You can choice Essay Example | Topics and Well Written Essays - 250 words - 1

You can choice - Essay Example Agricultural bio-systems and structures are among the most promising solutions that can be applied on the problem. There is increased need to address the issue of global warming especially considering that global population is increasing by the day. More importantly, urbanization and industrialization is increasing the rate of global warming. Therefore, more focus on measures to control the rate of global warming to ensure that the future ecosystem is sustainable. However, agricultural biosystems seems to be one of the ways in which the issue of global warming can be addressed. By articulating different aspects of agricultural biosystems, it is possible to realize long-term benefits in the efforts of controlling global warming. It is important to consider that global warming has largely been caused by human activities. Therefore, it will take human efforts to reverse the effects and control the present rate. Otherwise, it will be increasingly difficult for the future generations to survive in this world if meaningful efforts are not applied at the

Critical Thinking at Work Essay Example for Free

Critical Thinking at Work Essay The aforementioned â€Å"Rational Model† actually entails following 4 processes including: First of all is to pinpoint or identify the problem; second is to bring into being diverse alternatives/answers to the problem that has just been identified; third is to choose or pick a solution from the second stage or process; and last but not least is to implement the chosen solution before finally assessing it (Decision Making, n. d. ). The description provided will be further understood in the following example taken from my personal experience at the William Smith Sr. Tri-County Early Head Start. Example from My Personal Experience at William Smith Sr. Tri-County Early Head Start Keith A. , a student of the William Smith Sr. Tri-County Early Head Start has often been exhibiting temper tantrums. There are times when he would throw objects at other kids, slap them, lash out at them, etc. He does not seem to know how to calm down. The same thing happened during one of the weekly field trips. All of a sudden, he pushed his seatmate in the bus, yelled at her, and then eventually hit her. Following that incident, a school official seated behind him stood up and sat next to him. I thought she was just going to speak to the child, remind him that what he did was an unacceptable behavior, and oblige him to apologize to his seatmate, etc. But instead of doing so, he held the boy’s hands tightly and angrily told him to behave. When the young boy yelled at the school official, he held Keith’s cheek tightly, said â€Å"you better show some respect young man†. Keith spit at the school official as a response and so he was slapped in return. I did not protect the child. I did not have the courage to tell the school official that he should not treat the young boy that way even if what he did was wrong. Later that day, I was torn between telling the truth and just letting the occurrence pass. I knew in my heart that what the school official did was wrong. It clearly defies the philosophy/vision/mission, as well as, goals of the programs offered in William Smith Sr. Tri-County Early Head Start (William Smith, Sr. , Tri-County Child Development Council, Inc. , n. d. ). I would like to tell the head of the school about what I saw so that the school official who did that to Keith would be subjected to disciplinary action/s and so that such an untoward incident would never happen again because if it did so many students will probably be traumatized if that is how they will be treated if they misbehaved. It is quite difficult on my part to go to the head of the school though and relay what I had just witnessed earlier that day because I am only an ordinary â€Å"rank-and-file employee†. It would be my word as an ordinary employee against the high and mighty school official. It could mean loss of a job on my part. Importance/Benefits of Critical Thinking in the Decision-making Process I utilized the â€Å"Rational Model† here. First, I have identified the problem, which is whether or not to report the untoward incident that I witnessed. Second, I have realized the choices: a) I will tell the head about it to prevent such occurrence in the future; or b) I will just keep it to myself so as to keep my job as well. Third is to pick choice â€Å"a† because it is the right thing to do. Finally, carry it out. Critical thinking played a large role in the decision-making process that I had engaged in since I was able to balance/weigh everything before I moved. Without the â€Å"Rational Model† and without the process of critical thinking, I would not be able to decide objectively and probably arrived at the wrong/unethical decision. References Decision Making. (n. d. ). Retrieved January 17, 2008 from http://72. 14. 253. 104/search? q=cache:ycQOog9jFygJ:www. unf. edu/~gbaker/Man6204/Decision. PDF+decision-making+modelshl=tlct=clnkcd=2gl=phclient=firefox-a William Smith, Sr. , Tri-County Child Development Council, Inc. (n. d. ). About Us. Retrieved January 17, 2008 from http://www. wsstricounty. org/About. html

The Characters of Hamlet and Holden Essay -- compare, contrast, compari

To some, this argument may seem the most blatant form of mistruth, horrendous, even, in its lack of taste, a kind of literary sacrilege, in fact. Surely we have reached the end, one might say, when one can considerer comparing the immortal Hamlet, Prince of Denmark, with the adolescent protagonist of Salinger’s The Catcher in the Rye. Salinger’s hero has been compared to many literary figures, from Huckleberry Finn to David Copperfield. So many different attitudes have been taken toward him. Let’s stop talking about him and write something else. Isn’t the subject getting boring? Perhaps so, but Holden will not go away. He continues to pester the mind, and while reading A.C. Bradley’s analysis of Hamlet’s character, it was hard to resist the idea that much of what Bradley was saying about Hamlet applied to Holden as well. Perhaps the comparison is not as absurd as it first appears. Of course, there is no similarity between the events of the play and those of the novel. The fascinating thing while reading Bradley was how perfectly his analysis of Hamlet’s character applied to Holden’s, how deeply, in fact, he was going into Holden’s character as well, revealing, among other things, its potentially tragic nature. After demolishing the theories of other critics, Bradley concluded that the essence of Hamlet’s character is contained in a three-fold analysis of it. First, that rather than being melancholy by temperament, in the usual sense of â€Å"profoundly sad,† he is a person of unusual nervous instability, one liable to extreme and profound alterations of mood, a potential manic-depressive type. Romantic, we might say. Second, this Hamlet is also a person of â€Å"exquisite moral sensibility, â€Å" hypersensitive to goodness, a m... ...dy view holden as symbolizing the plight of the idealist in the modern world. Most importantly, however, it suggests why Holden Caulfied will not go away, he continues to remain so potent an influence on the now aging younger generation that he first spoke to, and why he continues to brand himself anew on the young. In fact, in this age of atrophy, in this thought-tormented, thought-tormenting time in which we live, perhaps it is not going too far to say that, for many of us, at least, our Hamlet is Holden.  Works Cited Bradley, A.C. â€Å"Hamlet.† Shakespearean Tragedy. New York: St. Martin’s Press, 1981. 89-174. Sanders, Wlibur, and Howard Jacobson. â€Å"Hamlet’s Sanity.† Shakespeare’s Magnanimity: Four Tragic Heroes, Their Friends and Families. New York: Oxford University Press, 1978. 22-56. Shakespeare, William. Hamlet. New York: Washington Square Press, 1992.

