Thursday, December 26, 2019

Theme for English by Langston Hughes and In the Inner City...

Speaking Out â€Å"Theme for English B† by Langston Hughes and â€Å"in the inner city† by Lucille Clifton are both simple poems written by African American during a time where being black was not so popular and a trying time for those whom were black Americans. They both wrote about the plight of blacks during their perspective times; Hughes’ piece was one that spoken in a straightforward and blunt manner, while Clifton was a harsh and muggy one. Both of these poems were written in everyday language, I would imagine, ensuring that their point was one that was easy to understand. Hughes’ poem was not written without any rhyme scheme, while Clifton’s had some rhyme scheme. These poems show the darker side, the evil and violence towards fellow Americans because of their skin color. To me both Hughes and Clifton speaks out about the evil side during a time when it was not popular to speak out about this dark side; which was considered the norm. In the poem Theme for English B, by Langston Hughes, the teacher tells the speaker to go home and write. The speaker wonders if it is that simple; I can tell he does not feel passionate about the assignment. He begins by writing that he is twenty-two, colored, and born and educated in Winston-Salem, Durham, and at college in Harlem. He writes that he is the only colored student in his class. He walks down a hill into Harlem, crossing streets before arriving at the Harlem branch of the YMCA. He takes the elevator up to

Wednesday, December 18, 2019

The End Of World War Two And The United States - 1411 Words

The end of World War Two saw Russia and the United States as world powers, each with totally different views on how the new world should be governed.The Cold War was a fight between Communism and Capitalism; only one method could prevail. Communism, was the notion that through a class war all would become equal, all property owned publicly and each person paid equally. On the opposite end of the spectrum lay Capitalism where there is an economic and political system of a country’s trade and industry are controlled by private owners for profit; not the state. One way that America sought to protect and hopefully impede Soviet Russia was through its foreign policies. The major foreign policy act that the U.S had in place during the Cold War,†¦show more content†¦He proclaimed having 205 cards of official Communist party members and supporters who just so happen to work in government where they can influence our policies. Naturally the public was curious and afraid. Upon closer inspection it was found that the numbers were not so high but still what if all of McCarthy’s other allegations were true? This is where hysteria comes in, most people were scared that the government is just full of traitors and nothing was private. That’s when the House Un-American Activities Committee turned its attention towards the government and extirpating subversion in the states.. Due to his allegations, the reality of how far communism had spread was blurred and anti-communist pushed for radical policies against communism to ensure that Fifth-Columnists were not planted in the government. Although some critics of McCarthy tried to prove his allegations false, the conviction of Julius and Ethel Rosenberg who were guilty of espionage just and the convicted perjury of Alger Hiss made the public listen to him more. It seemed to American civilians that all over the world Communism was taking over and that a nuclear holocaust was in the way. This was aroused by the fact that Russia exploded its first atomic bomb in 1949, that same year China (the world’s biggest population) fell to Communism. It seemed like half of Europe was under

Tuesday, December 10, 2019

Physical and cognitive development in adolescence free essay sample

In the audio news story about high school drop outs (the one that focused on giving Fs), the teacher reported that since she arrived at Robeson _her standards have dropped dramatically_. Question 2 According to the video that you saw on teen pregnancy, they suggested that a major difference between Latinas and other ethnic groups was that _Latinas were much more likely to intentionally get pregnant than girls of other ethnic groups_. Question 3 Sheila is 13 and finally understands algebra. She tried to learn algebra when she was in 5th grade but just couldnt figure out what x was. What cognitive change has taken place that has allowed her to understand algebra now that she is older? _abstract thinking_. Question 4 Deepali knows that when she is angry, she often makes poor decisions. She also understands that theres often not just one right answer, but instead that it depends on the situation. Deepali is exhibiting _postformal thought_. Question 5 Jamal just woke up and has discovered that his sheets are wet. He realizes that he has had his first wet dream. This is the first time he has ever ejaculated. Jamal has just experienced _spermarche_. Question 6 According to the powerpoint slides the factors that may contribute to the lower age of menarche include _obesity_. Question 7 Lucinda has a 13 year old daughter who is pregnant. She is devastated. Based on what you have learned in class what can she encourage in her daughter to give her daughter and grandchild the best chances of success in life? _make sure her daughter gets an education_. Question 8 Although Angelo would like to believe that people do NOT judge him based on how he looks and instead judge him only based on the content of his personality, he knows that this is not always the case. As a result Angelo is always sure to dress appropriately for occasions in which he needs to create positive impressions on others. Angelo is showing _postformal thought_. Question 9 When Sergei who is 30 looks at other peoples facial expressions he uses his _prefrontal cortex_ and when Dennis who is 14 looks at other peoples facial expressions he uses his _amygdala_. Because of this Dennis is more likely to _misinterpret negative expressions as being angry_. Question 10 Bella is 8 years old and has just gotten her first period. Because Bella is an early maturing girl, there is a higher likelihood that she will _develop breast cancer later on in life_. Question 11 In the audio news story about high school drop outs (the one that focused on the Chicago Public School project), the focus of the new program to try to reduce dropout rates is  ­_prevention ­_. Question 12 Rachel has just started going through puberty. The beginning of her period is a _primary sex characteristic_ and the underarm hair that she has discovered is a _secondary sex characteristic_. Question 13 Gerard is thinking of discussing puberty and sex with his 11 year old son. He is not sure though about whether or not he wants to have this conversation. According to what we discussed in the PowerPoint slides and the clips that you saw on the subject, which of the following is a valid reason why it is important for him to have this conversation with his son? _All of the above_. Question 14 The dropout rate in the city of Chicago is _more than 50%_. Question 15 Mrs. Knobel wants to use Piagets theory to teach her high school sophomore anatomy and physiology. Which of the following would be the teaching technique most consistent with Piaget? _She has her students do a lab in which they themselves examine the anatomy and physiology of a frog_. Question 16 Natasha is 15 years old and her boyfriend is trying to pressure her into having sex. Which of the following would be a factor that would decrease the likelihood of Natasha having sex with her boyfriend? Having a higher IQ_. Question 17 Rebecca is 16 years old and is showing typical adolescent egocentrism. This means that she _believes she is special and unique and that others cannot understand her_. Question 18 Nicola is going through puberty. What is happening to her hormones? _Her estrogen levels are increasing and her testosterone levels are increasing as well_. Question 19 According to the video that you saw on teen pregnancy, they suggested that one of the biggest ways to prevent teen pregnancy was _to make sure that parents are involved in their lives_. Question 20 Rashid has just started going through puberty. His first ejaculation is a _primary sex characteristic_ and his facial hair is a _secondary sex characteristic_. Question 21 In the audio news story about high school drop outs (the one about the young man Demetrius), a common problem for young men is _anger management.

