit. The elements are eternal, and spirit and element, inseparably connected, receive a fullness of joy† (DC 93:33). During this life, the spirit and the body are inseparably connected. The spirit and the body are intertwined and make up a single physical entity with a distinct identity. This notion solves the problem of Descartes’ mysterious, independent soul and the â€Å"ghost in the machine† explanation. The mind-body problem â€Å"is answered by the material nature of spirit† (Riddle 1079). Descartes’ dualist theory suggests that body and spirit are two separate parts of a single being, but this raises the question of how an immaterial soul could possibly occupy time and space. He gives no adequate explanation for how the soul would be tied to the body or how the two would interact. Mormon phenomenology asserts that the body and soul are indeed two different parts of a person, but that both are material and occupy the same physical entity. A physical spirit could very logically be connected to and reside within a material body. Shaffer’s theory fails to address the discrepancies between neural activity and states of mind; Mormon phenomenology takes into account a spirit as another governing entity of the human mind. The notion of a physical spirit also offers an explanation as to why there is a gap between neural impulses and mental activity. The electric charge that passes through the synapse must also go through the spiritual matter that potentially resides somewhere within the brain before it is expressed as a thought, feeling, or sensation. That space of time allows for the spirit to process the thought. This explanation, while logical and pragmatic, is not perfect. As previously mentioned, human beings have not the means nor the ability to observe this highly refined spiritual matter. Given this limitation on our knowledge, we cannot know exactly how the spirit interacts with the body and brain to produce thought, consciousness, and higher-order cognition. There is no deductive proof of the existence of a material spirit, although in this case, inductive reasoning (and lack of other explanations) gives convincing evidence in favor of Mormon phenomenology. As previously mentioned, we have not yet found the graviton, the particle responsible for the force of gravity (Smolin 92). In fact, only 4% of matter in the universe is visible to us (Primack 114). To claim that something cannot exist simply because we cannot see it would be absurd. This Mormon phenomenology implies that there will be an afterlife. If intelligence cannot be created or destroyed, it must live on even after elemental bodies are gone. This notion resonates well with proponents of Descartes’ dualistic theory, as well as with persons of faith. This suggests that there is another place or dimension in which the spirits of the deceased reside, which opens up the possibility of both life in other areas of the universe and different dimensions of reality on planet Earth. This theory also implies that human beings are free moral agents. If a spirit is part of the complex mind, neural impulses are not the sole determinant of thoughts and behaviors. The assertion of a soul leaves room for free will. According to Mormon philosopher Blake Ostler, morally accountable free agents must be able to be a cause of action without being caused to be that, and the only thing that could be such an agent is an eternal intelligence. Nothing causes it to be; it just is, and it always has been. This theory implies that we are not puppets in a deterministic universe, but free moral agents with the ability to choose and control our own behaviors (Ostler). Dualism, Epiphenomenology, behaviorism, and identity theory all appear to fall short in one or more aspects of their explanations; none of these adequately answer the mind-body problem. Mormon phenomenology, with its ideas of a material intelligence and spirit, offers a logical and pragmatic solution to the mind-body problem. Mormonism offers explanations that other theories cannot. In this day and age, this theory not only makes sense, but it appears to be necessary to explain the phenomena of mind.