Butler Lumber Company Analysis Essay

Based on the information and corresponding financial statements provided, we concluded that: Bulter Lumber Company has to collect money from outside resources to compensate its funding gap of 383,000 USD. From the perspective of banker, we won’t approve Mr.Butler ‘s loan request From the perspective of firm’s financial advisor, it is better to finance from new shareholders than to borrow from bank. II. Analysis i. Funding gap There are three main reasons why Butler Lumber Company has to finance itself through outside resources. Firstly, It was mentioned in the document that Butler is offered a trade discount by suppliers, which is 2/10 with 30 days span of due. However, Mr. Bulter had never been able to use such a discount because of the shortage of funds. Purchase of Stark’s shares and expansion of current business both contribute to the lack of cash. The inability to take advantage of trade discount directly lead to the increase in COGS and further lower down the company’s profitability despite the fact that sales is increasing (statistics shown in table 10). therefore, it would be a wise choice for Mr. Butler to fully utilize the discount to ease his pressure on liquidity and further lower costs to increase profitability. Secondly, the situation of operating efficiency in Butler Lumber Company is worrisome. As showed in table 6, past three years have seen a rise up in days of accounts receivable, from 36.7 to 40.2 days, indicating that for every one receivable dollar , the company needs 40.2 days to collect from customers. Consequentially, the same increase applies to days of accounts payable which is rising sharply from 37 to 47.9 days. It means that for every payable dollar, the company needs 47.9 days to pay back. This combine contributes to the inefficiency of operating turnover which is of vital importance for a trade company. Therefore, in order to avoid illiquidity resulted from suddenly change of macroeconomic and support company’s continuous growth, Mr. Butler has to increase cash to buffer itself. Thirdly, We also noticed that notes payable should reach a higher level (382,000 USD) if the assumed sales volume (3,600,000 USD)of 1991 is to be achieved. We use statistics of 1990 as basis and calculate the proportion of some accounts to net sales. then we apply these proportion to forecast the income statement and balance sheet for 1991(the calculation process is shown in Table 3 ).since the amount of notes payable in 1990 should be paid back by the end of 1991, so the ending number of note payable in 1991 should be the amount of newly borrowed money from bank .In other words, to realize the sales goal, another 382,000 USD should be financed. Therefore, we disagreed with previously estimated amount of 465,000 USD by Butler and Dodge and we recommend a lower amount of 382,000 USD is enough to sustain the daily operations of the company for the whole year. ii. Prospective from banker Based on the grades of credit, capacity and collateral, we perceive the risks for lending money overwhelm the benefits and decide to veto Butler’s application for the loan. We evaluate Butler Lumber Company’s application for loan through grading the credit, capacity and collateral with three levels: poor, normal, and great. (1) Credit For small businesses, the character of the entrepreneur is very essential. Our customary investigation found out Butler is an energetic man totally dedicated to his business. Barker Company, one of Butler’s large suppliers, reckoned he possesses sound judgment and a willingness to devote into his work and keeps close eye on his own credit. Moreover, there is no evidence evincing Butler involving any delinquent event. Generally, we believe Butler is a reliable business man. However, the financial data of Butler Lumber Company is not that palatable. The company is mired by the debt (table 9). As of 1990, the current liability is 535,000, equivalent to 19.86% of net sale. In fact, leverage ratio is worsening during last three years. The ratio of debt and equity surges from 1.2 in 1988 to 1.68 in 1990. What’s more, the operation efficiency (table 6)still has room to elevate. Average account receivable days are too long. Account payable keeps ascending. To sum up, we give Bu tler a grade of â€Å"Normal†. (2) Capacity With regard to the capacity for repay the loan, we mainly consider the company’s profitability 〠coverage ratios and liquidity ratios In this aspect, the company’s performance is somewhat disappointing (table 10). The net sale reached 2,694,000 dollar in 1990 with a strategy mixed price competition and control of operating expenses and costs. Yet net profit margin experienced a downward trend during last three year. In addition, the liquidity is worsening (table 8). Both the ratio of EBIT/Interest expense and the current ratio slumped from 3.85 to 2.61 and from 1.8 to 1.45 respectively during last three years. Hence, our conclusion is Butler’s company is quite risky deserved a grade of â€Å"Poor†. (3) Collateral Until the end of 1990, the net property of the company is worth approximately 157,000 dollars. Butler held jointly with his wife equity in their house, which had cost 72,000 dollar in 1979, yet was mortgaged for 38000 dollar. These entire assets together amounts 190,000 dollars. If we lend 465,000 dollar to Butler and collect all his asset as collateral, the ratio of loan to value(LTV) is 40.86%, which is unacceptable. Thus, when it comes to collateral, we have to render a â€Å"Poor† to Butler. iii. Prospective from financial advisor As Mr. Butler’s financial advisors, instead of encouraging Mr. Butler to go ahead with debt financing, we recommend that it is more favorable to financing through new shareholders for the following reasons. Firstly, as the analysis showed above, we understand it is not that easy for the company to borrow money from banks. Even we successfully reach the agreement with bankers, we may subject to very severe debenture, which may form obstacles for company’s further development. Secondly, indictors of operating return, such as ROE and ROIC, both show a steady increase during the past three years. ROE increased from 11.48% to 12.64%, a 10% gain. ROIC jumped from 12.90% to 19.01%, an increase of 47.4%. These two ratios indicate that the company has earned on its past investments and it is able to find investment opportunities that are very profitable. These ratios may be attractive to introduce new shareholders. Hence, we suggested that it is better for the company to finance by equity than by debt. Moreover, the joint of new shareholders in the management team can help to improve the management and operation of the company, especially in the aspect of inventory and credit policy. III. Appendix Table 1 – Income Statement Table 2 – Common Size Income Statement Table 3 – Balance Sheet Table 4 – Common Size Balance Sheet Table 5 – Free Cash Flow to Firm Table 6 – Operating Efficiency Table 7 – Operating Returns Table 8 – Liquidity Ratio Table 9 – Leverage Ratio Table 10 – Profitability Ratio

Nursing Theory

Question 1 A). Describe in your own words what you believe nursing is? -Nursing is responsible to look after sick and injured people . It is a duty of care to assess, planned ,help what their needs to keep them healthy ,comfortable and happy. A nurse must have ability to ensure their knowledge , skills ,and experience and confident to ensure their profession. B). Provide an overview of each Nursing Theory. -Self-Care Deficit Nursing Theory (Orem) Dorothy Orem’s self care deficit theory, general theory of nursing is one of the host widely used model in nursing today. In 1914,Orem was born in Baltimore ,Maryland. She received her nursing diploma in the early 1930’s from Providence Hospital School of Nursing ,Washington D. C. In addition to earning a BSN Ed. (1939) and MSN Ed. (1945), She has received three honorary doctorates and an Alumni Achievement Award For Nursing Theory in 1980 from Catholic University of America. (Hartweg,1995). In 1978, Orem (citied in Faucett, 2005) connected that the task required in dentification of the domain and boundaries of nursing as a science and an art . After reflecting upon her own nursing experience, Orem says then answer . come to her as a flash of in sight an understanding that the reason why individuals could benefit from anything was the existence of self care limitations. -Interpersonal relations Model (Peplau) In 1952 Hildegard Peplau made an attempt to analyse nursing action using an interpersonal Page1 Theoretical framework. Her theory focuses on the relationship formed by people as they progress through each development stage. She viewed the goal of nursing as developing a relationship between the nurse and client whereby the nurse acts as resource person, counselor, teacher and surrogate. -Complementary-Supplementary model (Henderson) In 1964 Virginia Henderson described the goal of nursing as helping the client to gain independence as rapidly as possible and defined nursing as assisting the individual sick or well ,in the performance of those activities contributing to health, is recovery promoting quality of life or to a peaceful death that the client would perform unaided if he or she had the necessary strength, will or knowledge. Henderson identified 14 basic needs that provide a framework for nursing care. These are breathe normally, eat and drink adequately, eliminate by all avenues of elimination, move and maintain a desirable position, sleep and rest, select suitable clothing, dress, and undress, maintain body temperature within normal range, keep the clean and well groomed, avoid dangers in the environment, communicate with others, workship according to faith, work at something that provides a sense of accomplishment, play or participate in various forms of recreation, learn, discover or satisfy the curiosity that leads to normal development and health. hrough each development stage. She viewed the goal of nursing as developing a relationship between Nursing theory The patient in this case has a condition that puts him at risk for illness and injury. uk/nursing-scientific-management-and-frederick-taylor/">A nursing theory is a conceptualization of some aspects of nursing communicated for the purpose of describing, explaining, predicting and or prescribing nursing care (Jacqueline, 2001). Imogene king’s theory focuses more specifically on the events and the phenomena of the discipline and is specific enough to contribute on a sound basis for achieving an effective behavioral outcome in this case study. Applications of these theories in practice depend on the awareness, understanding and research on their interrelationships (Patricia A Potter, 2005). The American Nurses Association (ANA) is a full-service professional organization representing the nation's entire registered nurse population. The ANA represents the interests of the nation's 2.7 million registered nurses through its 54 constituent state and territorial associations and over 150,000 members. It is dedicated to ensuring that an adequate supply of highly skilled and well-educated nurses is available in USA. ANA is also committed to meeting the needs of nurses as well as health care consumers (http://www.nursingworld.org). Imogene King (Jacqueline, 2001) formulated a goal attainment theory which focuses on three dynamic interacting systems namely, personal, interpersonal and social systems.   According to this theory, a personal relationship occurs between the client and the nurse, and this nurse-client relationship is the vehicle for the delivery of nursing care, which is defined as a dynamic interpersonal process (Jacqueline, 2001).   This theory emphasizes on the fact that the nurse and the client are affected by each other’s behavior and it is duty of the nurse to maintain this interpersonal process. King's Goal Attainment Theory involves a process where the nurse and the patient mutually communicate information, establish goals, and take action to obtain the common goals. This theory is about the interpersonal process where two people, usually strangers come together in a health care organization to obtain their health goals. This goal attainment theory is based on personal and interpersonal systems, which includes interaction, communication, transaction, role, stress, growth and development, time and space. Goal attainment in this model is achieved through a goal-oriented nursing record, which is composed of five major elements namely, a database, a problem list, a goal list, a plan and progress notes. Active participation of the client in the process of goal setting and goal achievement are the major strengths of this model. This model framework is useful for nurses in social interactions with clients. This theory is based on the principle that each individual (client) brings to an interaction a different set of values, ideas, attitudes, perceptions to exchange  and the other person (nurse) receives this information and processes it. Thus, these two individuals mutually identify goals and the means to achieve them. In this interaction process they reach an agreement about how to attain these goals and then set about to realize them (Jacqueline, 2001). According to King’s theory, Patient participation with the elements of communication, expression, interaction with the nurse is the most important factor, which keeps alive the interpersonal process of personal relationship. This brings the nurse and the patient to a common goal and both of them strive to achieve this common goal. This is supported by the strategies, the nurse record of the outcomes and the statistical analysis of the data. CONCLUSION Thus today Nursing is a profession rather than a vocation. Nursing as a profession accounts for its conscientious, knowledgeable and responsible actions.   The profession has extended education avenues, a body of knowledge leading to defined skills, an ability to provide specific service, professional autonomy to make decisions governed by a code of ethics (Patricia A Potter, 2005). The theoretical models have served as frameworks for nursing curriculum and practice by increasing the scientific basis of nursing practice and in USA, ANA has been continuing its efforts to expand the scientific and research base for nursing practice, for the collective bargaining rights and workplace advocacy for all nurses, to gain better compensation and better working conditions for nurses, and to implement new ways in which nursing services can be delivered to respond to current and future demands for cost-effective, quality health care ( http://www.nursingworld.org ).It Strives to shape the future of healthcare through excellence in nursing education using education, science and technology to improve health. REFERENCE Jacqueline, â€Å"The Nurse Theorists-21st century updates†, Nursing science quarterly, Volume 14, 4; 311, 2001. Patricia A Potter, Anne Griffin Perry, Fundamentals of Nursing, 6th edition, Mosby, 2005. Ruth L.E. Murray, Marjorie Baier, ‘King's conceptual framework applied to a transitional living program’, Perspectives in Psychiatric Care, Vol. 32, 1996. http://www.nursingworld.org/about/mission.htm Nursing Theory Question 1 A). Describe in your own words what you believe nursing is? -Nursing is responsible to look after sick and injured people . It is a duty of care to assess, planned ,help what their needs to keep them healthy ,comfortable and happy. A nurse must have ability to ensure their knowledge , skills ,and experience and confident to ensure their profession. B). Provide an overview of each Nursing Theory. -Self-Care Deficit Nursing Theory (Orem) Dorothy Orem’s self care deficit theory, general theory of nursing is one of the host widely used model in nursing today. In 1914,Orem was born in Baltimore ,Maryland. She received her nursing diploma in the early 1930’s from Providence Hospital School of Nursing ,Washington D. C. In addition to earning a BSN Ed. (1939) and MSN Ed. (1945), She has received three honorary doctorates and an Alumni Achievement Award For Nursing Theory in 1980 from Catholic University of America. (Hartweg,1995). In 1978, Orem (citied in Faucett, 2005) connected that the task required in dentification of the domain and boundaries of nursing as a science and an art . After reflecting upon her own nursing experience, Orem says then answer . come to her as a flash of in sight an understanding that the reason why individuals could benefit from anything was the existence of self care limitations. -Interpersonal relations Model (Peplau) In 1952 Hildegard Peplau made an attempt to analyse nursing action using an interpersonal Page1 Theoretical framework. Her theory focuses on the relationship formed by people as they progress through each development stage. She viewed the goal of nursing as developing a relationship between the nurse and client whereby the nurse acts as resource person, counselor, teacher and surrogate. -Complementary-Supplementary model (Henderson) In 1964 Virginia Henderson described the goal of nursing as helping the client to gain independence as rapidly as possible and defined nursing as assisting the individual sick or well ,in the performance of those activities contributing to health, is recovery promoting quality of life or to a peaceful death that the client would perform unaided if he or she had the necessary strength, will or knowledge. Henderson identified 14 basic needs that provide a framework for nursing care. These are breathe normally, eat and drink adequately, eliminate by all avenues of elimination, move and maintain a desirable position, sleep and rest, select suitable clothing, dress, and undress, maintain body temperature within normal range, keep the clean and well groomed, avoid dangers in the environment, communicate with others, workship according to faith, work at something that provides a sense of accomplishment, play or participate in various forms of recreation, learn, discover or satisfy the curiosity that leads to normal development and health. hrough each development stage. She viewed the goal of nursing as developing a relationship between Nursing Theory Question 1 A). Describe in your own words what you believe nursing is? -Nursing is responsible to look after sick and injured people . It is a duty of care to assess, planned ,help what their needs to keep them healthy ,comfortable and happy. A nurse must have ability to ensure their knowledge , skills ,and experience and confident to ensure their profession. B). Provide an overview of each Nursing Theory. -Self-Care Deficit Nursing Theory (Orem) Dorothy Orem’s self care deficit theory, general theory of nursing is one of the host widely used model in nursing today. In 1914,Orem was born in Baltimore ,Maryland. She received her nursing diploma in the early 1930’s from Providence Hospital School of Nursing ,Washington D. C. In addition to earning a BSN Ed. (1939) and MSN Ed. (1945), She has received three honorary doctorates and an Alumni Achievement Award For Nursing Theory in 1980 from Catholic University of America. (Hartweg,1995). In 1978, Orem (citied in Faucett, 2005) connected that the task required in dentification of the domain and boundaries of nursing as a science and an art . After reflecting upon her own nursing experience, Orem says then answer . come to her as a flash of in sight an understanding that the reason why individuals could benefit from anything was the existence of self care limitations. -Interpersonal relations Model (Peplau) In 1952 Hildegard Peplau made an attempt to analyse nursing action using an interpersonal Page1 Theoretical framework. Her theory focuses on the relationship formed by people as they progress through each development stage. She viewed the goal of nursing as developing a relationship between the nurse and client whereby the nurse acts as resource person, counselor, teacher and surrogate. -Complementary-Supplementary model (Henderson) In 1964 Virginia Henderson described the goal of nursing as helping the client to gain independence as rapidly as possible and defined nursing as assisting the individual sick or well ,in the performance of those activities contributing to health, is recovery promoting quality of life or to a peaceful death that the client would perform unaided if he or she had the necessary strength, will or knowledge. Henderson identified 14 basic needs that provide a framework for nursing care. These are breathe normally, eat and drink adequately, eliminate by all avenues of elimination, move and maintain a desirable position, sleep and rest, select suitable clothing, dress, and undress, maintain body temperature within normal range, keep the clean and well groomed, avoid dangers in the environment, communicate with others, workship according to faith, work at something that provides a sense of accomplishment, play or participate in various forms of recreation, learn, discover or satisfy the curiosity that leads to normal development and health. hrough each development stage. She viewed the goal of nursing as developing a relationship between