Tuesday, December 3, 2019

Minimum Wage in Saudi Arabia and Other Countries

Introduction The national wage structure influences socioeconomic indicators such as poverty and unemployment levels. It specifies the statutory minimum wages for the low-tier workforce in commerce, industry, and other sectors. Nations that have ratified the ILO conventions have mechanisms and procedures for setting the minimum wage in line with their socioeconomic development policies. The minimum wage is the lowest statutory limit of remuneration for wage earners in different sectors or regions.Advertising We will write a custom research paper sample on Minimum Wage in Saudi Arabia and Other Countries specifically for you for only $16.05 $11/page Learn More In Saudi, in a bid to foster Saudization, the labour ministry sanctioned a monthly minimum wage of $800 in 2012, causing a shift in labour demand and supply (Saudi Ministry of Labour 2). This research paper examines the notion of fair wage and the impact of minimum wage policies on the Saudi vs. Mal aysia’s labour markets. It also explores the correlation between higher wages and workforce productivity. Fair Wage The minimum wage delimits the lowest remuneration sufficient to meet family needs, taking into account the economic indicators, type of occupation, and collective bargaining considerations (â€Å"The World Factbook: Saudi Arabia† par. 8). Nations reserve the discretion, under the ILO convention number 131, to fix statutory minimum wage rates through a consultative process involving social actors from different industries or sectors (â€Å"The World Factbook: Saudi Arabia† par. 14). Therefore, minimum wages may differ depending on the type of sector or enterprise. Fair wage encompasses better working conditions, employment benefits, and social security to reduce income inequalities and improve living standards. The key attributes of fair wage include regularity of the payment, lump-sum pay, and non-discriminatory practices. A fair wage is a product of an impartial wage structure that considers not only variables such as job skills, competencies, and professional experience, but also the working conditions of the workforce. The concept of fairness in the minimum wage also discourages the practice of subjecting workers to long working hours. Therefore, a fair wage is the minimum living wage that â€Å"just share of the fruits of progress† and improved performance (International Labour Office [ILO] 103). In this respect, the fair wage expands the concepts of the living wage and minimum wage to include the conditions of work. The minimum wages in the production industry vary widely even among manufacturers involved in the same line of business. In 2014, the global minimum wage for the clothing and textile sectors averaged 35% and 25% lower than the overall rate in the production industry (â€Å"The World Factbook: Saudi Arabia† par. 24).Advertising Looking for research paper on labor law? Let's see if we can hel p you! Get your first paper with 15% OFF Learn More Salary levels varied between â‚ ¬752 and â‚ ¬1,442 for skilled and unskilled workers, respectively. In most countries, textile sector wages are substantially higher than clothing sector wages (â€Å"The World Factbook: Saudi Arabia† par. 26). The differences stem from the fact that public agencies set a different rate for each sector. A key attribute of a fair wage is non-discrimination of workers. In countries like Cambodia, male workers earned 13.3% more than their female counterparts between 2004 and 2008 did, contravening the concept of fair wage (â€Å"The World Factbook: Saudi Arabia† par. 17). Male workers, in both clothing and textile factories, occupy managerial roles, and thus, earn better compensation than female workers receive. The ILO requires countries to create laws that protect workers against excessive work hours, entitle them to annual leave, and provide overtime compensation (92). Th us, minimum wages in the textile and clothing factories negate the fair wage concept as employees work long hours without overtime compensation and do not receive the recommended leave days. A Comparison of Minimum Wage Policies: Saudi Arabia vs. Malaysia Saudi Arabia In 2011, the Saudi Ministry of Labour launched the Nataqat policy to boost the population of locals in the workforce and reduce unemployment. The Nataqat, which is Arabic for ‘zones’, groups firms in Saudi, including multinational companies, into four categories, â€Å"red, yellow, green, and platinum† based on the proportion of Saudi nationals employed (Saudi Ministry of Labour 5). Depending on the category, a firm can enjoy certain privileges or receive sanctions (red zone) for employing a disproportionate number of expats. The policy has increased the demand for Saudi professionals and increased the minimum wage rate, causing the demand curve to move to the right. The effect of this policy has ha d on the demand curve can be illustrated as shown in Graph 1 below. Graph 1: The effect of the Nataqat policy on minimum wage Advertising We will write a custom research paper sample on Minimum Wage in Saudi Arabia and Other Countries specifically for you for only $16.05 $11/page Learn More Before 2012, Saudi Arabia had no policy to guide minimum wage rates across various sectors (Saudi Ministry of Labour 2). In 2012, the Saudi government set a statutory monthly rate of $800 for both public servants and private sector employees. Subsequently, the Saudi Ministry of Labour created a legislation demanding that all Saudi nationals employed in private firms be remunerated over the minimum wage for a company to qualify for Nitaqat privileges (6). In this respect, most Saudi workers earn an income exceeding $800 per month. The higher minimum wage encouraged the Saudis to work. The competitive wages coupled with the favourable Nataqat policy had a dual effect o f driving the demand for Saudi labour force to the right and reducing unemployment levels as shown in Graph 2 below. Graph 2: The effect of minimum wage policy on labour demand The Saudi authorities implemented stricter work permit laws for foreign workers in 2012. Expatriates pay up to $650 per annum to receive a one-year renewable work permit (Saudi Ministry of Labour 4). The same law also prohibits them from switching employers in the middle of their contract. These laws led to an increase in the supply of local labour force while that of expatriates declined by up to 20% in one year (â€Å"The World Factbook: Saudi Arabia† par. 6). The implementation of these initiatives led to an increase in the minimum wages as well as the demand for local workers. Graph 3: The effect of employment statutes on labour supply Advertising Looking for research paper on labor law? Let's see if we can help you! Get your first paper with 15% OFF Learn More The minimum wage rate implemented in Saudi has led to an increase in the supply of local workers. However, the Nitaqat and stricter laws that limit the number of expats in the country have increased the demand for Saudi workers. Malaysia The Malaysian government adopted different minimum wage laws in 2013 for various regions. Accordingly, the monthly minimum wage stands at â€Å"RM900 or $216 for Peninsular Malaysia and RM800 or $192 for Sabah, Sarawak, and Labuan† (Yuen 19). The policy aims at promoting the standards of living of 27% of the workforce and their households while incentivising investment inflows. The multiple rates have increased the minimum wage of agricultural sector workers across Malaysia. The policy has also enhanced labour efficiency and participation, eliminating market distortions (Yuen 21). Unlike Saudi, Malaysia’s unemployment levels have remained low since implementing the policy while the demand for labour continues to rise. Yuen attributes t his trend to Malaysia’s strong economic structures and a stable labour market (23). Therefore, Malaysia’s minimum wage policy has caused the demand curve to shift to the right while the unemployment levels have remained low, indicating that the supply of the workforce matches the demand. Unlike Saudi Arabia, Malaysia has a low proportion of foreign workers. Therefore, Malaysia does not have the unemployment problem (surplus labour force) experienced by Saudi Arabia. The influx of foreign workers into Saudi increases labour supply, affecting minimum wage rates. Nonlocal workers from low-income countries are preferred to the Saudis by multinational enterprises because they earn lower wages than their Saudi counterparts do. However, policy initiatives such as the Nitaqat have the potential of limiting the number of expatriates entering Saudi to stabilise the labour market. Strategies for Solving the Low-Wage Problem Countries employ a variety of mechanisms ranging from pe rsuasion to sanctions to address minimum wage challenges. Persuasion centres on the concepts of ‘fair play’ in minimum wage matters. Public authorities use persuasion as a strategy to build a â€Å"culture of compliance† among employers (ILO 77). Persuasive actions can occur at interpersonal or societal level. For example, interpersonal discussions between the US authorities and coal-mining firms in the 1980s enhanced compliance with fair wage and safety provisions (ILO 92). Persuasive processes can also occur at the societal level whereby employers who fail to meet the minimum wage requirements are depicted as unfair and exploitative. In the US, the government promoted the living wage in the 1990s as the â€Å"means of achieving individual independence† (ILO 81). In response, county authorities enacted laws requiring local firms to raise their wage level above the national minimum wage. Countries also establish minimum wage regulations to enhance complian ce. The minimum wage is arrived at through a consultative process involving the government, firms, workers’ unions, and social actors, making it legally binding. The collective bargaining process yields a mutually agreed rate that is institutionalised by the public authorities. The process enhances compliance because it entails binding agreements as opposed to top-down federal regulations. For example, the Uruguayan government, in 2006, established wage councils charged with the responsibility of minimum wage fixing and review (ILO 55). The intention was to tame plummeting minimum wage levels and improve the standards of living. The approach saw the monthly minimum wage nearly double (176%) between 2000 and 2008 (ILO 118). The tripartite wage fixing process in Uruguay helped bridge the income gap between male and female workers and regions. It also ensured a common understanding of the minimum wage regulations by employers and employees. In this regard, the country implemente d a national minimum wage system, as opposed to a sector-specific wage to solve its low wage problems. Besides regulation, governments use capacity-building measures to foster compliance. Employers and workers receive training to build their capacity to comply with the minimum wage law. This strategy empowers workers and enhances their understanding of employee rights. Public authorities and trade unions spearhead capacity-building initiatives in the US and the UK to increase minimum wage awareness in key sectors such as hospitality (ILO 121). The initiatives primarily centre on minimum wage implementation and working conditions. The aim is to prevent underpayment stemming from the lack of information about the minimum wage and improve the enforcement of labour standards in at-risk industries. Governments also use labour inspections and monitoring to enhance compliance with the statutory minimum wage. Labour inspection entails monitoring the compliance of a firm with wage rates to i dentify and punish non-compliant employers (ILO 119). Workers and unions can also monitor the employers’ compliance with labour standards. Arbitration councils also exist to resolve disputes out of court. In the US and Switzerland, tripartite arbitration councils comprising of representatives of the government, workers, and firms examine collective agreements and make determinations related to minimum wage violations. Minimum wage violations attract legal sanctions, including hefty fines, in countries that have ratified the ILO conventions. The fines are meant to deter non-compliance with minimum wage provisions. Usually, non-compliant employers are forced to give a payback compensation equivalent to the minimum salary multiplied by the number of times the offence has been repeated (ILO 116). In the US, criminal prosecution is possible for offenders breaching the minimum wage provisions. Besides sanctions, boycott campaigns and blacklisting of firms constitute other effective tools for enforcing the minimum wage law in the US. Higher Wages and Productivity Labour market trends indicate that the wages paid out to workers are not commensurate with the national productivity (gross output) levels. Labour productivity is the â€Å"output value produced by a worker, a firm, a sector, or a country per a unit of labour input† (Biesebroeck 61). Outputs can be the physical products that come from a production process, sales, or revenue. Labour input measures the amount of work or hours worked depending on the sector and skills required and adjusting for energy requirements and raw materials. In neo-Keynesian models, factors that affect worker productivity also influence wages. In this regard, a decline in productivity will affect employment and wage levels (Biesebroeck 65). Even in inelastic labour demand and supply curves, productivity is equivalent to market wage (price) levels as illustrated in Graph 4 below. Therefore, in the long-term, growth in produ ctivity will lead to a rise in the average wage levels. Changes in labour demand (D1 to D2) increase wages, which, in turn, translates into productivity growth as employees are motivated to work more. Conversely, a decline in demand reduces wages, affecting labour productivity. Graph 4: The correlation between labour supply/demand and wages (P) Factors such as worker heterogeneity and location of work affect the wage-productivity relationship. Workers occupy different positions based on their skills, and therefore, productivity is different for each class of employees (Biesebroeck 72). The location of work also determines the wages a firm pays its employees in line with the country’s minimum wage laws. In Saudi, the wages are higher for foreign and local workers. The adoption of strict employment laws has reduced labour supply, raising the demand for local unskilled workers. In this regard, despite the competitive wages, productivity may decline in Saudi because of the semi- skilled local labour force. In the long term, wages may decline in response to lower productivity. Conclusion Countries implement minimum wage policies to improve the standards of living of the labour force and stabilise the labour market. Saudi’s minimum wage policies have evidently reduced unemployment in the country. Wages have also increased, as demand and supply remain steady. However, the labour laws may affect productivity, leading to a drop in average wages. Works Cited Biesebroeck, Johannes. How Tight is the Link between Wages and Productivity? A  Survey of the Literature. Geneva: International Labour Organization, 2015. Print. International Labour Office [ILO]. Minimum Wage Systems. Geneva: International Labour Conference, 2014. Print. Saudi Ministry of Labour. Annual Statistics Report. Riyadh: Saudi Ministry of Labour, 2012. Print. The World Factbook: Saudi Arabia 2013. Web. https://www.cia.gov/library/publications/the-world-factbook/geos/sa.html. Yuen, Joyce. â €Å"Minimum Wage Policy in Malaysia: Its Impact and the Readiness of Firms.† World Applied Sciences Journal 28 (2013): 19-26. Print. This research paper on Minimum Wage in Saudi Arabia and Other Countries was written and submitted by user Al1a to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Wednesday, November 27, 2019

Nothing Gets Me High Like Writing

Nothing Gets Me High Like Writing Nothing gets me high and offers relief from the suffering like blackening pages, writing.  ~Leonard Cohen This is the part of our profession that we quickly forget. The sea of authors is just that. . . an undulating sea. They rise up with glee about the release of a book. . . then slide down and bottom out when the sales arent as expected. Highs and lows, but mostly about publishing. Most of them blame someone else for their writer problems. Of late Ive seen them blame: 1) Amazon algorithms 2) Amazon promoting its own imprints before other publishers 3) Amazon allowing used book sellers to appear before new books 4) Publishers being greedy 5) Self-published authors gobbling up market share 6) Or vice versa, traditional authors gobbling up market share 7) The glut of cheap sales free, 99 cents, etc. 8) A bad editor 9) Indie bookstores not wanting indie authors And in all that blame, the writer forgets why they started writing in the first place. . . for the high of sculpting words. For the joy of designing that perfect sentence. The business side of writing is in flux, and that flux changes faster and faster. Technology and creative ideas fly like bullets as writers attempt to take advantage and break loose of the fray and be seen. . . and make sales. Fight to be different than all the other people out there writing books. If we dont constantly market, we backslide. And if we constantly market, we write less. And write less quality. Most businesses will tell you to return to the basics when things are not going well. For writers, thats writing well, writing for self, and reaching for that writing high. Sink into writing. Then when its written, come up for air and publish, because if you think about publishing before you finish the book, youll be outdated in your thinking