Brett Dennen - Ain't No Reason writing about the song and the video Essay

Brett Dennen - Ain't No Reason writing about the song and the video - Essay Example Speakers use what they know to find their attitudes on a subject and their understanding of a reader (Lamb 4). Summary of the text The song â€Å"ain’t no reason† by Brett Dennen talks about how things like ignorance, priviledge, and life’s daily routine get in the way not just of addressing but also recognizing the suffering around us. He talks about how many lives are been irreparably changed and hurt and the way our world has been destroyed and hence the future generation tends to have a bleak outlook. The reasons for this he explains are because of poverty, war, violence, hatred, genocide, environmental degradation, oppression and most importantly because we are unable to see the suffering that surround and end up working against it. This text can trigger the audience to debate about what it really means to be conscious of suffering and the moral obligations we have to make in order to effect change. Bretten stresses that we should passively understand that t he answer to all this is love. He describes it as a practice of kindness, compassion and respect among all the living things our planet included. He is strongly against the idea of living a disconnected life. Aristotle argued that it is possible to connect to your audience logically emotionally and ethically. These three forms what is referred to as the rhetorical triangle (Lutze 1). ETHOS (WRITER) LOGOS (TEXT) PATHOS (READER) (Henggeler 2). These three appeals in the triangle form a balance of what the writer should use to be able to form an effective argument. Each appeal is important to be able to produce a well balanced argument as they directly affect each other. Rhetorical appeals (ethos, pathos, logos) Ethos Ethos refers to character of a writer. This explores the ability to deal with a topic. (Metzeger 7). The writer or singer Brett Dennen is well conversant with the way people are living around him. This is evidenced by the way he refers to the way people are living around him. We are made aware of that by the fact that he says he does not understand or neither explains why they live the way they live yet they do it everyday.’ I can't explain why we live this way. We do it every day (Dennen n. p.)’. The writer is also able to explore the issue of politics of lies and also the deception used by those in power. Pathos Pathos refers to the arguments or rather the appeals to emotions. This can be viewed a show well the writer is able to draw the audience’s emotions and tap in to them. It is the role of the audience in the argument (Henggeler 1). The song artist Brett Dennen is able to draw the listeners emotions in his song ‘Ain’t No Reason’ and thereby has effectively used pathos to connect to his listeners. He is able to draw the emotions of confusion when he points out that he can’t explain why they live that way yet they continue to do it every day. ‘I can't explain why we live this way. We do it e very day (Dennen).’ The song artist’ is also able to explore the emotion of bitterness and also expresses the continuity of their suffering. The writer states, ’I gotta a basket full of lemons and they all taste the same’ shows of the continuous bitterness. This can also suggest that there is recurrence of the same things over and over again till they start getting used to the feeling of being bitter with the occurrences. Brett Dennen

Athletes and The Use of Drugs and Performance Enhancing Supplements Research Paper

Athletes and The Use of Drugs and Performance Enhancing Supplements - Research Paper Example Any substance that boosts performance by bringing about alterations in an individual’s behavior, a perception of pain and/or arousal level ought to be considered as performance-enhancing (Kissinger and Miller, 2009). This paper discusses the use of performance enhancement drugs among athletes and holds the position that anything that enhances athletic performance unnaturally should be banned from seeing that it perverts the integrity of competition. Maximizing an individual’s athletic performance abilities is not only arduous, but also a time-consuming undertaking that calls for among others, proper hydration, good nutrition, sufficient sleep, avoidance of supplements, moderate use of alcohol, and quality coaching and practice. Unluckily, in their efforts to attain peak athletic performance levels, some athletes do not rely on natural resources. They instead perceive a need for something that will facilitate and speed up the natural route to an optimal athletic performance. They, therefore, end up giving in to the urge of using performance-enhancing drugs in order to achieve their goal of emerging the very best athlete that they can possibly be. It is important to point out that nearly always, media reports on some alleged incident of the use of performance enhancement drug in the National Football League, National Hockey League, Major League Baseball, or among Olympic track-and-field high profile participants (Kissinger and Miller, 2009).

WarGames Essay Example | Topics and Well Written Essays - 500 words

WarGames - Essay Example His latest goal is to discover how to get into the computers at a gaming company to play their latest big game before it comes out, but he unwittingly ends up inside WOPR, the top defense computer the Pentagon has at its disposal. Presented with a list of games to play, David is especially intrigued by one entitled, "Global Thermonuclear War", a simulation of US vs. Russia nuclear war scenarios. Alas, what started out as a game seems all too real, as WOPR takes over the systems at the NORAD project, and the folks there aren't sure if it is all a game or if the Russian missiles that appear to be poised to wipe out the US means World War III is imminent. Although WarGames is mostly considered a juvenile sci-fi adventure today, it was taken very seriously at the time of its release, thanks to the prevailing fear of nuclear war, in addition to the vast majority of the public not knowing of how such things as modems and computer actually work.