Harry Potter Controversy About Banning the Books

Harry Potter Controversy About Banning the Books The Harry Potter controversy has gone on, in one form or another, for years, particularly before the series ended. On one side of the Harry Potter controversy are those who say that J.K. Rowlings Harry Potter books are wonderful fantasy novels with powerful messages for kids and the ability to make even reluctant readers eager readers. On the opposing end are those who say that the Harry Potter books are evil books designed to promote an interest in the occult, since Harry Potter, the hero of the series, is a wizard. In a number of states, there have been attempts, some successful and some unsuccessful, to have the Harry Potter books banned in classrooms, and banned or under severe restrictions in school libraries. For example, in Gwinnett County, Georgia, a parent challenged the Harry Potter books on the grounds that they promoted witchcraft. When school officials ruled against her, she went to the State Board of Education. When the BOE confirmed the right of local school officials to make such decisions, she took her battle against the books to court. Although the judge ruled against her, she indicated she might continue her fight against the series. As a result of all the attempts to ban the Harry Potter books, those in favor of the series also began speaking out. kidSPEAK Speaks Out American Booksellers Foundation for Free Expression, the Association of American Publishers, the Association of Booksellers for Children, the Childrens Book Council, the Freedom to Read Foundation, the National Coalition Against Censorship, the National Council of Teachers of English, the PEN American Center, and the People for the American Way Foundation. What do these groups have in common? They were all sponsors of kidSPEAK!, which was initially called Muggles for Harry Potter (because in the Harry Potter series, a Muggle is a non-magical person). The organization was dedicated to helping kids with their First Amendment rights. The group was most active in the early 2000s when the Harry Potter controversy was at its height. Challenges and Support for the Harry Potter Series There have been challenges in more than a dozen states.  The Harry Potter books were number seven on the American Library Associations list of the 100 most frequently challenged books of 1990-2000, and they were number one on the ALAs Top 100 Banned/Challenged Books: 2000-2009. The End of the Series Generates New Views With the publication of the seventh and final book in the series, some people began to look back over the entire series and wonder if it might not be a Christian allegory. In his three-part article, Harry Potter: Christian Allegory or Occultist Children’s Books?  reviewer Aaron Mead suggests that Christian parents should enjoy the Harry Potter stories but focus on their theological symbolism and message. Whether or not you share the view that it is wrong to censor the Harry Potter books, they have value by giving parents and teachers the opportunity offered by the series to increase their childrens interest in reading and writing and use the books to promote family discussions about issues that might otherwise not be discussed. Reading all the books in the series will allow you to make an informed decision about the Harry Potter books for your children. Participate in Banned Books Week activities, educate yourself about your communitys and school districts policies, and speak out as needed. More About Book Banning and Censorship All About Book Banning and Childrens BooksKids Book Censorship: The Who and WhyFrequently Challenged Books of the 21st Century