Saturday, November 23, 2019

Abandoning West Virginias Natural Resources

Abandoning West Virginias Natural Resources Free Online Research Papers The powerful industry of coal mining has left the Mountain State in disarray as the result of coal mines that have been abandoned. Coal provides a major source of energy across America; the coal mines of West Virginia have not only provided a major source of coal, they have also provided jobs and those jobs have built communities. Even though coal mining has been prosperous, it has had negative effects on the economy and the environment when the mines are left abandoned. The cleanup of closed mines has become time consuming and expensive. Abandoned mines not only pose a danger to our water, soil and air, they also harbor hidden dangers. State and Federal agencies are taking the devastating effects of abandoned coal mines into their own hands by reclaiming West Virginia. CLASSIFICATION OF ABANDONED MINES For operational purposes and to avoid double counting or undercounting emissions, the Mine Safety and Health Administration classified inactive or nonproducing mines into three classes: 1. Non-Producing, Men Working – Persons are maintaining equipment, but there is not any coal being produced. 2. No one working, Temporarily Abandoned Mine may re-open. Coal production has ceased, there are no persons working. 3. No One Working, Permanently Abandoned There has been coal produced and no persons working for a period greater than 90 days. The classifications are important in counting a mine as active or inactive for emission inventory. Although a mine is classified NO ONE WORKING, TERMPORARILY ABANDONED is considered inactive, it can be considered active if ventilation fans continue to operate after the mine is closed. Without defining abandoned mines, mines will be double counted and will give a wrong number for emission and abandonment. (EPA, 2004) DANGERS OF ABANDONED MINES Abandoned mines offer adults and children adventure that often ends in death. Some of the dangers are obvious, while often the most deadly ones remain hidden. Some of the most common dangers include: (Labor) Vertical Shafts Can be hundreds of feet deep May be completely unprotected at the surface Can be hidden by vegetation or covered by rotten boards Horizontal Openings Opening may seem sturdy Rotting timbers and unstable rock formation pose cave ins Darkness and debris makes them more dangerous Deadly Gases Lethal concentration of deadly gases accumulate in underground passages Excavated Vertical Cliffs/ Highwalls Can be unstable Prone to collapse Hills of loose material in stockpiles or refuse heaps Can collapse on biker or climber Water filled quarries and pits, rock ledges Hide old machinery and other hazards Water Can be deeper than expected and can be extremely cold Steep, slippery walls makes exiting swimming holes difficult ( U.S. Department of Labor, MSHA, 03/24/2005, msha.gov/SOSA/facts.asp) NATURE RETURNS TO HARM ITSELF The after effects of coal mining linger in the environment for several years. The valuable resources given by nature often returns to become natures most dangerous enemy. Toxic gases and metals find their way into the environment to infect the air, water, and earth from which they came with their poisons. The poison emitted into the environment sometimes kills animals, plants, and even humans. Some of the most deadly metals and gases are: Acid, cyanide, methane, iron, aluminum, manganese, carbon monoxide, carbon dioxide, and hydrogen sulfide. Nearly every abandoned coal mine has water accumulating and flowing in and out of it. These waters are usually highly acidic and filled with dissolved metals. The following creeks are some of the most common polluted by abandoned coal mines: Kettle Creek: Some areas of Kettle Creek have outstanding levels of acidity, iron, and aluminum. These levels are greater than what the EPA considers safe and acceptable. The creek’s main stem and coldwater tributaries are lifeless because of drainage from abandoned coal mines. The cost to date to clean up this creek is around $ 1.2 million and an estimated $ 12 million will be necessary to finish the clean up. (Tim Zink, 2007) Coal Creek: This creek suffers because of the four abandoned mine drainage sites in the watershed, three deep mine discharges, and a large refuge pile. The greatest source of pollution there is from the refuse pile. Although the cost of $ 1.5 million is not as significant as the cost of the cleanup of Kettle Creek, the cost is still great to clean up the pollution left behind. (Tim Zink, 2007) The Cheat: Fifty-three streams in the Cheat watershed are considered impacted by abandoned mine drainage and the outstanding cost of $ 20 for cleanup doesn’t make the mess any prettier. Stoneycreek – Conemaugh Rivers: At least 270 abandoned coal mine discharges were found in 1994 during a U.S. Geological Survey. Out of these 270 discharges 193 were dangerously acidic, 122 exceeded standards for iron concentration, and 141 exceeded standards for manganese. Another $ 8 million is expected to be spent on cleaning up the discharges. Although not all of these creeks and streams are located in West Virginia, it is obvious that the terrible effects of the drainage from abandoned mines do exist. The cost of cleaning up these abandoned mines and their remains only add insult to the injury. (Tim Zink, 2007) THE MINE OWNER’S RESPONSIBILITY The costly cleanup of these abandoned mines often falls on the government even though the owner’s of the mines are responsible for the cost and maintenance of the mines. In 1977 Congress created the Abandoned Mine Lands program to help pay for the cost of clean-up. Mining companies across the nation were to pay 35 cents per ton of surface-mined coal and 15 cents per ton of underground-mined coal to help pay for the cost of reclaiming old mines. West Virginia government has set aside 10 percent of its budget for acid mine drainage. This money and the money from the mining companies don’t come anywhere close to the actual cost to clean up the land. (The State Journal- News for West Virginias Leaders, 2005) Abandoned mines are a problem throughout the United States; they have truly had an effect on the environment and the economy. They pose hazards to wildlife and human life. This prosperous industry has left the Mountain State not only with economic difficulties, but it has also left it with blemishes that will take years to clean up. ? Bibliography EPA. (2004, May). Methane Emissions from Abandoned Coal Mines inthe United States. Emission Inventory Methodology and 1990-2002 Emission Estimates . EPA. Labor, U. D. (n.d.). www.msha.gov. Retrieved January 19, 2008, from msha.gov/SOSA/fact.asp: msha.gov/SOSA/facts.asp The State Journal- News for West Virginias Leaders. (2005, June 16). Retrieved 12 29, 2009, from West Virginia Legislature: legis.state.wv.us/WVCODE/Code.cfm?chap=22art=2 Tim Zink, A. W. (2007). Trout Unlimited Conserving Coldwater Fisheries. Retrieved from Trout Unlimited: w3.org/TR/html4/loose.dtd webmaster. (2005, 03 24). U.S. Department of Labor. Retrieved 01 19, 2008, from MSHA: msha.gov/SOSA/facts.asp West Virginia Legislature. (n.d.). Retrieved 12 29, 2009, from West Virginia Code: legis.state.wv.us/WVCODE/Code.cfm?chap=22art=2 Research Papers on Abandoning West Virginia's Natural ResourcesPETSTEL analysis of IndiaGenetic EngineeringTrailblazing by Eric AndersonTwilight of the UAWThe Effects of Illegal ImmigrationRiordan Manufacturing Production PlanCanaanite Influence on the Early Israelite ReligionHip-Hop is Art19 Century Society: A Deeply Divided EraIncorporating Risk and Uncertainty Factor in Capital

Thursday, November 21, 2019

Should Government be Minimised as much as Possible in the Emerging Essay

Should Government be Minimised as much as Possible in the Emerging Markets - Essay Example It includes spending on defense, education, infrastructure projects, and the healthcare sector (Berglof, and Bolton, 2002). The source of money or the finance that is used for public expenditure by the government is mostly from taxation. One of the distinctive features of public spending in emerging markets is the use of social safety nets. According to Chu and Gupta (1998), safety nets basically mean transferring payments that are non- contributory which seek to prevent the people who are vulnerable to poverty and shocks from falling down to a given level of poverty. The providers of the safety nets are the private sector (charities, NGOs), and the public sector (donors and the government). Another distinctive feature seen in the emerging markets is that the distribution of income during the pre-transition period in most Scandinavian countries had a Gini coefficient of 0.25 compared to that of the U. S which stood at 0.4. During the post-transition period, for example, the Gini coefficient was 0.2 in Slovakia and 0.5 in Ukraine (Keane and Prasad, 2000). This can be seen in figure 1 below Poland experienced indeed a substantial rise in inequality of earnings in relation to labor. However social transfers were significant in the mitigation of the shift, and as a result, the increase in inequality of income was moderated. Interestingly, these transfers were mainly targeting individuals who stood a chance to lose more as a result of the transition. The intentions of these individuals were not to be poor but rather to be middle class (Gans, 2011). The figure 2 below shows the income distribution in Poland during the transition period. The figure 3 below shows the overall distribution of income in the emerging markets. The general trend is that in most cases income distribution is normally not balanced among the countries. Analyzing the table found below, what is evident is that income disparity is greater in Russia as compared to Slovakia. Â  

Wednesday, November 20, 2019

Definition of Shame, Unforgettable Shame and Self perception Essay

Definition of Shame, Unforgettable Shame and Self perception - Essay Example Kaufman (1993a, pp.5-6) defines shame as wound within inner self which is deeply disturbing to the self, causing the sickness within the self and the soul which always leads to the feelings of inferiority. This view has been supported in the work of Evans (1994, p.103) who states, â€Å"with shame there is a sense of inferiority in which the other is perceived as more powerful and capable of inflict injury on the self, usually via scorn, contempt, or humiliation†. Jane Middelton-Moz (1990, p.xii) and Holly Vanscoy (2006) both have written that â€Å"the hurt emotion feeling arise from the consciousness of something embarrassment, humiliation, dishonourable, unacceptable, ludicrous etc done by oneself or another†. In my opinion, the individual who faced shame always perceives him or herself as flawed, unwanted, neglected, surplus, or fundamentally broken. Nearly every human being experience shame at some point in his or her life. Most of shame stories in their lives become the unforgettable one. The unforgettable rather haunting shame memory follows people throughout their lives. Shame incident might have happened a long time ago, but memory remains even after years. Sometimes the individual becomes very successful in the country or in the community, but the memory of unforgettable shame keeps clinging to even the developed and successful self. During the research, there were numerous instances when I found a general agreement of psychologists and therapist about the idea that adult personality is greatly influenced by early childhood experiences. Those who experienced shame during early childhood time period could never let their memory of the incident go forever. It remains and leaves extremely powerful impact on adult self perception. For understanding shame in childhood and its manifestation in adulthood in the form of low self-esteem, we need to understand the concept of ‘self’ itself. Self is fundamental part of Carl Rogers’s personality theory. He refers to it as, â€Å"the organized, consistent set of perceptions and beliefs about oneself.†Self is a humanistic term that describes us as person. It is not only influenced by a person’s experiences throughout life but also the interpretation of these experiences. Major factors that influence human self concept are: childhood experiences and evaluation by others (cited in McLeod, 2007). Bradshaw’s idea of a toxic shame seems to be intriguing in this regard. He (1990, p. 47) wrote it as â€Å"the feeling of being flawed and diminished and never measuring up†. The strong inner emotions and feelings of being insufficient, neglected, inadequate, defective and unwanted keep haunting the individual. Bradshaw (1990, p. 47) further attributes the toxic shame as a nucleus of the wounded child around which he or she keeps revolving. For instance, the individual, who faced traumatic or hurtful experience during their childhood which they could not forget all the way through their life are called wounded child and prone to shame. According to Adler, a neglected child has never known love and cooperation in the home; therefore, he finds it very difficult to develop these abilities as an adult. They do not know how to gain affection and respect from other people. As adults usually they are cold and hard (Frager, R. & Fadiman, J., 1998. p. 111-112). The shamed self is considered to be unable to cope with the difficult situation. As an object of scorn, humiliation,