Is health care a right or privlege Essay Example | Topics and Well Written Essays - 1250 words

Is health care a right or privlege - Essay Example Getting good healthcare is not possible for everyone as you need a background of money for that, but every individual has a right to an average rated healthcare. These people are not asking for the best, they just want somebody to help cure them and help them live a little longer. In America 20 per cent of the people are below the poverty level which means that they can not afford to pay for health insurance or for any other medical expenditure incurred by them. This level of poverty shows that one out of every six children goes to bed hungry. The government to solve this problem of health care can allocate a bigger portion of the budget for this service and especially help those people out who are in dire need of it. Another approach that can be used to provide proper heath care is to take it as a personal responsibility. If every individual himself starts living healthy by eating the right diet and causing less of self harm by smoking cigarettes and drinking less alcohol, it would make things much easier. It is not just the government or the doctors who are responsible for health it is every individual. (Christopher et. al, 2004) People who belong to different social strata hold differing opinions about health care. Health care is directly related to the amount of money a person has. The richer you are the more you are concerned about your health. While people who belong to the lower income groups are not really bothered and will not take precautionary steps to reduce the risk of getting sick. In America there are 45 million people who do not have health insurance. (Papadimos, 2007) Aristotle believed that anything that has a soul displays life. The body can grow, decay and provide itself with nutrition while the soul has powers of sensation, thinking and motivation. According to Aristotle, "If the whole body was one vast eye, sight would be it soul. As the eye is a tool for seeing with, but a living tool which is part of ourselves, so the body is like a tool or instrument for living with. Hence we may say of the soul that it is the 'end' of the body, the activity to which the body is instrumental, as seeing the 'end' to which the eye is instrumental." (Papadimos, 2007) What Aristotle is trying to say is that for the soul to be nourished, health care needs to be provided to individuals so that they can grow to their fullest extent. According to Thomas Hobbes (1588-1679), man would eventually realize the things that are needed to preserve life. He gives us the law of nature which says, "A law of nature (lex naturalis) is a precept or general rule, found out by reason, by which a man is forbidden to do that which is destructive of his life or taketh away the means of preserving the same, and to omit that by which he thinketh it may be best preserved." (Papadimos, 2007) Basically he said that every human being has a right to anything he wants, even if it is another human's body. He considers three aspects: seeking peace, laying down the right of nature and making covenants, and performance of covenants. By seeking peace he means that if an individual has a problem such as a hearing defect then seeking peace

Individual Development Paper Essay Example | Topics and Well Written Essays - 750 words

Individual Development Paper - Essay Example The ability to understand what the other is going through helps in all the segments of our waking life and livelihood like management, sales, marriage and parenthood. Strengthening this aspect of my emotional intelligence would really mean that I have already taken care of the earlier three aspects of emotional intelligence. Goleman opines that empathy builds on self-awareness. People who cannot read their own emotions are alexithymic, they are confused and bewildered about their own and other peoples' feelings. I suspect that I am a bit of an alexithymic myself. Once during my adolescence my house was flooded, I remember that I did not react at all and continued doing whatever I was doing instead of panicking and controlling the situation. At that time I thought I was rather cool, but now I realize that I was too detached and cold (not cool as I had earlier thought). Had I been empathetic I would have perhaps cried yet swung into action for either throwing out the water or stemming the source. This cold trait has surfaced time and again in my dealing with my business employees as well. I am not able to comprehend when they drop work due to personal emergency. It seems to me that work has less priority in their life than their domestic troubles. I am able to now understand why my subordinates find it difficult to confide in me, why I am usually am the last to know about the problems brewing in the environment. Root cause of this shortcoming is that I need to have empathy towards others. The plan is to improve my cognitive skills which will include: Set a role model. There are a number of people I know who are naturally empathetic towards others. I will have an inner voice mapping my emotions or lack of them against those of the role models. It would be easy to emulate them initially whenever I feel emotionally blank. Self-motivation- I will reinforce my behavior by constantly conducting an inner conversation with myself, to help me manage challenges or difficult situations. Learning social cues - I will try to see my self as part of a larger social fabric and try to react to situations from community's point of view. Recognize facial expressions, tone of voice and gestures and anticipate other person's state of mind. Others too- Try to understand from others perspective too and see if my state of mind is broad enough to take a just decision or too narrow that I am considering only myself in the outcome. Listen sympathetically - Not to interrupt or contradict till the speaker has finished and his /her message is understood completely. Maintain eye contact, gesture warmly and keep relaxed at all times. The key to know if my plan has worked is the enhancement of following traits in my personality: More responsible and assertive without being abusive More popular and dynamic Enjoy meeting others and help in solving their problems Greater understanding of others perspective and being more concerned Better at resolving conflicts, rather than being the cause of conflicts. Subordinates become friendlier and confide in me. The basic competency needed to develop empathy is self awareness. It means that I have to have the ability to recognize my own feelings. I have to be open and clear about my emotional reactions to different situations. I have to be motivated to develop empa