Introduction to New England Colonial Architecture

Introduction to New England Colonial Architecture When the British landed on the shores of the New World, they not only brought place names from England (e.g., Portsmouth, Salisbury, Manchester), but the colonists also carried the knowledge of building traditions and architectural styles. The religious separatists we call Pilgrims arrived in 1620, quickly followed by a group of Puritans in 1630, who settled in what became the Massachusetts Bay Colony. Using whatever materials they could find, the immigrants constructed timber-framed houses with steep roofs. Other settlers from Great Britain spread throughout Massachusetts, Connecticut, New Hampshire, and Rhode Island, building rustic dwellings like the ones they had known in their homeland. They colonized land that became New England. The earliest dwellings were likely hastily-constructed sheds and cabins - the recreation of the Plymouth Colony shows us this. Then, shoring up against the cold New England winters, colonists built single-story Cape Cod houses with massive chimneys placed at the center. As families grew, some colonists built larger two-story homes, still to be seen in communities like  Strawbery Banke on the New Hampshire coast. Colonists expanded their living space and protected their property with sloping saltbox roof additions, named after the shape of boxes used to store salt. The Daggett Farmhouse, built in Connecticut around 1750, is a good example of the saltbox roof style. Wood was plentiful in the northeastern forests of the New World. The English people who colonized New England grew up with architecture from late medieval and Elizabethan England. The British colonists were not far removed from the reign of Queen Elizabeth I and medieval timber-framed houses, and they continued these building practices through the 1600s and well into the 1700s. The 1683 Parson Capen House in Topsfield, Massachusetts is a good example of Elizabethan architecture in New England. Since these simple homes were made of wood, many burned down. Only a few have survived intact, and fewer still have not been remodeled and expanded. New England Colonial Types Styles Architecture in Colonial New England went through many phases and can be known by various names. The style is sometimes called post-medieval, late medieval, or first period English. A New England Colonial home with a sloping, shed-like roof is often called a Saltbox Colonial. The term Garrison Colonial describes a New England Colonial home with a second story that juts out over the lower level. The historic 1720 Stanley-Whitman House in Farmington, Connecticut is described as a post-medieval style, because of its second-story overhang, but a later lean-to addition transformed the  Garrison Colonial into one with a saltbox-style roof. It did not take long for colonial styles of architecture to combine to form new designs. Modern Colonials Builders often imitate historic styles. You may have heard words like New England Colonial, Garrison Colonial, or Saltbox Colonial used to describe modern-day homes. Technically, a house built after the American Revolution - after communities were no longer colonies of England - is not colonial. More correctly, these homes of the 19th and 20th centuries are Colonial Revival or Neocolonial. Northern versus Southern Colonial Houses Early New England colonial houses were usually located mostly along the shores of Massachusetts, Connecticut, New Hampshire, and Rhode Island. Remember that Vermont and Maine were not part of the 13 original colonies, although much of the architecture is similar, modified by French influences from the north. Northern colonial homes were wood framed construction, usually the plentiful white pine, with clapboard or shingle siding. Early homes were one story, but as more family arrived from Britain these starter homes became two-stories, often with steep roofs, narrow eaves, and side gables. A large, center fireplace and chimney would heat upstairs and downstairs. Some homes added the luxury of saltbox-shaped lean-to additions, used to keep wood and supplies dry. New England architecture was inspired by the beliefs of the inhabitants, and the Puritans tolerated little exterior ornamentation. The most decorative were the post-medieval styles, where the second story slightly protruded ove r the lower floor and the small casement windows would have diamond-shaped panes. This was the extent of decorative design. Beginning with the Jamestown Colony in 1607, New England, Middle, and Southern Colonies were established up and down the eastern coastline of what would become the United States. Settlers in southern regions such as Pennsylvania, Georgia, Maryland, the Carolinas, and Virginia also constructed uncomplicated, rectangular homes. However, a Southern Colonial home is often made with brick. Clay was plentiful in many southern regions, which made brick a natural building material for southern colonial homes. Also, homes in the southern colonies often had two chimneys - one on each side - instead of a single massive chimney in the center. Tour New England Colonial Homesteads The New England Colonial home of Rebecca Nurse was built in the 17th century, making this giant red house a true Colonial. Rebecca, her husband, and her children moved here to  Danvers, Massachusetts around 1678. With two rooms on the first floor and two rooms on the second, a large chimney runs through the center of the main house. A kitchen lean-to addition with its own chimney was built in about 1720. Another addition was constructed in 1850. The Rebecca Nurse house has its original floors, walls, and beams. However, like most homes from this period, the house has been extensively restored. The lead restoration architect was Joseph Everett Chandler, who also oversaw the historic restorations at the Paul Revere House in Boston and the House of Seven Gables in Salem. Rebecca West is an interesting figure in American history for being a victim of the Salem Witch Trials- in 1692 she was accused, tried, and executed for practicing witchcraft. Like many historic homes throughout New England, the Rebecca Nurse Homestead is open to the public for tours. Many of New Englands finest colonial homes are open to the public. The Hoxie House in Sandwich, Massachusetts was built in 1675 and is said to be the oldest house still standing on Cape Cod. The Jethro Coffin House, built in 1686, is the oldest house on Nantucket.  The home of author Louisa May Alcott, Orchard House in Concord, Massachusetts, is a good example of farmhouses built between 1690 and 1720. The town of Salem, Massachusetts is a museum itself, with the House of Seven Gables (1668) and the Jonathan Corwin House (1642), also known as the Witch House, being two popular tourist attractions.  A Boston home built in 1680 and once owned by American patriot Paul Revere is a popular post-medieval style to view. Lastly, Plimoth Plantation is the Disney-equivalent of 17th century New England living, as the visitor can experience an entire village of the primitive huts that started it all. Once you get a taste of Colonial American house styles, youll know some of what has made Ame rica strong. COPYRIGHT: The articles you see on these pages are copyrighted. You may link to them, but do not copy them in a blog, web page, or print publication without permission. Sources Architecture of New England and the Southern Colonies by Valerie Ann Polino, http://teachersinstitute.yale.edu/curriculum/units/1978/4/78.04.03.x.html [accessed July 27, 2017]English Colonial Domestic Architecture of New England by Christine G. H. Franck, https://christinefranck.wordpress.com/2011/05/13/english-colonial-domestic-architecture-of-new-england/ [accessed July 27, 2017]Architectural Style Guide, Historic New England, https://www.historicnewengland.org/preservation/for-homeowners-communities/your-old-or-historic-home/architectural-style-guide/#first-period-post-medieval [accessed July 27, 2017]Virginia and Lee McAlester. A Field Guide to American Houses, 1984Lester Walker. American Shelter: An Illustrated Encyclopedia of the American Home, 1998John Milnes Baker, AIA. American House Styles: A Concise Guide, Norton, 1994Architectural Style Guide, Boston Preservation Alliance, bostonpreservation.org/advocacy/architectural-style-guide.html [accessed July 27, 2017]

B-26 Marauder, World War II Bomber Aircraft

B-26 Marauder, World War II Bomber Aircraft General: Length: 58 ft. 3 in.Wingspan: 71 ft.Height: 21 ft. 6 in.Wing Area: 658 sq. ft.Empty Weight: 24,000 lbs.Loaded Weight: 37,000 lbs.Crew: 7 Performance: Power Plant: 2 Ãâ€" Pratt Whitney R-2800-43 radial engines, 1,900 hp eachCombat Radius: 1,150 milesMax Speed: 287 mphCeiling: 21,000 ft. Armament: Guns: 12 Ãâ€" .50 in. Browning machine gunsBombs: 4,000 lbs. Design Development In March 1939, the US Army Air Corps began seeking a new medium bomber. Issuing Circular Proposal 39-640, it required the new aircraft to have a payload of 2,000 lbs, while possessing a top speed of 350 mph and a range of 2,000 miles. Among those to respond was the Glenn L. Martin Company which submitted its Model 179 for consideration. Created by a design team led by Peyton Magruder, the Model 179 was a shoulder-winged monoplane possessing a circular fuselage and tricycle landing gear. The aircraft was powered by two Pratt Whitney R-2800 Double Wasp radial engines which were slung under the wings. In an effort to achieve the desired performance, the aircrafts wings were relatively small with a low aspect ratio. This resulted in a high wing loading of 53 lbs./sq. ft. in early variants. Capable of carrying 5,800 lbs. of bombs the Model 179 possessed two bomb bays in its fuselage. For defense, it was armed with twin .50 cal. machine guns mounted in a powered dorsal turret as well as single .30 cal. machine guns in the nose and tail. While initial designs for the Model 179 utilized a twin tail configuration, this was replaced with a single fin and rudder to improve visibility for the tail gunner. Presented to the USAAC on June 5, 1939, the Model 179 scored highest of all of the designs submitted. As a result, Martin was issued a contract for 201 aircraft under the designation B-26 Marauder on August 10. Since the aircraft was effectively ordered off the drawing board, there was no prototype. Following the implementation of President Franklin D. Roosevelts 50,000 aircraft initiative in 1940, the order was increased by 990 aircraft despite the fact that the B-26 had yet to fly. On November 25, the first B-26 flew with Martin test pilot William K. Ken Ebel at the controls. Accident Issues Due to the B-26s small wings and high loading, the aircraft had a relatively high landing speed of between 120 and 135 mph as well as a stall speed of around 120 mph. These characteristics made it challenging aircraft to fly for inexperienced pilots. Though there were only two fatal accidents in the aircrafts first year of use (1941), these increased dramatically as the US Army Air Forces expanded rapidly after the United States entry into World War II. As novice flight crews struggled to learn the aircraft, losses continued with 15 aircraft crashing at McDill Field in one 30-day period. Due to the losses, the B-26 quickly earned the nicknames Widowmaker, Martin Murderer, and B-Dash-Crash, and many flight crews actively worked to avoid being assigned to Marauder-equipped units. With B-26 accidents mounting, the aircraft was investigated by Senator Harry Trumans Senate Special Committee to Investigate the National Defense Program. Throughout the war, Martin worked to make the aircraft easier to fly, but the landing and stall speeds remained high and the aircraft required a higher standard of training than the B-25 Mitchell. Variants Through the course of the war, Martin continually worked to improve and modify the aircraft. These improvements included efforts to make the B-26 safer, as well as to improve its combat effectiveness. During the course of its production run, 5,288 B-26s were built. The most numerous were the B-26B-10 and B-26C. Essentially the same aircraft, these variants saw the aircrafts armament increased to 12 .50 cal. machine guns, a larger wingspan, improved armor, and modifications to improve handling. The bulk of the added machine guns were forward-facing to allow the aircraft to conduct strafing attacks. Operational History Despite its poor reputation with many pilots, experienced aircrews found the B-26 to be a highly effective aircraft that offered a superb degree of crew survivability. The B-26 first saw combat in 1942 when the 22nd Bombardment Group was deployed to Australia. They were followed by elements 38th Bombardment Group. Four aircraft from the 38th conducted torpedo attacks against the Japanese fleet during the early stages of the Battle of Midway. The B-26 continued to fly in the Pacific through 1943 until it was withdrawn in favor of standardizing to the B-25 in that theater in early 1944. It was over Europe that the B-26 made its mark. First seeing service in support of Operation Torch, B-26 units took heavy losses before switching from low-level to medium-altitude attacks. Flying with the Twelfth Air Force, the B-26 proved an effective weapon during the invasions of Sicily and Italy. To the north, the B-26 first arrived in Britain with the Eighth Air Force in 1943. Shortly thereafter, B-26 units were shifted to the Ninth Air Force. Flying medium-altitude raids with the proper escort, the aircraft was a highly accurate bomber. Attacking with precision, the B-26 struck a multitude of targets prior to and in support of the invasion of Normandy. As bases in France became available, B-26 units crossed the Channel and continued to strike at the Germans. The B-26 flew its last combat mission on May 1, 1945. Having overcome its early issues, the Ninth Air Forces B-26s posted the lowest loss rate in the European Theater of Operations at around 0.5%. Briefly retained after the war, the B-26 was retired from American service by 1947. During the course of the conflict, the B-26 was used by several Allied nations including Great Britain, South Africa, and France. Dubbed the Marauder Mk I in British service, the aircraft saw extensive use in the Mediterranean where it proved an adept torpedo bomber. Other missions included mine-laying, long-range reconnaissance, and anti-shipping strikes. Provided under Lend-Lease, these aircraft were scrapped after the war. In the wake of Operation Torch in 1942, several Free French squadrons were equipped with the aircraft and supported Allied forces in Italy and during the invasion of southern France. The French retired the aircraft in 1947.