Sunday, November 17, 2019

Ode on a Grecian Urn Essay Example for Free

Ode on a Grecian Urn Essay In the poem Ode on a Grecian Urn, Keats took inspiration from a visit to a museum exhibiting artifacts, one of which is an urn with figures on its surface. The urn depicts scenes taken from ancient Greek life. Intrigued by the Urns beauty and the figures depicted on its sides, Keats was moved to write a poem expressing wonder, admiration, questions and criticisms. Without knowing who these figures are, what they are meant to reflect and to what purpose were they made for, the poet revels in the mystery they represent. The Odes first stanza is filled with wonder and questions; the last stanza has none. Being a piece of art, the urn can speak to its viewers in whatever way it chooses to communicate. In the first stanza of the poem, the writer addresses an ancient urn and reflects on its beauty and what story it can tell. He calls the urn a historian possessing secret knowledge. The writer looks at one group of pictures that seem to be of men pursuing women. He wonders if it was a pursuit among lovers, a struggle between sexes, or a playful episode among the young on a beautiful day. In the next stanza, the poet focuses on another figure on the vase. This time, it portrays a man with his lover, both lying beneath a tree while he plays his pipe. The writer declares that the pipes silent music is sweeter than a mortals music because the former lives through time. While the man and woman cannot kiss because they are frozen in time, they should not despair because their beauty and youth will forever remain. In one stanza, the poet is able to present two contrasting realities. One is that of unfilled longing through eternity, while the other speaks of unfading glory. The odes third stanza reflects the poets general feeling of happiness for the things he observed about the couple described in the previous stanza, as well as the trees surrounding them. The poet is glad for the trees leaves, which will forever be green and remain attached to the branches. The poet is also happy that the man with the pipe will have his songs forever new. He is also happy that the lovers love will last until eternity. Here, the poet laments that mortal love is just the passing of passion. By the time it passes, which it eventually will, there is nothing left. In the fourth stanza of the Ode, the poet turns to examine another picture. This time, it represents villagers leading a young cow, which seems to be a sacrificial offering. He imagines where they have come from and where they are headed for. The poet visualizes empty streets because the citizens have all left to witness the sacrifice. And the streets will forever remain empty for those who have left the town are frozen on their way to the sacrificial place. For the fifth and final stanza, the poet goes back to addressing the urn. He tells the ornamental vase that while it lives and remain forever, the poets generation would have long passed. He ends it with the famous quote that equates beauty with truth. By doing this, the author seems to criticize and admire the urn at the same time. While the poet thinks the urn beautiful, he thinks that that is the only thing it will ever possess. This is the same manner of admiration and criticisms that the poet has vested on the characters found on the urn.

Friday, November 15, 2019

Fighting Corruption through Making Music :: Essays on Corruption

Fighting Corruption through Music Singing about corruption is not a new thing and can be described as a disease one can compare with HIV/Aids as been the second most popular in Africa. Thus many see it as the most main cause of many African states slowness in terms of stable economic growth .It is therefore no secret to many ordinary citizens you who keep wondering or face with the dilemma as to how really their governments are operating .As such life in relation to economic growth during and after post colonial rule as always been a litmus test. Sierra Leone The name meaning (Lion mountain) from a Portuguese sailor ?Pedro da sentra also this beautiful diamond shaped country was used by then British colonial masters to settle free slaves thus the capital city was named Freetown .With so many minerals and other resources combined with already many IMF loans been given many see it as been far enough to have change the deplorable living standard of many of its citizens forty years after independence. It is therefore no surprise to many n view of the present governing authorities lack of transparency and willingness to prosecute or crack down hard on those they found in corrupt practice , the faith of many citizens on the Anti-corruption commission been set up is nothing to go by. State of the music industry The music Industry has dramatically grown in the last couple of years despite harsh conditions faced by musicians and composers alike. For many music is sacred , thus it can calm the troubled mind and bind the wandering sense. As such , Sierra Leone during the past years has produced some distinct traditional musicians such as: John Gbala ,Amy Kallon. , Salia,, Rogers(Rogie),Ebenezer Calender and many more.As old musicians continue to rebirth themselves and young musicians continue to see the music industry gaining its reputation , there is now arrays of musicians in categories such as : R&B, POP, traditional , Reggae and religious music. Level of Censorship The level of censorship on music is always a big question whenever musicians produced songs about sensitive issues such as ?

Tuesday, November 12, 2019

Cellular Rspiration

LABORATORY REPORT FOR BIO411 Experiment 5 : Cellular Respiration Experiment 6 : Photosynthesis Title: Cellular Respiration Objective: To observe and determine cellular respiration in yeast/onion cells. * Measure respiration rate using different substrates. * Measure respiration rate at different temperature. Introduction: In this laboratory experiment, we are given 3 task. The first one is respiration in yeast. Second is respiratory indicator and the third one is observing mitochondria in yeast/onion cell. The first experiment is about investigation of sugars yeast. We will determine which sugars yeast can be use for cell respiration.When the yeast undergoes anaerobic/aerobic respiration, they will give out carbon dioxide. After that it will reacts with water to forms a weak carbonic acid solution. We will use BTB to monitor this reaction. Further explanation will be discussed at the discussion. The second experiment is respiratory indicator. Same concept with the first experiment. W e will measure the respiration rate using different substrates based on the table provided. The third experiment is observing mitochondria in yeast/onion cells. We will be using the staining technique in order to obtain the result of the experiment. * Task 1: Respiration in Yeast Materials: Beakers * Pipettes * Cuvettes * 20% Glucose * 20% Lactose * 20% Sucrose * 20% Maltose * Distilled water * Brom Thymol Blue (BTB) * Spectrophotometer * Measuring cylinders. Procedures: 1. The spectrometer is set to 565nm. Distilled water is used to set the reading to the pure level. 2. 8mL of 20% glucose is placed in the beaker using a measuring cylinder. 3. 1ml of Brom Thymol Blue (BTB) is added into a respective tubes using a pipette. 4. 4ml from the mixture of Glucose and BTB taken and placed in test tube then added with 0. 1ml of yeast extract. 5. The mixture then transferred into cuvette and placed into spectrophotometer. 6.The absorbance measured for 5 minutes. The reading taken within 30 se conds. 7. Steps 1-6 is repeated using 20% Lactose, 20% Sucrose, and 20% Maltose. 8. Reading obtained is recorded and compared with the others. Results: Time (s)| 20% Glucose| 20% Sucrose| 20% Maltose| 20% Lactose| 30| 1. 053| 1. 162| 1. 323| 1. 130| 60| 1. 051| 1. 161| 1. 310| 1. 123| 90| 1. 049| 1. 159| 1. 304| 1. 119| 120| 1. 048| 1. 159| 1. 297| 1. 116| 150| 1. 045| 1. 158| 1. 295| 1. 114| 180| 1. 044| 1. 155| 1. 292| 1. 111| 210| 1. 041| 1. 155| 1. 289| 1. 109| 240| 1. 040| 1. 154| 1. 287| 1. 107| 270| 1. 037| 1. 154| 1. 287| 1. 105| 300| 1. 035| 1. 154| 1. 284| 1. 103| Task 2: Respiratory Indicator Materials: * Test tubes * Yeast extract * 20% Glucose * Water bath * Parafilm * Distilled water * Tap water * Methylene blue Procedures: 1. 4 test tubes is obtained. 2. Each tube filled as table shown below, Tube 1 (room temperature)| Tube 2 (100? c)| Tube 3| Tube 4| 5ml yeast+1ml glucose+2ml methylene blue+2ml distilled water| 5ml yeast+1ml glucose+2ml methylene blue+2ml distilled w ater| 5ml water+1ml glucose+2ml methylene blue+2ml distilled water| 5ml yeast+1ml water+1ml methylene blue +2ml distilled water| 3. For tube 2, yeast is added and glucose is immersed the tube in water bath(100%) for 5 minutes.The, methylene blue is added. 4. Parafilm is used to cover all the tubes. 5. Initial time and color is recorded. 6. Time taken for the decolorisation to occur is recorded. Result: | Tube 1| Tube 2| Tube 3| Tube 4| Observation| Dark blue(no change)| Dark blue(no change)| Dark blue(no change)| Dark blue(no change)| * Task 3: Observing Mitochondrian of Onion Cells Materials: * Glass slides * Sucrose solution * Methylene blue * Toothpick * Onion cell * Cover slip * Microscope Procedures: 1. Clean slide is obtained and a drop of sucrose solution is placed on the center.Two drops of methylene blue added and mixed well by using toothpick. 2. Yeast is placed on the mixture of sucrose and methylene blue and cobered by the cover slip. 3. The slide immediately viewed unde r microscope. Results: 35 minutes is taken for yeast cells to decolorized, where blue stain turns clear. Disccusion: In our experiment, in order to achieved our objective which are to observe and determine cellular repiration in yeast/onion cells, we have to measured respiration rate using different substrates and we also have to measure respiration rates at different temperatures in Task 1, Task 2, Task 3.In Task 1: Respiration in yeast, the result we obtained shows that the 20% Glucose give the lowest value of absorbance compared to the others and 20% Maltose gave the highest value of absorbance. The order of absorbance is 20% Glucose

Sunday, November 10, 2019

Cost Behaviors and Allocations Essay

The relationship between fixed, variable, and total costs of an organization is called cost behavior. It is also known as underlying cost structure, and is used for planning, control, and decision making within the organization. Healthcare organizations face several challenges to try and improve the quality of care and reduce costs at the same time. Their response to how to do this describes their cost behavior. Fixed costs is a cost that are certain regardless of the volume of services that are delivered and will occur even if the facility is closed. Variable costs are related directly to the amount of service that is delivered. These two costs make up the underlying cost structure of an organization. For example the costs of supplies used to draw blood in a laboratory, would be the variable costs, the costs to keep the laboratory open would be fixed costs. To understand the cost behaviors of the organization you have to figure out the relationship these costs have with the amount of services that they are delivering. To manage your costs you want to make sure that you are bringing in enough volume that will cover your costs. Cost allocation is a very important part of cost measurement. It is a pricing process that within the organization where managers allocate the costs of all the departments. Within healthcare organizations the overhead costs, costs from patient services departments, and support costs have to be allocated. Due to this pricing and service offerings are based on the total costs in relation with each services. If the allocations of overhead costs are allocated properly the organization is better able to make good decisions for the organization. Works Cited Evans III, J. H. (1998). Cost Management and Management Control in Healthcare Organizations: Research Opportunities. Behavioral Research in Accounting , 10, 78-103. Gapenski, L. (2012). Healthcare finance: An introduction to accounting and financial management (5th ed. ). Chicago: Health Administration Press.