Project Management Essay Example | Topics and Well Written Essays - 1250 words

Project Management - Essay Example 2 weeks 5/1/11-5/15/11 (Project Manager and Owner) 4) Acquire bids from chosen suppliers for the unmodified trailers, equipment, food and general staples. 2 weeks 5/15/11-5/29/11( Project Manager and Owner-President) 5) Sign a contract with one supplier for the trailer and equipment and two suppliers for food and operational supplies.1 week 5/29/11-6/5/11(Owner-President) 6) Order trailer, equipment and materials from chosen suppliers for leasehold improvements and final trailer prototype.1 week 5/29/11-6/5/11(Project Manager) 7) Acquire bids and choose one fabrication shop for custom sub assemblies to be used in the trailer.1 week 5/29/11-6/5/11(Project Manager) 8) Choose and lease suitable commercial building for the warehouse and manufacturing area and corporate facilities for D'Angelo Pizzeria corporate headquarters. 2 weeks 5/29/11-6/12/11(Project Manager) 9) Incorporate D'Angelo Pizzeria Co. and franchise division. 2 weeks 5/29/11-6/12/11 10) Interview and hire personnel for Dà ¢â‚¬â„¢Angelo Pizzeria manufacturing and corporate operations. 4 weeks 5/29/11-6/26/11( Project Manager and Owner-President) 11) Assemble final trailer prototype and perform testing and debugging. 2 weeks 6/12/11-6/26/11( 2 x Assembly technicians ,Project Manager, Owner) 12) Choose and document final design parameters for trailer after prototype testing. 1 week 6/26/11-7/3/11 (Project Manager) 13) Research and secure two locations for the first corporate owned D'Angelo Pizzeria. 2 weeks 6/26/11-7/10/11 (Project Manager, Owner-President) 14) Establish and document all operational, training and franchisee procedures and develop the final draft for operational, franchisee, training, and employee manuals for review. 4 weeks 6/26/11-7/24/11 (Project Manager, Owner-President) 15) Develop the Strategic Marketing plan. 2 weeks 7/10/11-7/24/11 (Project Manager) 16) Assemble two ready to run D'Angelo Pizzeria trailer units to be used for the corporate owned pilot stores for the D'Angelo Pizze ria franchise. 3 weeks 7/3/11-7/24/11(2x Assembly technicians, Project Manager) 17) Finish corporate infrastructure for the launch of the D’Angelo private franchises within 6 months. 1 week 7/24/11-7/31/11(Project Manager) 18) Grand Opening of the first two corporate owned D'Angelo Franchises on 8/1/11 Project Cost and Operational Analysis As reviewed in the Time Phased Budget the project is divided in 18 tasks or deliverables which will be completed from 5/1/11 to 8/1/11, an 18 week period or 3.5 months (Kanodia, 2011). The total project cost has been streamlined to minimize project risks and maximize return of investment for the initial phase for the D'Angelo Pizzeria project launch. By limiting project scope to just building the company infrastructure and launching just the first two corporate owned D'Angelo Pizzerias; we are implementing a strategy that serves to maximize project speed, efficiency and ensures the best possibility to achieve timely completion of the projec t goals and within the allocated budget structure (Haughey, 2011). Although we originally underestimated trailer size and equipment requirements we were able to achieve significant cost savings in other project areas. By streamlining project requirements and limiting project scope to a working minimum we were able to minimize project costs and expenses and maximize the chances of a successful project completion (Projectstreamline, 2010). The total cost for the project has been revised to a total cumulative

Individual Development Paper Essay Example | Topics and Well Written Essays - 750 words