Economics - to develop an understanding of what has happened in the Essay

Economics - to develop an understanding of what has happened in the economy of the United Kingdom over the last two years - Essay Example eported the gross domestic product rose by 0.2 percent in the quarter ending June 30th, which brought down the annual GDP rate to 1.6 percent from 2.3 percent in the first quarter this year (Duncan, 2008). United Kingdom is one of the most developed countries in the world and has made a mark for itself throughout the world. United Kingdom comprises of England, Wales, Scotland and Ireland. The capital of England London is rated as the world’s most expensive city. According to Professor Bean’s (Bank of England chief) bleak assessment, the United Kingdom has seen an undisturbed and unbroken expansion for over sixteen years and as mentioned earlier the country is starting to face recession. Almost every country has been facing an economic slowdown since the market crash in 1970s however there have been strong efforts from almost every economy to ensure the economies get back into stable positions. United Kingdoms has held the fifth position in the global economies however the risk of the recession since the 1990s is now growing for the country and the living costs are also growing along with this. This has made it difficult for the Bank of England to cut down the interest ra tes and is causing a lot of issues with the Labour governments’ handling the economy as the public is extremely dissatisfied with the growing interest rates (Reuters, 2008). It has been noted by economist James Knightley at ING that the growing credit crunch and the rising food and energy prices is disrupting the growth of the country and there is no solution to this by the fiscal and monetary policies. This slowdown was triggered by the biggest drop in the construction sector during 2005. This resulted in a drop in the decline in the building industry which converted the decade long housing boom into slums. The government however did its bit by contributing to the infrastructure projects which helped the industry stabilise and get back into action. The service sector contributes to almost

Slovenia and Its Economic Development After Entering EU Essay

Slovenia and Its Economic Development After Entering EU - Essay Example At the same time, the newly free countries of Central and Eastern Europe found that, if they were to establish their economic independence and provide a sound basis for their political independence, they first had to thoroughly liberalize and marketize their economies and stabilize their currencies. Slovenia joined the EU in 2004. And since that time, it has improvised its economic development and reestablished its banking system, balance exchange rates and create new employment places for native citizens. The EC has had policies on employment for decades, but the policies do not constitute a coherent, developed social program. Rather they are a collection of directives adopted in response to a specific concern and requiring minimal amounts of harmonization in national practices. Voting practices in the Council impeded the adoption of more sweeping measures. Because each member state had a veto, with a few exceptions, supporters of an EC social policy fought for the elimination of the veto (Dukes 49). They gained a partial victory with the ratification of the Maastricht Treaty. For Slovenia, the way is now open for a more fully developed EC social policy. A number of characteristics of the workforce in the EC are relevant for policy makers. One is the fact that the EC has a smaller proportion of adults of working age actually working than either of its main competitors. The statistics indicate that a relatively large number of working-age people are dependent on some form of public su pport. Some people apparently do not work by choice, but many are unable to find work. Following Egert et al (2007): some countries, namely Slovenia started transition with low credit-to-GDP ratios of around 20% in 2005" (201). Transitional banking systems initially tend to operate with very high ratios of reserves to deposits. This is partly the result of the fact that they start out as monobank systems with 100 per cent reserve backing of deposits, partly because of the extreme inefficiency of the payments system, which requires the maintenance of large commercial bank deposits at the central bank, and partly because of the great ease of obtaining central bank credit by commercial banks in the pre-stabilization period (Dukes 49). If this is the path followed then it would be prudent for the first principle of banking system evolution to be that in the short term, the stability of the monetary system must have priority over the freedom of action of the banks themselves in the management of their assets and liabilities. In other words, in the initial phases of the 'main sequence', when supervisory and banking skills are rudimentary, bank regulation needs to be rigorous and based on simple rules. This is bec ause of the vital role of macroeconomic stability in successful economic transition from state ownership and central administration of the economy to capitalism. The usual argument against tight regulation, which stresses that tight regulation leads to disintermediation is largely irrelevant in a context in which people have so little possibility of informed choice between risky and safe banks that the authorities feel themselves obliged to guarantee all deposits. The development of a dual system in which deposits at strictly regulated banks are known to be safe, while loans to unregulated

The causes and effects of World War II Term Paper

The causes and effects of World War II - Term Paper Example Though many countries got involved in the war, the superpowers present then spearheaded the war. This led to the creation of the Allies forces on one side and the Axis forces on the other. The Allies group got made up of the United States of America, Great Britain, the Soviet Union, China and France. The Axis group, on the other hand, got made up of Germany, Japan and Italy (Torrin 32). Statistics claim that this war had the largest number of military personnel directly involved in the war, with over 100 million people serving in active combat out in the war front. In a bid to prove their supremacy and superiority over other powers, many nations involved in the war gave it their all in as far as their industrial, innovative, scientific and more importantly, economic abilities got concerned. This would later prove to be a lousy choice for many countries that had to build their countries from scratch after the war ended (Hamilton 77). This war became defined by an arms race which invol ves the use of sophisticated weapons and relatively new technologies of combat. Nuclear weapons became largely used by the feuding states and this led to the demise of more than 75 million people. This could explain why the Second World War gets viewed as the most brutal of combats in history (Senker 85). The occurrence of the war could almost be viewed as spontaneous. Though the world had been volatile since 1918 when the First World War ended, no one had the slightest idea that a war of such magnitude was going to erupt. This war, which dates back seventy three years ago, begun on the 1st of September, 1939 by the unexpected German invasion of Polish territory with no warning whatsoever. Within the next two days, that is, by the third day of September, Great Britain begun feuding with Germany (Vandome 61). A week hardly went by before the war became a bare knuckle fight, involving nations that included Canada, Australia, South Africa and New Zealand. The battle ground involved in this war was far reaching. From the Normandy Hedgerows to the Stalingrad streets, from the Pacific Islands to the wild jungle of Burma, from the dusty Libyan deserts to the Norwegian Ice Mountains, war was evident. The Germany raised their mighty hand against the Polish people. Italians fought against the Americans, and the Japanese rose against the Australians. The dynamics of this war got complicated. Historians say that this war got finally decided by the nuclear weapons race that later took center stage between these world powers (Senker 132). World War II had many different causes. One of the causes of World War II was the instability and the economic depression that affected many of the European and world super powers. The economic depression was a substantial causative factor of the war especially around 1929. It led to a state of disarray in Germany leading to massive unemployment and lack of income. The US refrained from lending money to Germany for reparations and began to demand their money back. America then went into isolation in a bid to protect its own economy and to avoid involvement in another European war that promised to be costly to its taxpayers. As a result, economic crisis griped the world and distrust began forming again (McBrewster 66). The German economy, which was a world leader, suffered severely. The economic meltdown created the perfect opportunity for the rise of dictators like Stalin, Benito Mussolini and Adolf Hitler, who were all prominent and revered in as far as the war gets concerned. The depression led a large number of the unemployed population to support these dictatorships as they got rewarded with adequate food supplies and a means of livelihood. In Germany especially, the depression that caused