Friday, November 8, 2019

Story of an Hour Essay Example

Awakening/Story of an Hour Essay Example Awakening/Story of an Hour Essay Awakening/Story of an Hour Essay Essay Topic: The Awakening Neumann Story of An Hour and The Awakening Compare and Contrast Essay Kate Chopping literary works, Story of An Hour and The Awakening are very similar in their strong feminist voice, the mood of disconnectedness, and the prevailing theme of the search for freedom from a culture dominated by male supremacy and the belief that women are a possession rather than a gift to be cherished. In both Story of An Hour and The Awakening, a strong voice of feminism prevails throughout, paired with underlying tones of doubt. In The Awakening, Chopin uses throng symbolism, such as the caged birds introduced in the very first sentence of the novel, to set the idea that married women are caged by societal conventions and deserve to be freed to experience all that life has to offer free from responsibilities and confining rules. Mrs.. Pointillist expresses many times throughout The Awakening how she wishes to be free of her husband and children to pursue her artistic aspirations, her physical needs with other men, and her friendship with Mademoiselle Raise, a woman who escaped societys expectations and as a result ivies free to pursue her own wants and needs. Mrs.. Pointillist is surrounded by men, including her husband, Alice Robin, and Robert Lubber, but only wishes to pursue temporary relationships with Alice and Robert based on satisfying her physical and emotional needs that her husband ignores and regards as unimportant. In Story of An Hour, Mrs.. Mallard is also married but is dissatisfied with her marriage and like Mrs.. Pointillist likely wishes to pursue other men. In each of the stories, the women recognize that they do not need men to complete or help them, but they each struggle with doubt. Mrs.. Mallard thinks about how she will miss her husband when his hands are folded across his chest, dead, and Mrs.. Pointillist commits suicide because she doubts herself so strongly. The doubt is symbolic of the time period in which women were beginning to emerge as stronger but were still shielded by men at a moments call and had not yet fully recognized themselves as sufficient. Kate Chopping life growing up was dominated by a female presence. Her father died when she was young, and she was then raised by all female widowers, then went on to a Catholic school where she was further surrounded by unmarried women. Her young life probably contributed to the way she wrote since she was always taught that women wore more than able to make a successful living on their own. The mood of disconnectedness is prominent in both stories. Throughout all of The Awakening, Mrs.. Pointillist is dissatisfied with her life, whether she is married, in love with Robert, or pursuing relations with Alice. She is ignored in her marriage, abandoned by Robert, and used for physical pleasure by Alice. The only time that she seems content is in the final chapter of the novel where she takes the final act of fiance and removes her clothing, which is symbolism for removing her past, societys wishes, and the doubt that has slowly killed her inside. As she walks into the children, but does not stop what shes doing so that they can no longer have precedence over her. Mrs.. Mallard gained peace in Story of An Hour when she came to the conclusion that she was finally free! Body and soul free! Her peace was quickly removed, however, when her husband walked in the house and she recognized that her blossoming freedom had been revoked and she died. Each of the Tories end on a sad note and each with ambiguous endings to leave room for interpretation of what happened after the deaths. The reader can infer that no change occurs afterwards, though, because the husbands and families didnt really care about the women before. In each of the stories, the search for freedom is the dominant theme. Mrs.. Pointillist took steps towards freedom when she moved into her own home and when she stopped seeing her husband and children, but as previously stated, she never obtained that freedom and realized that she never could, so she killed herself. Mrs.. Mallard recognized her freedom, and the reader can infer this from the subtle change that occurred when the author quit referring to her as Mrs.. Mallard and began calling her Louise, symbolizing that she was no longer bound to anybody or any expectations based on a name. Louise never found freedom despite her invigorating experience near the window in her room because she too realized that she could never truly have freedom- even supposed death was not enough to free her because Mr.. Mallard was not truly dead. Each of the women ultimately failed at ending freedom, but each searched relentlessly in desperate hopes of finding it. Story of An Hour and The Awakening both contain many similarities and no differences- each of the main women are feminists, each are consistently discontent with their lives, each want to find freedom, and each fail and die, one from suicide and the other possibly from sorrow and shock. Kate Chopping literary career ended with The Awakening, but the influence of her story did not, and the rising of strong and independent women in the start of the sass can be contributed in part to Chopin whose stories inspired women everywhere.

Tuesday, November 5, 2019

Force of friction experiment Essays

Force of friction experiment Essays Force of friction experiment Paper Force of friction experiment Paper Limiting static friction Friction always opposes motion. It increases with the applied force. However, it cannot increase indefinitely. When a body is in contact with a rough surface, friction arises at the contact surface if the body is subjected to an applied force. When the applied force exceeds the limiting static friction , the body will start to slip over the rough surface. And the value of is roughly proportional to the normal reaction R. where is the coefficient of static friction at the contact surface. Kinetic friction Generally, the friction acting on a resting block is less than until the block starts to move. Once the body starts to move over the rough surface, the friction would decrease slightly to a value known as kinetic friction . So is slightly less than but it is still approximately proportional to R. where is the coefficient of kinetic friction at the contact surface. remains constant even the applied force is increased further. is slightly less than . 3. Procedure A. Effect of applied force on friction 1. The set up is connected as shown below. 2. Slowly push the wooden plank (together with the trolley underneath) away from the spring balance. Note the increase in the spring balances reading which indicates the static friction . : When the block starts to slide, quickly read the spring balance. This maximum value is the limiting static friction. Keep pushing the wooden plank to maintain a steady sliding, and note again the spring balances reading which now indicates the kinetic friction . 3. Repeat the measurement of and few more times to get the average values. B. Coefficients of friction for various materials 4. Add 1 block (totally 2 blocks) onto the original one. Repeat step 2. 5. Add 1 more block (totally 3 blocks). Repeat step 2. 6. Replace the wooden plate with the plastic plate and brick respectively. Use the same face of the wooden block. Repeat step 2 to 5. C. Effect of surface area on friction 7. Place the wooden blocks onto the wooden plank side by side instead of piling up. Then connect them to the spring balance and move the trolley until they slide. Note the readings. 8. Repeat step 7 with 3 blocks. 4Normal reaction R / N 3. 73 3. 73 5. 59 5. 59 5. Errors and Accuracy The error of measurement of mass of blocks is . The error in taking reading of spring balance is . The error in adjusting the position of the scale of the balance is also . Hence the total error in measuring the force is . 6. Discussion Assumptions 1. The elastic strings have no mass. 2. Acceleration due to gravity (g) is taken as 9. 81 ms-2. Actually it varies in different position on Earth. 3. The block and the plank slide horizontally. Random and Systematic Errors Systematic errors include measuring mass of blocks (due to inaccuracy of the electronic balance) and the force (due to inaccuracy of the spring balance). Suggestions for Improvements 1. Since the elastic strings actually have mass. We can improve the accuracy by two ways: (a) Count one half of the mass of the strings into the total reaction force (the another half is supported by the balance, not the blocks). (b) Use blocks with greater mass (e. g.lead blocks). The effect of mass of strings become practically negligible. 2. Determine the actual value of acceleration due to gravity (g). Abnormal Behavior The degree of roughness throughout the brick surface was not constant. It was very difficult to keep the force constant. Comparison of Experimental with Expected Result A. Effect of applied force on friction Static friction increased with applied force. It remained stationary relative to the wooden plank. Until limiting static friction () was reached, the block began to slide and the reading (representing ) remained basically constant. Experimental value of is much smaller than . Theoretically, should be only slightly smaller than. This may be to error. If heavier blocks are used, the difference between and might be smaller. B. Coefficients of friction for various materials Coefficients (both and ): plastic plate wooden plank brick. By common sense, brick is the roughest and plastic is the smoothest. The experimental results prove our assertion. Also, experimental value of is much smaller than . Refer to the above explanation. All graphs are straight lines passing through the origin. This result tell us both limiting static friction and kinetic friction are directly proportional to the reaction force. * The coefficient of static friction of brick is 1. 2, greater than 1. This was because the brick surface was too rough that it was actually not a flat surface. Additional force is required to move the block up and down. The motion was not sliding at all. Therefore the theory of 01 does not hold in this case. C. Effect of surface area on friction Theoretically, friction is independent of contacting area. The result should be the same when the blocks are arranged side by side and piled up. However experimental results show that friction when side by side is slightly greater than that when piled up. This may be due to varying degree of roughness throughout the contacting surface. Increase of contacting area increases chance of experiencing more uneven roughness. This will result in greater fluctuation of frictional force and thus greater experimental error. 7. Answers to Worksheet Questions Q. 16 What is/are the advantage(s) of pulling the wooden plank, instead of pulling the wooden block with the spring balance, in the measurement of and ? Discuss the physical meaning of the spring balances reading in each case. A. 16 It make sure the blocks are experiencing constant applied force. If they were pulled by the spring balance directly, it was difficult to keep the force constant. Then the change in force will be used to accelerate to blocks, instead of just balancing the frictional force. Also, we can ensure the applied force is horizontal by fixing the spring balance on a horizontal platform. If we pull the spring balance directly, the force may not be always horizontal and the useful horizontal component of the force will be smaller than the balances reading. When pulling the plank, the spring balances reading represents the frictional force. When pulling the blocks directly, the reading represents the applied force, which may not be equal (in magnitude) to the friction. Q. 17 In pushing a car (with the engine detached from the wheels), explain briefly why it is more difficult to start the motion, but once the car is moving, it is relatively easier to maintain its motion. A. 17 Limiting static friction is greater than kinetic friction. Especially for a car with mass generally over 1000 kg, the reaction force is very large. So the difference of magnitude between these two types of friction is very significant for a human. Q. 18 In the design of the braking system in bicycles, what parameter(s) should be maximized to achieve a larger frictional force? A. 18 The reaction force exerted on the braking pads and the coefficient of kinetic friction should be maximized. 8. Conclusion This experiment was quite successful. It demonstrated that friction is directly proportional to normal reaction but independent of contacting area. Also, coefficients of static and kinetic friction can be compared.