Individual Development Paper - Essay Example The ability to understand what the other is going through helps in all the segments of our waking life and livelihood like management, sales, marriage and parenthood. Strengthening this aspect of my emotional intelligence would really mean that I have already taken care of the earlier three aspects of emotional intelligence. Goleman opines that empathy builds on self-awareness. People who cannot read their own emotions are alexithymic, they are confused and bewildered about their own and other peoples' feelings. I suspect that I am a bit of an alexithymic myself. Once during my adolescence my house was flooded, I remember that I did not react at all and continued doing whatever I was doing instead of panicking and controlling the situation. At that time I thought I was rather cool, but now I realize that I was too detached and cold (not cool as I had earlier thought). Had I been empathetic I would have perhaps cried yet swung into action for either throwing out the water or stemming the source. This cold trait has surfaced time and again in my dealing with my business employees as well. I am not able to comprehend when they drop work due to personal emergency. It seems to me that work has less priority in their life than their domestic troubles. I am able to now understand why my subordinates find it difficult to confide in me, why I am usually am the last to know about the problems brewing in the environment. Root cause of this shortcoming is that I need to have empathy towards others. The plan is to improve my cognitive skills which will include: Set a role model. There are a number of people I know who are naturally empathetic towards others. I will have an inner voice mapping my emotions or lack of them against those of the role models. It would be easy to emulate them initially whenever I feel emotionally blank. Self-motivation- I will reinforce my behavior by constantly conducting an inner conversation with myself, to help me manage challenges or difficult situations. Learning social cues - I will try to see my self as part of a larger social fabric and try to react to situations from community's point of view. Recognize facial expressions, tone of voice and gestures and anticipate other person's state of mind. Others too- Try to understand from others perspective too and see if my state of mind is broad enough to take a just decision or too narrow that I am considering only myself in the outcome. Listen sympathetically - Not to interrupt or contradict till the speaker has finished and his /her message is understood completely. Maintain eye contact, gesture warmly and keep relaxed at all times. The key to know if my plan has worked is the enhancement of following traits in my personality: More responsible and assertive without being abusive More popular and dynamic Enjoy meeting others and help in solving their problems Greater understanding of others perspective and being more concerned Better at resolving conflicts, rather than being the cause of conflicts. Subordinates become friendlier and confide in me. The basic competency needed to develop empathy is self awareness. It means that I have to have the ability to recognize my own feelings. I have to be open and clear about my emotional reactions to different situations. I have to be motivated to develop empa

Statement of Purpose Essay Example for Free

Statement of Purpose Essay To whom it may concern, Im a student at Paris Polytechnic University specializing in Computer Science. Right from the very first time I heard about your double degree program I was very interested. Not only given the opportunity to study a year abroad, immersing myself into another culture, but also receiving an american masters degree by a top institution would sure add a lot of value to my professional options. The more I found out about it the more I believed it a perfect fit for me. This last year I complemented my studies with an internship at Accenture Technology Solutions. During this internship I realized that although Ive always enjoyed my studies in Computer Science I needed also to broaden my knowledge with business subjects. Thats how I finally decided for the Masters in Computer Science with specialization in Business. The summer before university I went to Johns Hopkins University for their Pre-College Summer Student Program where I studied Programming in Java and Astronomy so I feel confident Ill be able to adapt to having classes in English and done in the american learning style which implies more work done from the student. During my years in university Ive always enjoyed the extra-curricular activities offered by my school. I joined the Rugby team the first year and for the last two was appointed second captain and responsible for the teams trainings. Afterwards I joined the photography and film club where I was able to share my interest about movies with others. On my third year I wanted to help organize our university trip to Mexico, so I took the duties of treasurer and helped raise money to cheapen the trip. Doing so many activities helped me better manage my time and learn to prioritize in order to never neglect my studies. The experience I got during my internship made me think about what I wanted to do after I got my degree and because I enjoyed it so much I think consulting could be a very good option but as Ive stated before in order to pursue that I would need to complement my technological knowledge with business and managerial subjects which is why I believe IIT, the Computer Science with Business specialization Masters and me are a perfect fit for each other. Ive already taken the tests required for admission and believe I have scores above the minimum stated for this program so I really hope you take my candidacy into consideration since Im really looking forward to study at your institution.