Second assignment Example | Topics and Well Written Essays - 1250 words - 1

Second - Assignment Example Hitherto, one needs to clarify this result: was she pushed to stealing because of her social structure or was it her choice? In anthropology, this question can be shaped and reformed into one of the most famous debates in this field: what drives human action? Is it the social structure in which the human exists, or the agent, wherein the human action is due to decisions and free will? Not so long ago have I had the fortune to enter such a debate with some friends. The main subject of the debate was: was one of our friends actions due to her environment or was it her decision? I, honestly, believed that it was because of her environment and apparently her ability to deal with it was all because of how her environment shaped her. Therefore, going back to Liesel, I would say that her stealing was caused by her choking environment. In other words, its the social structure that shapes the human actions. Likewise, theorists such as Karl Marx, Emile Durkheim, and Marvin Harris would also agree in such notion. Social structure, in the simplest definitions, would be the arrangement of human relations in a society. At the same time, social structure would also be the environment in which humans exist. In this environment, it could either be the society or of the biological, physical or chemical origin (Harris). Now, going back, Marx, being one of the key theorists in anthropology, looked at human actions based on the interest of the individual itself. He gave the idea that an individual formulating ideologies force these ideas to the society in order to reshape the society where this individual grew up in. Incidentally, these ideologies formed by the individual came from the ideas presented by the society. In other words, Marx was trying to point out that humans would not be altering their society if, in the first place, they were not introduced to such

Pain spectacles rule the roost Essay Example | Topics and Well Written Essays - 500 words

Pain spectacles rule the roost - Essay Example Of all other discriminations that we are aware of, Peter Singer (5 April 1973) had reminded us, â€Å"one should always be wary of talking of â€Å"the last remaining form of discrimination,†Ã¢â‚¬  which is the discrimination carried out by humans towards animals. He argued that like any racist or sexist, we believe that animals have an inferior status to us because they belong to some other species and calls this attitude, ‘speciecism’ (Singer, 5 April 1973). It is true that humans have never had the habit of viewing animals as equals. But are we as a species, sympathetic to even other human beings’ pain, once we shed the cultural and moralistic attires that we have learned to wear through human history, and stand naked in our basic human instincts? A comparison of our attitudes towards animals, especially in the context of our habit of entertaining ourselves in watching dog-fighting and bull fighting can be made with our attitude towards violence in spo rts. The logic is quite compulsive. Singer (5 April 1973) has rather been blunt in his arguments regarding animal liberation. He observed nonchalantly that â€Å"people who eat pieces of slaughtered non-humans every day find it hard to believe that they are doing wrong† (5 April 1973). The Roman elites who enjoyed the fighting spectacle between the enslaved humans used to bring perfumed hand kerchiefs to the venue to avoid the distasteful smell of blood becoming too strong.

Second assignment Example | Topics and Well Written Essays - 1250 words - 1

Second - Assignment Example Hitherto, one needs to clarify this result: was she pushed to stealing because of her social structure or was it her choice? In anthropology, this question can be shaped and reformed into one of the most famous debates in this field: what drives human action? Is it the social structure in which the human exists, or the agent, wherein the human action is due to decisions and free will? Not so long ago have I had the fortune to enter such a debate with some friends. The main subject of the debate was: was one of our friends actions due to her environment or was it her decision? I, honestly, believed that it was because of her environment and apparently her ability to deal with it was all because of how her environment shaped her. Therefore, going back to Liesel, I would say that her stealing was caused by her choking environment. In other words, its the social structure that shapes the human actions. Likewise, theorists such as Karl Marx, Emile Durkheim, and Marvin Harris would also agree in such notion. Social structure, in the simplest definitions, would be the arrangement of human relations in a society. At the same time, social structure would also be the environment in which humans exist. In this environment, it could either be the society or of the biological, physical or chemical origin (Harris). Now, going back, Marx, being one of the key theorists in anthropology, looked at human actions based on the interest of the individual itself. He gave the idea that an individual formulating ideologies force these ideas to the society in order to reshape the society where this individual grew up in. Incidentally, these ideologies formed by the individual came from the ideas presented by the society. In other words, Marx was trying to point out that humans would not be altering their society if, in the first place, they were not introduced to such

Case Study Analysis Example | Topics and Well Written Essays - 750 words

Analysis - Case Study Example We all agree that wife battering is a serious crime in the law however a battered individual should not take matters into his/her hands, but should let the law take its course (Federal Judicial Center, 2002). In this case, Dr. Bauer should pursue her duties responsibly, in spite of the pity that she feels for the wife. How should she proceed? For justice to be attained in this scenario, Bauer should not try anything which will be against the course of justice. The role of the law is to protect the rights of the people, and since the attorney has trusted her enough to give her the task, she should undertake the matter with a lot of integrity (Federal Judicial Center, 2002). She should concentrate her efforts towards the selection of a panel that is competent in what they are going to do. Integrity and justice should be her driving forces in the process, putting it in her head that one time in her life she will also require justice. If the wife is guilty, she should be punished accordi ngly by the law. However, we cannot overrule the fact that the crime might have been committed in self defense. As a result, Bauer should let the real truth be discovered in order for fair judgment to be made. Should Bauer offer her advice regarding the syndrome evidence? Why or why not. Bauer can only do that if whatever she is going to say will be of help in the quest for the truth. It is apparent that she really is against women battering and very sympathetic towards the woman. The strategy to be used during the defendant’s trial will determine the magnitude of the sentence to be administered. She surely should give her advice, if she feels that the syndrome gives inadequate evidence which may lead to an unfair sentence. However, since her role is not to identify the strategy, she should not choose the strategy to be used. All she will do is to give advice on what she thinks will serve best the interests of the case, though this should be done without any form of bias (Can adian Judicial Council, 2000). She can also present her strategy (PTSD) so that those concerned with that role will make an informed decision on the strategy to be used. Should Bauer Pursue The Poison Pill Strategy? Why or Why Not. Her main aim of wanting to pursue the poison pill strategy is to block the truth from being discovered. According to her, she will select jurors who are going to conflict in such a way that their discussions won’t result in anything worth. It will be evil for her to pursue something which is going to waste people’s time. She should know that truth should always be left to reign in any circumstance. By pursuing the pill strategy, it may lead to the dismissal of the panel and new members appointed to take over the case. Unfortunately, if this happens it can only be worse for her because the new panel of jurors may even be too harsh on the defended. The poison pill strategy she chose may eventually work against her unless if it is executed with a lot of wisdom. Thus, she should come up with another better and fair strategy. What Are the Ethical Implications of Dr. Bauer’s decision? The decision made by Bauer is immoral and unethical since it is against the realization of justice (Canadian Judicial Council, 2000). As much as Bauer feels great pity for the battered wife, she should not defend the woman unethically. Rather she should look for

Discuss the role of emotion in psychology Essay Example for Free

Discuss the role of emotion in psychology Essay Emotion is often the greatest cause for either enhanced recall or impaired recall. Through many studies psychologists have found that it is not only facts we store in our memory but the emotion surrounding them.  Flashbulb memories involve an enduring imprint of events surrounding an important incident, the memory is not the event itself but where you were and what you were doing when you heard about it. Sheingold and Tenney (1982) provided evidence to support the concept of flashbulb memories. Participants were asked about personal memories and found most had good memories for when they were told and who told them. They found the flashbulb memories were strong and remained consistent over time; however there is no way of checking the accuracy of these memories. As shown by Sheingold and Tenney, a flashbulb memorys characteristic involves consistency and has an unchanging nature and they also involve a high level of emotional arousal which leads to better recall of the event. However Wright (1993) found evidence that goes against this definition, the study involved looking at peoples memories of the Hillsborough football disaster in 1989, 5 moths after the event. It was found that most of the participants didnt report strong flashbulb memories; in fact many people had reconstructed their memories and had mixed their own with other peoples accounts. This evidence therefore goes against the idea that flashbulb memories remain consistent over time. On the other hand Conway (1994) suggested that the reason some studies dont support flashbulb memories is because the event wasnt significant to the individuals. Conway et al used Mrs Thatchers resignation as the basis for the creation of flashbulb memories. 11 months after 86% of the UK participants has a strong and consistent flashbulb memory compared to only 29% participants from other countries. This research suggests that flashbulb memories will only be strong if the event surrounding it is significant to the individual; the UK participants would have been more aware and connected to Mrs Thatchers resignation than participants from other countries. The role of emotion is memory can also cause impaired memory. Freud proposed the idea of repression; unwanted memories are pushed down into the unconscious mind so you forget them. Freud described this process as a way of the ego protecting itself from emotional conflict which is often the result of harsh experiences. Williams (1994) interviewed women who has been admitted to hospital on the grounds of sexual assault, 20years previously, (they were told the study was a follow up of medical care). Williams found that 38% of the women did not show any recall of being sexually abused and that 16% of the women that did, said that at one time they couldnt remember they had. This study therefore provides strong evidence to support the repression theory, a traumatic event was repressed and some couldnt recall it even 20 years later. Repressed memories are defined as a traumatic event placed beyond conscious awareness. Because of this placement, these memories can also affect conscious thought. Forgetting a traumatic event, like Williams (1994) research, has also been studied through case studies. One of the most famous is Bavers (1981) study on sirhan sirhan, the man who shot Robert Kennedy, who has no recall of doing so. In this case the emotions of regret and shame were probably the cause of the repression and the reason he cannot remember what he did. It has also been suggested that repressed memories can also cause anxiety and disordered behaviour. A study that supports this concept was carried out by Karon and Widener (1997) who found that once trauma was recalled in therapy, mental illness in World War 2 veterans completely alleviated, therefore supporting Freuds theory. However Loftus and Pickrell (1995) found evidence against Frueds repression theory. The study was called lost in the mall and the false memory of getting lost in a shopping centre as a child was implanted into the participants. After the debriefing 20% still held to their belief that this happened to them, even though it was a false memory showing trauma has a great affect on memory even though the memory was false but going against Frued as the memory wasnt real. Another study by Loftus and Palmer created a theory called the Weapon effect this was during a highly emotional event such as a robbery or assault, an eye witnesses recall was altered due to their focus on a weapon being used. Finally a depressive state also has an influence on memory. Negative emotions often create a negative recall bias which makes depressed people only focus on negative and unhappy experiences; a mood dependent memory. Lyketsos (2001) found in support of this that depression may lead people to be inattentive and so they dont encode new memories into the long term memory well, therefore recall is much poorer. In further support of this Antikainen et al (2001) studied 174 depressed patients and found they performed better on memory tasks and had fewer memory problems after 6 months treatment. In conclusion emotion plays an important role in memory. It can often lead to enhanced memory, such as flashbulb memories, or impaired memory such as the repression of traumatic experiences. Negative emotion is also responsible for a lack of memory such as when someone is depressed. Overall memories are largely influenced by emotion the more positive we are the more likely we are to recall, the more negative the less likely we will recall and are more likely to forget.