Sunday, November 3, 2019

Changing Context of Workforce Planning and Labour Market Change Research Paper

Changing Context of Workforce Planning and Labour Market Change - Research Paper Example The report indicates that the LFS essentially tracks two different types of teleworkers, including those working in their premises and those working in particular places like on the train, at their client’s homes, or in the cars. However, all the two types of teleworking services use the home comfort as their primary setups. In 2005, the majority of teleworkers worked in several places but used the home as their center. The number represents a whopping 1.8 million out of a total 2.4 million. These figures just demonstrate how the labor market is vigorously shifting from the more demanding contractual basis to the less critical self-employment context. There are several factors central to the sudden change in the labor market context. The first primary aspect is the advancement in technology. The new skills and equipment have revolutionized and redefined the entire workforce because it has brought a range of capabilities that were initially far-fetched. For example, in the case study, the rise of computers and telephones has changed the game because it has made work easier for builders. They can efficiently execute particular duties at home and at the same time communicate with clients. This scenario contrasts the traditional white-collar-job setup that requires an employee to link remotely with the employer. Apart from technology, several other reasons perhaps drive employees away from the customary right jobs, hence making home based work more appealing and convenient. First, some contracts are not guaranteed.

Friday, November 1, 2019

Poetry Explication Essay Example | Topics and Well Written Essays - 750 words - 1

Poetry Explication - Essay Example The title of the poem is relevant to helping the reader understand that the use of the term ‘house’ is metaphorical. This is because had problems that were considered as abnormal. The speaker does so to describe a close relationship between occupants of the house that disintegrated. Various figures of speech including personification, symbolism, imagery, metaphors, and allegory are used to create layers of meaning. The use of personification is seen when the author suggests that the house has feelings and suffers hurt. This is further supported by him saying that, â€Å"some rooms declared their loyalties/ keeping to themselves, keeping out the other†( Stanza 4, Lines 2-3). The use of symbolism, on the other hand, cannot be denied as the house itself is seen as a symbol of a close relationship that fell apart. The slamming of doors, angry feet scuffing the carpets are words used that are representative of the conflict that was ongoing. Confirmation of this is in s tanza 3 in reference to the shouting, threats, half apologies. There is a slight interest in the speaker trying to resolve the conflict. However, the conflict went irreversible far. This is explained by him saying, â€Å"Lines were drawn, borders established, some rooms declared their loyalties/ keeping to themselves, keeping out the other† (Stanza 4, Lines 1-3). The speaker’s words are also encompassed in imagery appealing mostly to the auditory and visual senses. For example, the uses of the term slamming, scuffing, shouting are some of the words that stimulate our auditory senses to get a feel of what was actually happening in the house. The visual senses on other hand are stimulated by the use of the words such as cracking to describe paint, broken to describe windows, which create a mental picture about the state of the house. In fact, the audience can easily visualize and dramatize in their minded the extent to

Wednesday, October 30, 2019

Scholarly vs. Popular Media Focus on Sexuality Essay

Scholarly vs. Popular Media Focus on Sexuality - Essay Example Flyers and lucid media images that stir up teenager girls to prime their fancy on sexuality and looks are injurious to self-esteem and physical health (Jayson 12). Conversely, this revelation can encourage girls and young women to view themselves and their bodies as sexual objects. The article also cuts across other issues like dolls which are used in TV, and or commercial advertisement. Ideally, Brazt dolls use suggestive clothing to dress their dress up their dolls that feature in advertisements. These dolls usually appear in MTV advertisements in sleazy miniskirts, fishnet stockings, and feather boas. According to Jayson (12), this sleaziness is what has led critics to label the dolls as potential motivators of sexualization of women and girls. It is a reality to contend with, as these are designed by default for four to eight olds, while they are still connected to objectifying adult sexuality. In her article, Jayson notes that these dolls with suggestive clothing have made some parents anxious and nervous over the uncalled for sexualization of their children. This is partly due to the sense of moralization around the advertisement. However, they is a huge difference of opinion between the teens and the older generation that views, although provocatively, teenage fashion as far too-concealing. On the other hand, teens may not view themselves as mere objects of sex. The two article speak, although, using different levels of thinking and perspectives, about women as sexual objects. The articles touch on advertisements, which would either be aired on commercial TV, and fashion magazines. Either way, both articles talk in depth about how advertisement may encourage young women and girls to change their perceptions into crasser sense of awareness about themselves. This... The articles talk in depth about how advertisement may encourage young women and girls to change their perceptions into crasser sense of awareness about themselves. This may negatively impact on the self-esteems of the teens and young women, who start to view themselves as sex objects. Even so, they reveal to us despite the companies’ objective behind their advertisements, there still is some moralizing about it.Women’s bodies are portrayed to be persistently on display with a view to be judged. Therefore, when women are represented as veritable sex objects in more than two, in fact three advertisements, the point becomes clear to both men and women: A woman’s significance is based on her physical appearance and sexuality. Moreover, this view suggests that women are objects to be looked at, rather than players with their own sexual craving. Granted, seeing women as sex objects doubles the rate of sexual violence against them. This view in turn makes sexual violen ce towards women appear justifiable. The two articles, examined here, were rather written professionally and independently, whereupon the authors have used different perspectives to pass across vital. The scholar approach article was presented in a more detailed form, while the popular media article was presented in one-off outline. Both articles have a deep wealth of information, but the scholarly approach carry’s the day with its informative and detailed style it was written.

Monday, October 28, 2019

Plato vs. Aristotle Essay Example for Free

Plato vs. Aristotle Essay Numerous experts in modern time regard Plato as the first genuine political philosopher and Aristotle as the first political scientist. They were both great thinkers in regards to, in part with Socrates, being the foundation of the great western philosophers. Plato and Aristotle each had ideas in how to proceed with improving the society in which they were part of during their existence. It is necessary therefore to analyze their different theoretical approaches regarding their philosophical perspectives, such as ethics and psychology. This paper however will mainly concentrate on Aristotles views on friendship and how it impacts todays society. The main objective in Platos philosophy is a creation of a perfect society. He constructs a foundation for a utopian society in his book The Republic. The purpose of his thought process was to cleanse his society of the woes he felt plagued it and construct a new one. Plato lived during the Peloponnesian War, which consequently lead to the end of the Athenian democracy. He had eyewitness account of his mentors (Socrates) trial and execution. Bitter and angered by the political corruption that gripped the Athenian democratic government, he disengaged from participating in politics. He strongly felt that neither a moral individual nor a state that is rational could be established in a democratic environment. Plato felt that the common man wasnt intelligent or capable of dealing with concepts that influence the state such as economics, policy of foreign affairs and other relative matters. He viewed political incumbents in Athens government as being elected for matters that were irrelevant to main factors that affected the state. Another danger was that excessive liberty for the people of the democratic society could potentially lead to anarchy. In Platos perfect society, he forged ahead to eliminate the disease (pluralism of friendship) that plagued the human character and society (Class Notes). Essentially, Plato wanted to establish the perfect form of society, linked by one single entity. Aristotle, unlike Plato, was not focused or concerned about the idea of a perfect society, instead he wanted to improve upon the one that he was part of during his existence. Rather than develop a framework for a society that is perfect, he suggested that society should, in it self, strive to utilize the best system it can attain. He felt that utopia was abstract and superficial. It wouldnt allow for realistic problem solving solutions. He felt that Platos view of a strict overhaul of society in general wasnt necessary. He believed that society was at its optimum and you can only improve upon the existing one. Platos perfect society would consist of three basic groups, which are Guardians (Gold), Auxiliaries (Silver), and the Artisan (Bronze). The highest of these classes are the gold people, which consist of rulers and non-rulers. Those that are rulers are societys decision policy makers and non-rulers occupy levels of civil servants. The fundamental prerequisite to becoming a genuine philosopher is to have knowledge of forms, thus enabling you to know the truth. Platos theory of the forms is partly logical and part metaphysical. Armed with the truth, he believed that philosophical ruler will always make the right decision, and rule with total wisdom, justice and virtue. The rulers, he felt, wouldnt posses any money or property, they would be free of desires, excesses, and vices. The Auxiliaries (Silver) are people of strength, courage, and military capacity; they occupy a small sector of society. All auxiliaries would be subjected to a series of tests, which will check their powers of resistance to self-interest, pleasure and other temptations. The last level, Artisan (Bronze), are the workers which might be composed of farmers and artist, essentially non-skilled workers. They would produce all the consumable and non-consumable goods deemed necessary for consumption and the continued economic viability of the society. Plato whole-heartedly felt that if ever the bronze or iron people rule the state would collapse (Class Notes). He sought to establish the concept of the gold class having wisdom, thus they should be wise and good rulers. It was imperative that those who rule be philosophers and skilled in areas that pertained to the interest of the state. Aristotles disagreed with Plato in regards to allowing one particular class to govern the state politically for indefinite period of time. He felt that to not allow interaction among the various classes would inhibit those who posses the ability to engage in political life, an injustice. He feels Platos structure of classes is politically incorrect for the state. He quotes It is a further objection that he deprives his Guardians even of happiness, maintaining that happiness of the whole state which should be the object of legislation, ultimately he is stating that those who rule (Guardians), sacrifice their happiness for control and absolute power. Those who are of the gold class, lead such a rigid life, that it will become necessary to impose the same strict way of life on those being governed. He places the idea of moderation on a high pedestal. Many individuals come to favor the concept of moderation because it is flexible, part liberal and part conservative. Platos ideal society is so difficult to conceive that Aristotle believes that no human being can achieve its rudimentary requirements. He decided to express in the Republic how men should conduct it self in a perfect society and what attitude they should posses. In retrospect, Aristotle felt by using real world experience along with real people, he can see first hand how and what way can he improve society. Plato and Aristotle both agreed on justice and viewed it objectively; that is it controls the belief a life of good nature would be provided for all people no matter their ranking in society. Aristotles states In democracies, for example, justice is considered to mean equality, no oligarchies, again inequality in the distribution of office to considered just. Plato views the idea of law and justice as what sets the standard for societys behavior in a state. Aristotle puts emphasis on the institution of the polis or civilized community. The polis was structured to allow the average individual in society to participate in political matters. This institutional forum is not the city-state or the community, but merely the larger of the two entities. It is rather a partnership between households, clans, and villages for the sake of a fully developed and self-sufficient life. The polis enables those individuals who naturally posses moral intellect and wisdom an opportunity to rise to higher positions (Class Notes). Justice is the political good within the polis, and it must promote the common interest of the people of the state. What is seen as good must be distributed and regulated through out the state. The law is also the regulating factor that arises from equal and free people in civil institution. The well being of a society is solely based upon the connection between the effort in which the citizens of the state adhere to the law of the land. A good citizen of the state will posses prudence, moderation, and justice, and above all to rule and be ruled. His belief contradicts Plato theory of one controlling class, governing the political matters and decisions that effect the state. The Theory of Democracy that Aristotle states is that democracy is a perversion form of government of polity (Class Notes). He clearly states The people at large should be sovereign rather than the few best. Plato on the other hand, wouldnt permit citizens to engage in public participation concerning governmental issues, as Aristotle would have enjoyed. Plato also felt that public judgments of disapproval and approval were based on emotional belief, instead of factual knowledge. He believes that if a revolution occurred it would happened within the corridors of the palace, hence palace revolution. This type of revolution happens when there is a transmission of power from one holder of power to another. Aristotle perceives such an event occurring between the wealthy and less fortunate in society. He feels to prevent such actions, one must participate in them. Plato thinks that in a utopia a disgruntled group of Guardians will emerge and disengage themselves from the ruling law of the state. He feels that an oligarchy two things may initiate a possible revolution: the first one is the ruler and their offspring would grow to be weak, sympathetic, and second is that the number of poor individuals will grow larger and there for be taken advantage of by the ruling class. Aristotle states that to know the factors that caused the revolution, which destroys the constitution, is to also know the principal of effect, which in turn ensure its preservation. Aristotle and Plato also have contrasting views on ethics, psychology and metaphysics. In regards to ethics, Aristotle believes that virtue is necessary for happiness, while Plato says virtue is enough for happiness. The psychological difference between the two is that Plato feels the body is a prison for the soul; body and soul are two different entities, capable of maintaining independence from one another. As for Aristotle, he claims that the body and soul are two different things, one consisting of matter the other form. He sees everything in the universe being composed of matter and form, so its not surprising that he perceives human being are too. To him form is simply the way matter is arranged. For example, a cat is composed in a feline way; thats what makes a cat. Human being for that matter, have a unique method of structure, too; thats their form. In fact, Aristotle strongly feels that nothing in existence can be without form and matter. If you eliminate its structure and form you have nothing left. So for Aristotle, the concept of soul without body or body without soul is incoherent. In regards to form, Plato expressed how things should be through utilizing vague language and poetry. In respect to friendship, I firmly believe that Aristotles views on friendship holds value in todays society. First we will touch on the various points that Aristotle makes regarding friendship, then expand on his main principle in connection to modern time, if possible. Aristotle distinguishes between three types of friendship: friendships of utility, friendships of pleasure and friendships of virtue. The idea behind friendship of utility is that it is founded on the idea of usefulness. The interaction among friends is only valued if there is usefulness between the two individuals. An example of this would be any automobile dealer and car buyer. Factoring in that they know each other, both need what the other can provide. The bond that unites the two people is based on usefulness. As long as they each can provide what the other needs, it satisfies the friendship. The second concept would be friendship of pleasure, which is basically the amount of pleasure generated between the participants. An example of this would be two people engaging in a social event, such as an outdoor festival. Each of the participants enjoys the others company. They are friends because of the pleasure they bring to themselves. The last kind of friendship is the friendship of virtue. This friendship is special and unique, such that it can only be between two people. Rather than utility and pleasure, where it can establish a group of people, this type of friendship is connected solely between two people. This type of friendship is also unique based on the fact that it can only hold any true value if both individuals are of the same virtue. People in general might regard these definitions of friend objective. Some believe that doing something for someone is solely based on the act of self ? fulfillment. Aristotle, I believe is not incorrect in stating that the idea in friendship in utility and pleasure is for our own sake, and the concept behind friendship of virtue is for the sake of the friend. These three categories are arranged in a certain format that there are influenced by the next level. These bonds of friendship can arise from various forms of potential fraternal groupings. Present day possibilities can include: various college organizations, union members, national communities and any other form of groups that people find a common denominator. For Aristotle Aristotle is more philosophically inclined than Plato; he tends to get rid of ideas that are irrelevant, and he believes that the concept of forms existing separate from matter is somewhat superfluous. He dives right into the heart of the matter. You can see Aristotle as someone who believes the world in which he occupies very satisfying just the way it is. His main focus is always connected with things that are consistent with ideal experience, without introducing unnecessary notions of concepts that cant be proven. Platos vague, poetic language in metaphysics and physics didnt stimulate inspiration; it made him uncomfortable. Both Plato and Aristotle were two men who envisioned methods on ways to improve their existing society. Plato, the political philosopher, was basically in pursuit of philosophical truth. Aristotle was more concerned with citizenship and institutional politics. They both had developed ideas and concepts to improve society as a whole. Aristotle and Plato have had a tremendous impact on political scientists of today. In Aristotle case, he was responsible for developing various democratic ideas. Even in modern democracies like our own Aristotles ideas hold true. When we vote in the election of the ruler of our country we, theoretically, are voting for the single most excellent citizen of our nation. That is we are voting for that citizen who can do the best job of working toward our common interest. The citizen of a state who has the greatest ability to work towards the salvation of the constitution has a great gift that can benefit all citizens. It only makes sense to allow that particular individual to lead the rest of the citizens in working towards the common interests of the state. In conclusion, these men were great thinkers. Their opinions on society and its function were quite different, but they both had the same concern, to build a better way of life for their societies they in lived in and for the societies that would come to be in the future.