Reflection for professional development

Reflection for professional development Reflective practice has been recognised by health care professionals as an essential tool to link theory to practice, which can help us learn from our experiences (Jasper 2003a). During my first placement I experienced an incident that a struggled to deal with because I did not understand the condition that the patient had. By using a reflective model I am going to revisit this incident with the intention of learning from it to improve my future practice. There are many reflective models that I could have used, such as Johns Model of Structured Reflection, but the reason that I decided not to was because Johns (2004) reflects on uncovering the knowledge behind the incident and the actions of others present, which I felt was not suited to my chosen incident. The reflective model that I have chosen to use is Gibbs Reflective Cycle (1988), as I feel that this is a simple model, which is well structured and easy to use at this early stage in my course. Gibbs (1988) will help me to explor e the experience further, using a staged framework as guidance. Description what happened? I was assisting an elderly patient that had Parkinsons disease, with her drink. It was my second shift and I had not had much contact with the patients on the ward, but I felt confident enough to assist this patient as I have previous experience of care. I was holding the cup for the patient whilst she was sucking the fluid through a straw, but she was struggling as she wasnt sucking hard enough. She became distressed, and said that I was stopping the fluid from coming out of the straw and being evil towards her; even trying to kill her! I was shocked by her accusations but thought that there must be a logical explanation, so I stayed with her, reassuring and assisting the best I could, as I didnt want her to see that I was distressed. I then left the ward and immediately went to seek advice from my mentor. Feeling what were you thinking and feeling? Initially, at the time my feelings were for the patient, as I was concerned that my actions had caused her to feel threatened, but I didnt understand why. I felt embarrassed by her comments, and doubted myself, as this was a simple task so how could I get it wrong? I began to feel tearful, but then quickly reminded myself that there must be a reasonable explanation. Evaluation what was good and bad about the experience? I felt happy and confident to assist the patient. I referred to the Nursing Midwifery Council (NMC) code in my head and recalled that I should gain consent before offering to assist them NMC (2008), which she agreed. The patient appeared quite and I thought it would be nice for her to have some interaction, and to also feel at ease with a student nurse caring for them. The downside was that the patient felt that I was being nasty to them. It also made me doubt myself and the care that I was providing. I was also in a bay area, so other patients would have heard their comments. Would they then look at me differently, and not trust me to care for them too? Analysis what sense can you make of the situation? The patient had no recollection of what she had said to me and since the incident she has made these comments to other staff, which has put me at ease and made me realise that I had done nothing wrong. My mentor explained that a patient with Parkinsons can often behave like this as they develop dementia, which Noble (2007) also confirms. Since the incident I have read about Parkinsons and am now aware that the patients expressionless face Netdoctor (2008), also made her comments appear more confusing and aggressive. Conclusion what else could you have done? I could have asked my mentor before assisting the patient what the disease was like, so that I was prepared. I did ponder about calling over another member of staff, which may have helped me to understand that the patient had a condition that was making her act this way, but I didnt want to appear incapable of doing my job. Action Plan what would you do if this situation arose again? I am now more prepared for any future patients with this disease as I have researched it. I will take the time to talk to them, to make sure they are at ease with me, before providing any care. If they appear distressed I would get another member of staff to help me to reassure them. From my reflection it is clear to me that learning through reflective practice and being able to identify, and understand, my skills and abilities in both theory and practice are crucial for me to be able to act as a professional practitioner (Jasper 2003b). It is also important that I look at, and be honest about, the strengths and weaknesses that I have. So that I am able to identify these I have produced two Strengths, Weaknesses, Opportunities and Threats (SWOT) analysis, one for theory (Appendix A), and one for practice (Appendix B). I am now going to explore these further, identifying the main areas that I feel are important to me, and my future development. My SWOT analysis for theory identifies my strengths, as a whole, as being very organised with my preparation for the work I have to undertake, with strong determination and motivation to succeed. (Appendix C) is a reflection that I wrote after completing my 1st week in university and demonstrates these qualities towards the course. It was important for me to realise that enrolling on a professional university course would mean that I became an independent learner, who must have strong organisational skills in order to succeed (Burns Sinfield 2008a). I believe that from my preparation this is a very strong strength that I have developed. The weaknesses that I have identified in my SWOT analysis for theory, that I feel will affect my grades in the future if they are not improved are referencing, revision technique and exceeding the word limit on assignments. I feel that these are weaknesses because they are new to me and as a mature student I have been outside of academic study for some time. (Appendix D) for example, is my feedback from my 1st assignment and shows how I have been penalised one grade point for exceeding the word limit. I will need to look at these weaknesses more closely and plan to improve them overtime, as Burns Sinfield (2008b) have commented, it takes time and practice to be a good student; we are not just born that way. My SWOT analysis for practice shows my strengths