Personal Learning Plan To Becoming A Nurse Practitioner

Personal Learning Plan To Becoming A Nurse Practitioner This assignment discusses my Personal Learning Plan (PLP). It examines the rationale for development, justifying why I have not only chosen to undertake Nurse Practitioner (NP) studies, but this course in particular, along with its prescriptive modules and my choice of Extended Nurse Prescribing as the only optional module. I have informally and theoretically identified my learning style as practical, which rationalises the above choices, discussed further in this assignment. At present, I work as the sole Occupational Health (OH) Nurse for the head office of a large London-based media organisation which is a subsidiary company of the FTSE 250 (Financial Times Stock Exchange) listed business. There are an estimated 3000 employees on-site; a catchment size similar to a small GP surgery, with a further 1100 employees regionally, to which telephone/e-mail support is available. 2.2 Link to primary health care Due to the generally low hazard working environment, and as an OH initiative to keep employees well and at work, I largely act as a Practice Nurse (PN) by bringing primary health care (PHC) to the workplace. Care includes treatment and/or advice for minor ailments and injuries; health monitoring and promotion; vaccinations and follow-up care such as wound and ear care. I am supported by a full-time Receptionist, and together we facilitate three afternoon GP clinics per week by two visiting private General Practitioners (GPs). This unique service is carried over from the old Factory Nurse role and outdated in todays OH remit (Bagley, 2008). Occupational Health (OH) Nurses are now moving away from a traditional clinical function (Richardson, 2008). However, whilst the service is promoted as a complement and not a replacement of employees National Health Service (NHS) GP surgeries, it is maintained that it is not in the OH remit to replace services provided by the NHS (Lewis Thornbory, 2006). Yet, in Dame Carol Blacks review of the health of the working population, the report welcome[d] and encourage[d] (Black, 2008: 49) employers offering GP consultations in the workplace, as an initiative towards health and wellbeing for a healthy workforce. Given the waking hours spent at work, and with most GP surgeries closed for the majority of weekends and after hours, the workplace is an ideal setting to target health and wellbeing (Department of Health, 2004), along with prevention and treatment of ill-health. Such a service has potential benefits and opportunities for employees, businesses and NHS services. However, effective communication between all parties involved, is crucial. I make it a priority in my practice to engage in effective communication between both our on-site health professionals, and employees off-site NHS and private health professionals. 2.3 Strengths and weaknesses To fulfil the above role, I was equipped with a Bachelor of Nursing, with the knowledge and skills to care for adult patients in an acute care setting. Although I went on to specialise in critical care, further development was only accessible through in-house training, on-the-job experience, self directed learning and reflection. When I moved to the United Kingdom, I fell into PHC through an agency placement, which was to cover an extended period of leave on the print side of the business. Again, I was working as the sole Nurse, with a private GP visiting once a month. Despite this placement being completely out of my depth and somewhat daunting, I enjoyed the break from acute care, and thrived on the autonomy and diversity of the role. However, this was compromised with a lack of confidence, not having any prior experience, and heightened by working alone. The next section discusses the rationale for my development having been taken on in permanent employment as the sole OH Nurse. 3.0 PERSONAL LEARNING PLAN 3.1 Rationale for development The move to PHC from acute and critical care knowledge and experience prompted a significant need for learning and development. There was no support from management in the sense of allowing study leave or time off work to attend practice-related conferences, and any learning was on-the-job or self directed with no colleagues to facilitate development. One of the main reasons why I took up a position at head office to restructure their OH Department, was that the importance of professional development was not only understood, but both promoted and encouraged. In addition to my gap in knowledge and because I worked alone, I wanted to take my service to the next level, to provide greater satisfaction to both patients and myself by being able to complete the full cycle of health care. For example, rather than advising patients that it sounded like they had a chest infection and should therefore arrange an appointment with the visiting GP (or to see their NHS GP), I would be able to diagnose and prescribe on the spot. This call for development reflects Maslows Hierarchy of Needs, which outlines an aim to bring the Esteem level of confidence, independence and achievement into balance, while also building towards the Self-actualisation level of creativity, problem solving and acceptance of facts (Maslow, 1943). The Self-actualisation level can also be interpreted as my Masters dissertation. Furthermore, ten years have lapsed since completing my Bachelors degree, and I felt stale, very eager to study again, and to learn more about the NHS system. 3.2 Course selection I began investigating NP courses in London. Prior to this course, I had informally identified my learning style as being practical, and set about finding the most hands on course (see Appendix 1 2 for course enquiry and application, with the relevant sections highlighted in blue). This course was therefore selected as the most practical, rather than theoretical, managerial or reflective. I wanted to be able to apply skills in the clinic as I was learning, and definitively at the end of the course. Through Philosophy Politics of Primary Health Care (Philpol), I have realised that my learning so far in PHC replicates Kolbs The Lewinian Experiential Learning Cycle, whereby knowledge is gained through experience (Kolb, 1984). This is further backed by Omrods behavioural definition of learning, again linking learning to experience (Omrod, 2004). Yet, according to Honey Mumford (1992), my learning style is Pragmatic, followed very closely by Reflective. By this model, it means I am generally proactive in attempting new ideas, concepts and practices, and eager to apply them. A Reflector contemplates experiences both personal and those of others, and weighs up all possibilities before coming to a decision. Taken together, pragmatic and reflective learning styles demonstrate a careful and practical approach, with which I concur. 3.3 Modules selected The NP route of the Masters of Science in Primary Care is a very prescriptive course, with only one optional module. This is to satisfy the Royal College of Nursings (RCN) requirements based on international competencies, to qualify as an approved course. In addition, should the Nursing Midwifery Council open up a separate part of the register acknowledging the advanced role of NPs, an RCN approved course will be a pre-requisite requirement (Queen Mary, University of London, 2009). The term NP is currently being loosely applied to Nurses with autonomy and/or experience. Therefore, the term Advanced NP is replacing NP, where Nurses have both formal training, and are working in an advanced role (RCN, 2008). Through Research Methods 1, I have gained the skills to recognise the different methods and approaches to research, and how to read a paper. These skills have enabled me to critically evaluate a paper, distinguish between good and poor research, and to determine whether a papers findings are credible, and should be applied in my practice. Philpol has laid a foundation in my gap in knowledge of PHC structures and policies, including an appreciation of the NHS, its history, services, how it works, and potentially, where it can all go wrong. Some of the most interesting learning has been in discussion and debates with fellow students. Our diverse backgrounds and individual functions in PHC, has been valuable to hear about each others roles and experiences. Physical Assessment 1 and 2, and both the Biological Foundations and Pharmacology in Clinical Practice will provide a much needed brush up in theory, and advance my current knowledge. During my Bachelor degree, learning was largely based on fact recall for exams and practicals. It is because of this, that I am now questioning my actual understanding, which I hope to overcome by these modules. This is a shift from my former academic learning experience to Engels Learning for Understanding, where the emphasis lies in understanding rather than recollection of facts (Engel, 1997). It perhaps also highlights the difference between studying for a Bachelor and a Masters degree. I anticipate that Clinical Practice will be one of the most important modules for me, to be able to apply what I have learnt. In past experience as a nursing student, clinical practice has been where all teachings have made sense rather than exams or assessments. I learn best through a hands on approach, and in past clinical practice modules, it has precipitated interest and knowledge beyond expected outcomes. For my optional module, I have chosen Extended Nurse Prescribing in order to be able to complete the full cycle in a consultation: to be able to prescribe to enhance independence and autonomy in my practice. I have already given my dissertation much thought, hoping to research into our unique OH service, ideally being able publish at the end, and promote our model. At present, my research question is: What are the perceptions of both employees and managers on the provision of a GP and PN in the workplace for a media organisation in London? I propose to conduct this research via an online survey to our employees and Managers with a mixed methods approach: both clicking on answers (quantitative), and asking participants for their thoughts (qualitative). I look forward to the challenges that this PLP presents, but more importantly, the opportunities and stimulation that will arise from my development.