Saturday, October 26, 2019

Allied and Central Powers :: essays research papers

Allied Powers Fance has not forgotton its humiliating defeat at the hands of Germany in 1871. France was waiting for the chance to reestablish its power on the continent. France was willing to ally itself with another longtime enemy, Britain, to strenghten its hand against Germany. Great Britain had traditionally followed a policy of neutrality, which served it well. Yet some Britains were now calling for a new alliances, to counter the rising power of the German Empire. Britain depended on industrial strength for survival. Germany was a threat to that strength, as well as to Britains naval power. Russia had been defeated by the Japanese in 1905 and was troubled by unrest within borders. Russia felt a need to prove its strength to the other nations of Europe. It also desired to extend its influence and protection over Slavs in Balkan countries. Central Powers The German Empire had been created in 1871. Included in its territory were the provinces of Alsace and Lorraine, taken from France. Now Germany was the leading power on the Continent. But Germany was not secure. Directly to the west was France, waiting for the chance to reclaim Alsace-Lorraine. To the east was Russia, recently allied with France. And on the seas the rapidly growing German navy competed with the more powerful British navy. The Austro-Hungarian, Empire was not a nation of one people, but an empire of many nationalitites. The peoples that made up the empire were mainly Austrians, Hungarians, and Slavs. But the Austrians and Hungarians ruled the empire. Many SLavs who lived in the provinces of Bosnia and Herzegovina wanted to be part of the new nation of Serbia. Furthermore, Rumania and Italy had designs on territory within the empire. Russian ambitions in the Balkans brought them into conflict with the Austro-Hungarians.