as wanting to help people, being determined to succeed, my willingness to learn and valuing people. These are all good qualities of a being a successful and professional nurse (NMC 2008). I have always had a caring nature and I am very determined to succeed and be successful in what I choose to do. (Appendix E) is a reflective journal that I wrote after my second week in placement and clearly highlights my strengths in practice. I feel that during my time as a student nurse I will build on these strengths even more. I have identified my weaknesses in practice, from my SWOT analysis, as communicating with difficult patients, showing emotion and aseptic technique. (Appendix F) demonstrates how I found it difficult to communicate with a patient because I did not understand her condition. It was also difficult for me not to take her behaviour to heart and show emotion at the time, it is clear that this is an area I need to build on for the future. I also need to practice my aseptic technique as I feel very unsure of the whole process, but need to be able to get it right as it will protect me and the patient from contamination (Dougherty Lister 2008). According to Bulman Schutz (2008), nursing requires effective preparation so that we can care competently, with knowledge and professional skills being developed over a professional lifetime. One way this can be achieved is through what Schon (1987) refers to as technical rationality, where professionals are problem solvers that select technical means best suited to particular purposes. Problems are solved by applying theory and technique. However, Bulman Schutz (2008) argue that this is failure to educate and for us to learn from practice and develop thinking skills. I would agree with them, as I learn best from practical experience, and build on it to improve my skills. With this is mind, I am now going to focus on my weaknesses, in both theory and practice, and state how, when and why I plan to improve on these. Theory Weaknesses Weakness Identified Referencing This is very new to me and when writing my 1st assignment I found that it took up much of my time, as I struggled with it. Revision Technique According to Cottrell (2008a), reading through notes over and over is a pitfall with revision. This is the strategy that I would normally use. Exceeding the word limit on assignments I must take more care with this as on my 1st assignment I was penalised for it. How I Plan to Improve Referencing To practice writing out references from different sources. Revision Technique I have decided to use the advice of Cottrell (2008a) and produce index cards that ask me questions relevant to my chosen subject. I will also produce a timetable in order to manage my time. Exceeding the word limit on assignments I will count the words manually and make sure that I do not use the whole +10% again so that I am in danger of being penalised. When I Plan to Improve Referencing When I receive my feedback from my 1st assignment I will use the comments on my referencing to guide me. Revision Technique I will start preparing my index cards immediately and plan my timetable to start after submission of this assignment. Exceeding the word limit on assignments This is the next assignment that I will hand in so I will make sure that I adhere to the word limit. Why I Plan to Improve Referencing Referencing plays an essential part within my writing Gimenez (2007), so correct use and structure of references will improve my grades. Revision Technique Improving my revision technique will mean that I am more relaxed before an exam, and will help me to achieve better grades (Cottrell 2008a). Exceeding the word limit on assignments Adhering to the word limit as Cottrell (2008b) suggests, will improve my grades in future assignments. Practice Weaknesses Weakness Indentified Communicating with difficult patients On my 1st placement I experienced a patient that had communication difficulties which I found difficult to deal with. Showing emotion I am a very sensitive person and feel anxious that I will get upset in front of a difficult patient, or a patients family at an inappropriate time, e.g. patient death. Aseptic technique In practice I need to get this procedure right, but I do not feel 100% confident with it at present as I have not had much practice with it. How I Plan to Improve Communicating with difficult patients I will observe as much as possible my mentor, and other nurses communication skills. Showing emotion I will use reflective models to make sense of what has happened, and also discuss it with my mentor. Aseptic technique I have asked my mentor if I can practice this procedure as much as possible. When I Plan to Improve Communicating with difficult patients Each time I am on placement I will plan to improve my skills in communication. Showing emotion I will start to use reflective models in my practice now so that I have experience of using them ready for when an emotional situation happens. Aseptic technique During the rest of my time in my 1st placement I plan to practice this so that I am comfortable with it by the end of my 1st semester. Why I Plan to Improve Communicating with difficult patients As a student nurse, and in line with the NMC (2008), I should make the effort to meet patients communication needs to provide the best care that I can. Showing emotion I want to appear professional to patients and their family, however I do agree with Scott (2008), that sometimes we should not be afraid to show emotion as a nurse, as long as we maintain our professional image at the same time. Aseptic technique The correct use of aseptic technique will protect myself and the patient from healthcare associated infections (Hart 2007). It will also prevent infections from being spread around the rest of the ward, which could harm other patients. I have clearly demonstrated that by using a reflective model as a guide I have been able to break down, make sense of, and learn from my experience during my 1st placement. So that I could identify my strengths and weaknesses in both theory and practice easily, I found that the use of a SWOT analysis provided a good framework to follow. I have then built on this by producing a development plan that focuses on my weaknesses and how, when and why I plan to improve on them. I will now begin to work on these, the main reason being of course, that I am determined to be a competent, professional nurse in the future.