Thursday, October 24, 2019

My own communication and interpersonal skills Essay

I will be assessing my own communication and interpersonal skills in relation to each interaction. Verbal Communication My placement is at a pre-school, I have good verbal communication as I interact well with the children when I am speaking to them I listen to what their saying when they are speaking to me, I keep an open mind and concentrate on the main direction of the children’s message to me, I avoid distractions to make sure I am effectively listening to them at all times, usually the children speak to me about the toys they are playing with and they tell me about the activities they are doing. For example the in my last one to one interaction I was talking a girl in the nursery about her pets at home and if she looks after them, even though I don’t have any pets I listened to the girl and gave her appropriate feedback and questions. I make sure I am in a comfortable environment so I can hear the children effectively so it’s not noisy; I am always prepared to listen to everything the children say to me. In a one to one interaction I find it easier to communicate verbally as I’m only speaking to one child so I can stay focused on that particular child and what they’re saying to me to make sure I am actively listening to the child, this is an area I communicate well with and many skills in this area improve every time I go. Whereas in group interaction I find verbal communication harder so I need to improve on this, I find it hard to speak to more than one child at a time because they are children they are all speaking at the same time so I am getting a lot of information at the same time I try my best to effectively listen to them but with a lot of information being told to me it’s hard to process the information, I need to improve on this by making sure the children are taking turns so I can listen to them without getting bored. For example in my last group interaction I was making a puzzle with the three children and they were all asking me questions at the same time to I found it hard to listen to all the questions. I also need to improve on the questions I ask the children to make a conversation with them; I ask them questions but then I run out of questions to ask them so then the conversation stops, I should ask more questions that interest the children so my communication skills improve. In a group interaction I am better, so I am good at asking questions as there are more children with more questions to ask me so the  conversation run more better and information is shared quicker and more effectively, compared to a one to one interaction I run out of questions to ask the child as I do not obtain information well. I need to improve on this skill to I can communicate better with a single child to give them more involvement in the conversation. I can respond to questions more effectively as I find it easier to understand the question they have asked me because they are children and the questions are quite simple. I let the children tell me what they want to say to me so I can clarify my info rmation. Reflective speaking I think this skill is something I need to improve on; I do try my best to give the best feedback to the children in both types of interactions. In a one to one interaction I find it easier to communicate as I can understand the child’s message clearly and I am able to give feedback as the how the message is received, however sometimes I struggle to speak back to them if I haven’t understood what they are saying, this skill is vital and I need to improve on it every time I go to placement. In a group I interaction it’s the same with the listening as lots of children are speaking to me at the same time I need more time to process and give feedback but as they are children they get impatient waiting for me, I do have an interest in what the children are saying it’s just a matter of finding balance in my communication and interpersonal skills. Even though I am good at speaking to them effectively but I can’t give them feedback or start a conversation if I struggle to make a conversation but I can speak to the children and make sure they understand what I am saying to them. For example I was speaking to a child about her family and what jobs her mum and dad does but I couldn’t think of what to respond back to her so she got confused even though I did try my best. Non-verbal communication skills My non-verbal communication skills could do with some improvement, when I am communicating one to one my body movements can sometimes show to the child that I am not enjoying a conversation with them I try and show as much interest in possible but sometimes things like my posture if I am slumped while talking to a child it can communicate to them that I have a negative attitude to the conversation. In both types of interaction I struggle to  make eye contact it’s something I need to improve on I often don’t look at the children, in a group interaction I can’t keep eye contact with every child but I try my best to make them realise that I am going to talk to them and to let them know when it is their turn to speak to me, in a one to one I only have one child to focus one so I find this easier to do, however I am still nervous and this is why I struggle to keep eye contact , I think with more confidence I will be able to keep eye contact with the children when I am speaking to them. My closeness towards the children is a thing that I am doing well I make sure I give the appropriate space for the children to feel relaxed and for me to also to feel relaxed to effectively communicate with them. I thing I think I am good at in both type of interactions is my facial expression I always make sure i am smiling at the children to make it seem like I am interested in what they are saying to me so it then makes them realise that I am interested in what they have to say to me it makes sure that my communication with the children is effective. I am also good at gestures I do gestures a lot to express to the children what I am feelings, if I am speaking to them about something exciting I use my hand gestures to show them that I am interested in what they are saying to me. In my one to one to interactions I can focus more on what a child Is saying to me so my hand gestures express to them how I am feelings about what they or saying or what I am saying to them, this is the same with group interactions as I am able to use gestures to what all the children or saying as they are often talking about near enough the same things. However, I need to improve on negotiating with the children, a s they often argue with each other and I find it hard to stop the argument and reach an agreement. I need to make sure a negotiation is best for themselves, this is in a one to one interaction I do not need to negotiate but in a group I need to find common interests so they don’t argue. I need to improve on ending the conversation as I often don’t end the conversation so then the children might still have something they want to say to me, I should tell the children that I am going to go elsewhere so that they know the conversation is over or make it aware by body language or my facial expressions. One of the main things I need to improve on is my communication with the staff; I don’t communicate with the staff much. When they ask me to do something like helping the children wash their hands, I listen effectively and give appropriate feedback this is  something I can do well. But I need to speak to them more if I am unsure of things, but it is the children who I communicate with every time I go, the staffs are busy doing other things and they communicate with me when it is needed. I don’t really need to improve on this but I can talk to the staff and communicate with them if I need to for the benefit of the children. Overall I have more things I need to improve on for my communication and interpersonal skills. I find it easier to communicate in a one to one interaction as it is only one child and I can speak to them better as I am able to process my information faster and give the correct feedback to the child in order for them to understand. In a group interaction there is more than one children speaking to me and sometimes too much information is given to me at once and I can then not give feedback to the children, this is something I need to improve on and this can be done through effective turn taking so the children understand that they need to take turns in communication this will then make my skills better so I will be able to communicate more effective. I am able to stay calm and stay focused when communicating with both the staff and the children this is my main skill that I can do well, but my main skill that I need to improve on is my non-verbal communication skills as this is where I often find myself communicating that I am bored to the children because they can go on for a while and I do get bored of what they are saying so I can fold my arms and yawn portraying bad body language , this is why I need to make sure I am listening to what they are saying, I could ask different questions to change the subject of the conversation to something that I understand better. Good communication and interpersonal skills are vital when I am in my placement setting as I need to communicate well with service user to develop a good relationship with them so they understand what I am saying and for me to give them feedback to them. As I now know the things I need to improve on every time I go to placement I can improve my communication skills with the children and adults in order for my communication and interpersonal skills to be effective. I am going to be evaluating factors that influenced the effectiveness of both the one to one and group interaction. (D1) Effective Factors in one to one interactions Having good confidence– In my one to one interactions I have more confidence  as I am only talking to one child, I felt like I had more control over the conversation as I only had to deliver information to and from the person. Only talking to one child made me less anxious and nervous and I was speaking clearly and calmly as my nerves weren’t making me stumble on my words so this meant that the child could understand what I was saying so she was able to give me good feedback and I was able to respond without feeling anxious that I was going to mess up. My good confidence influenced my communication to make it better because I felt like I was enjoying the conversation instead of it being all over the place this enabled the conversation to run more smoothly and fun. Only having one child to speak to doesn’t overwhelm me with information so as I said earlier I had more control over what I was saying to the child and what I would respond so it made me feel better a bout the communication I was saying so I could then think of more questions to ask so the conversation between me and the child would last longer. It also helped that the child I was speaking to had good confidence she’s outgoing and she always has something to say to me so this influenced the effectiveness of the interactions because she wasn’t quiet and this helped me to speak to her so it didn’t effect my nerves as she kept asking me questions so it made the conversation more enjoyable. Knowing the child well– In my one to one interactions I speak to a child I know best, a child that I feel more comfortable speaking to because I speak to them a lot compared to the other children. It helps me because if I know the child then I have more things that I know about them e.g. favourite singers or their favourite foods, so I can then speak to them about a specific thing that they like to talk about then that child speaks to me a lot about that, so I am then able to respond better as I already know things about the child from previous conversations. The conversation is influenced by this as my confidence is better when I speaking to them because I know them better and I know how they interact with me so this then enables me to be more engaged with that child. As I know more things about them I can ask them questions related to something they like so they feel happier speaking to me about it as it excites them to tell me more about it so I more information is given and the conversations runs more effectively. When I child knows me better it helps as they then feel more comfortable speaking me as they know who I am so when I’m having a conversation with the child like in my last one to one  interactions we are happier speaking to each other so we are more likely to find common interests and make the communication more effective as we can listen better to each other and respond better. Environmental factors – good amount of space- In my one to one interactions I have more space a around me as I am only talking to on e child compared to several in a group interaction. Having more space around me made me more relaxed and comfortable to talk to the child as I don’t feel like I am consumed to one area, this makes me more less nervous when I’m speaking to a child as I know that I have more space around me to express how I’m feeling in a conversations through gestures and this can make a conversation more funnier. Having personal space around me means I can move around while I’m speaking to a child and I can do some actions to get the child more involved. Space influenced the effectiveness in my one to one interactions as when I have a good amount of personal space around me I can think my thoughts through better without getting paranoid that I don’t have enough space this enables me to deliver my information clearly and effectively so the child understand what I am saying to them. The amount of space I have is always at a reasonable amount as there is only one child, so this means I can effectively respond to what the child’s saying to me without getting panicked and I can then think of more questions to ask so this means that the communication is effective. Also this meant that the child had space to talk to me effectively so she didn’t get panicked that she didn’t have enough space to move around like through her gestures, so we were able to speak to each other clearly and all these reasons enabled me to communicate effectively with the child. Environmental, Good noise level – When I’m having my one to one interaction with a child the room has some background noise but its fairly quiet and it makes sure I am able to concentrate on the children without getting distracted by other noises that the staff or children could be making, I can listen to them effectively to them as the noise is at a respectable level, as I am listening to them effectively the conversation runs faster and more smoothly. Being able to hear everything the child is saying helped them to understand what I was saying to them therefore I gave them appropriate feedback. It also allowed me not to misunderstand anything the child said to me so I didn’t make mistakes in what I said back to them so this influenced the effectiveness of my  communication between the child as it helped me to have full concentration on everything the child was saying, as the room was at a good noise level and the information to be delivered effectively and me and the child was able to carry on the conversation without the noise level being to loud, as it was just one child I could understand what she was saying to me as she was close to me so the noise levels were good so I was relaxed and so was the child so it made our communication effective as we were ab le to talk more freely. Group interactions Questions being planned out – In my group interaction there was four children in the group and all of them were confident and they each had lots of questions to ask me and each other. On child asked a question to me and I was able to answer it effectively as the questions were straightforward and every child on the table understood them so they were able to effectively listen to the question and they all responded well, this allowed the conversation to run smoothly without any arguments happening as the children all agreed on the questions and they were interested in them so it made the conversation more enjoyable so it was effective as all children participated because they were interested in the questions being asked or explained. Having the questions being planed out before hand allowed me to have some kind of structure to what I was going to ask so I had a basic idea of how the children would respond and how I would respond to them, I looked at what children was in the gro up and what type of questions they would enjoy answering to help the communication be effective, this then made sure no-one was left not knowing what to say as I always had a back up question. Once one child asked a question all the rest of the children thought of a question to ask as it related to the first question, so they all took turns and asked their questions it influenced the effectiveness of the interaction as questions were being asked so more information was being shared and the communication was effectively being listened and responded to. I had some good questions to ask the children and they were all interested in them so they listened to what I was saying and if a child got stuck on a question I aided them along. Having good and relatable question effectively helped the conversation as the more information was being responded to, as the children understood and were interested in what was being asked the listen nicely to  other children’s answers, I was listening to the children and giving good feedback and the overall conversation was enjoyable and fun and all the children were interacting well with me and each other from the questions said. Me bein g the group leader – As I was talking to a small group I was in charge of the conversation as I was the oldest and the most responsible in the group. Having a group leader helped me to have control of the conversation as I was able to help the children if they were struggling with the activity I was doing to I guided them through step by step so they understood what they had to do. When we had a group discussion I guided the group and made sure that everyone was having a turn so it was a fair conversation and it gave chance for other children to think of something to say. I had control over the conversation so when the children started disagreeing with each other I can stop them from arguing so this made sure that the conversation was running smoothly and calmly without arguments. I made sure that the if a child wasn’t speaking much I prompted them to speak so everything was fair and in order, and when the children went of topic I could ask a question to that was related to what we were previously speaking to, me being their made sure that the communication was effective as it could make sure that the children were listenin g to each other and responding to each effectively so I could make the group function better without the children getting frustrated. For example, I was making sparkles with my group and I talked them through step by step and made sure that they were sharing out the equipment fairly without them arguing with each other so I could effectively communicate and that they could listen and respond with each other, all these reasons helped me to effectively guide the group conversation so the communication was effective, so I was effectively interacting, listening and speaking to them as a group leader and that they were effectively listening and speaking to me. As a group leader me smiling and being open armed encouraged the children to participate with me as I was the group leader so they were looking up to me. Having a good amount of time to speak – In my group interactions I have a good amount of time to listen to what the children are saying to me, having a good amount of time to listen to the children allows to think through what I am saying and what I will say to them without being rushed by other things tha t are happening. I also allows the children to have enough time to listen to what I am saying  so they didn’t misunderstand what I was saying to them, this influenced the effectiveness of the conversation as having time to communicate made things not rushed so I was more relaxed when speaking to the children. I could then speak to the group of children without feeling that I had to rush things with them so I was speaking clearly, as it was a group and there was more then one person having an effective time to communicate helped me to speak to all of the children and it made sure everyone had a turn so there was no arguing. I was able to clarify my information so it was correct and it helped me and the children as I wasn’t anxious about what I was saying, my body language showed that I was relaxed and I was interacting well with the children, having enough time to do the discussion/activity with the children helped me to not rush things and it influenced the communication as it was pla nned out well and everyone was listening and responding well to each other. Having common interests – In my group interaction, picked a group of children that were all doing the same activity which was playing with the dinosaurs, I then went over and started to talk to the children and asked them questions like ‘what is your favourite dinosaurs’ and ‘what shall we call this dinosaur’, this influenced the communication as they were all doing the same thing so all the children were interested in what I was asking them, so this helped the conversation to flow better as more information was being delivered from each child. As I was interested in what they were playing with so I listened well to the children and then I responded well to them to keep the interested, having common interests helped the effectiveness of my group interaction as everyone was interested in the topic of the conversation so it made me and the children more relaxed. My good confidence, knowing the child well, having a good amount of space and it not being noisy influenced the effectiveness of my one to one interactions they each helped in different ways and they allowed me to have good listening and speaking skills as well as portraying good non-verbal communication skills. They helped me to understand the child better and to give good feedback to him/her. Questions, common interests, having enough time and me being a group leader all influenced the effectiveness of my interactions with four children in different ways, having more children to speak and listen helped me in some ways compared to my one to one interactions, but all these factors helped me to communicate  better with the children and for them to communicate with me. References Sheet given in class on what to do for the tasks (Accessed 08/12/14) PowerPoint on learning box – ‘Barriers to effective communication’ (Accessed 08/12/14)