Finding the Truth in Gretchen Moran Laskas’s The Midwife’s Tale Essay

Finding the Truth in Gretchen Moran Laskas’s The Midwife’s Tale The prologue to Gretchen Moran Laskas’s novel, The Midwife’s Tale, begins with her narrator protagonist, Elizabeth, telling readers, â€Å"Mama always said that most of being a good midwife was in knowing the family history. Not just the birthing story of any given woman--although that was a good thing to keep in mind--but the whole history.† Assuming the â€Å"whole history† is a thing possible to know in the first place, a dubious aim in itself, Moran Laskas’s novel ends up reading as a sort of family history: at times exultant, heartbreaking, occasionally comic, and more than once bone-chillingly grim. Beginning at the turn of the century and ending roughly forty years later as the Depression enters its last stages, Laskas’s novel follows the passions, failures, and triumphs of sometimes-midwife Elizabeth and the small group of mountain folk and family she shares her life with along the banks of Kettle Creek. Feeding her readers a painfully, if beautifully, detailed fare of the arduous lives endured by turn-of-the-century Appalachians, Moran Laskas serves up a novel that journeys between sorrow and triumph without ever indulging in sentimentality as her characters try to survive poverty, mountain life, a world war, an influenza epidemic, and the Depression. With image-rich descriptions of Appalachia’s natural landscape, Moran Laskas shares the stirring, at times comic, rural language of Elizabeth and the novel’s other midwives, Elizabeth’s mother and maternal grandmother, to construct a believable, if sometimes haunting world that periodically resembles a feminized utopia as much as it does an historical account of life in the mountains. Although Moran Laskas’s p... ...being told may very well be something other than what appears to be real, consequently implying a possible difference between reality and truth. While Moran Laskas is probably not hinting at a postmodern spin on the unreality of knowingness or the ultimate absence of a universal â€Å"truth,† her novel does, nevertheless, suggest a kind of nebulous and unstable relationship between the reality we are initially dealt, the choices we make, and the arguable degree of control we have over our destiny. Using Appalachian folklore, consistently rich language, and a heroine who defies sympathy or sentimentality, The Midwife’s Tale generates for its readers a story of women who face and overcome physical and emotional hurdles that would otherwise cripple the strongest among many. Work cited Gretchen Moran Laskas, The Midwife’s Tale. New York, New York: The Dial Press, 2003.

Communication and professional relationships

Explain how you use effective communication in developing positive relationships with children, young people and adults. Why is this important? 1. 1 In developing positive relationships we use effective communication in several ways. We use it to: help us better understand a situation or person which can help to determine our approach when engaging with them. build trust and respect. If individuals feel comfortable speaking with us and feel they can approach us at any time on any subject, they are more likely to co-operate and look favourably on any suggestions made. show that we care about the welfare and future of an individual and will do our best to aid in their success ensure that all parties are agreed upon the same goal, making sure that everyone is clear about the final aim and how it will be achieved. build and maintain a positive working environment where creativity and learning can flourish. It is important to do this because poor communication can lead to misunderstanding s, lack of trust and conflict. Without a positive relationship you are unlikely to gain support and co-operation and find it challenging to achieve a good outcome from any situation.Explain the principles of relationship building with children, young people and adults 1. 2 When trying to develop positive relationships there are several principles to follow. Firstly effective communication is essential. You must be clear in what you say and ensure you have been understood correctly. At the end of a communication you can reiterate your key points and if necessary outline responsibilities and actions. Also be sure to use language appropriate to the person with whom you are communicating.When speaking with young children keep key points to a minimum and ask them to repeat what you have said. Secondly, take time to listen to others and try to understand their point of view. Use active listening techniques to show that you are interested in what they are saying and respond appropriately. Also make sure that, if you tell someone you will get back to them, you do get back to them. This will help engender a sense of trust and respect. It is also essential that you show respect for the person with whom you are communicating.Remember their name and details of how they like to be addressed and issues which are personal to them. Recalling details of their lives adds to the feeling that you are genuinely interested in hem and their welfare. When communicating be sure to acknowledge the individual. Accommodate any religious and cultural beliefs and show that you value these differences. Be considerate of the person's situation trying to understand and accommodate any issues which may influence their feelings, actions and responses.Finally, remain positive and retain a sense of humour. Laughter is a good way to break the ice and relieve tension in a stressful situation. relationships and the way people communicate 1. 3 There are several ways in which social, professional and cultural contexts may affect our relationships and the way we communicate. We must remember that communication is not Just verbal and context will influence the way we act, what we wear, how we communicate and what we say. In a social setting our actions, language and dress may be less formal.If we have colleagues and parents from school as friends outside of school, then we might perhaps greet them with a hug and a wave. Our language might incorporate slang and Jokes and conversation might be more generic and less serious. We might be more casual in our attire and the situation would suggest whether this is acceptable. For example, you would not be expected to attend a party wearing your best suit. The manner in which we communicate socially is also likely to be different from a professional setting.As well as telephone and face to face conversations we might also engage via text message, email and social media sites and we would be unlikely to write a letter to someone we might se e daily. Communications might, for example, utilise text speak and Jargon and not necessarily demand an immediate response if any at all. In a professional context you would be expected to act, speak and dress more formally. Your actions language and clothing should match the severity of the issue which you will address nd show appropriate respect for the location and people with whom you are meeting.If participating in a parent/ teacher meeting at school for example the same people you greeted with a hug the night before would be better greeted with perhaps a handshake to highlight the position you hold in this scenario. Our language would be more formal and depending who was present we might try to eliminate Jargon to ensure clarity and minimise misunderstandings. Similarly again our clothing would be more formal to identify the position we hold and show respect for those involved in any meeting.When contacting people professionally the use of ocial media sites would not be approp riate to discuss any matters relating to school, pupils or staff. Text messages might be appropriate to inform parents/carers of a school social event for example but to arrange a meeting or discuss an important matter it would be more appropriate to speak with a parent/carer or write a letter if the contact needs to be documented. When working with outside agencies email, for ease of use and speed, has become the standard form of communication but again when broaching a sensitive or important issue, a phone call or face to face meeting might be preferred.Emails can easily be misread which can lead to misunderstanding and conflict. When speaking we can use tone of voice to help ensure a point is understood correctly and face to face we can use body language in the same way. The timeframe in which we contact someone or reply to a communication can also affect relationships. When someone has taken the time to contact you they will expect a response to show that you value their contact and it should be made in the same manner or more personally. Responding to a phone call with an email, for example, could be seen as rude and deter future contact.Similarly, elaying a response could suggest that you do not value the input of the individual or consider them or their issue to be important and bring about the same result. Different cultures may also have different standards in terms of behaviour, dress, communication and contact. Actions could be misinterpreted and cause offence leading to the breakdown of a relationship. If you are meeting with someone from a different culture it may be worth doing some research and asking their preferred form of contact etc. to show that you value their beliefs.However, whilst it may be detrimental not to account for cultural differences you could see the same onsequences if you assume differences because of background or race when actually there are none. What skills do you need to communicate with children and young people 2. 1 Co mmunication is still a relatively new thing for children and young people and they may not be used to asking questions and holding conversations. One skill required to communicate effectively is giving children and young people opportunities to speak.As adults we are inclined to think that we know what children are thinking and feeling and try to tell them this or fill the gaps in their speech. Whilst we should ontinue to try and communicate with children as often as possible we should ensure it is a two-way conversation and not a one-way stream of instructions. We should remain patient and allow children time to organise their thoughts and formulate their sentences. When a child is relaxed and at ease they will be more forthcoming.Children may be shy and reluctant to say more than a few words if they feel you are not interested in what they have to say. Using positive body language we can encourage children to speak out. We should come down to the child's level, face them and maint ain eye contact. Remaining focussed on the child rather than ontinuing with another task will confirm your interest and appropriate facial expressions will show that you are listening and have understood what they are saying. Active listening is another key skill.Be interested and make appropriate responses whilst the child is speaking to confirm that you are really listening. Add to this by repeating back what the child has said to ensure your understanding is correct and by giving positive comments when they have finished. Asking open questions will extend the conversation giving the child more practice, boost the child's confidence so they are encouraged to communicate more and model a real onversation for them to learn from. Finally, we must also ensure that communication is appropriate for the child or young person and be able to adapt the style we use.Depending on the age and ability of the child we may be able to simply converse or might need to incorporate visual support or play into the communication. We should not assume children and young people will not understand but instead make our communication clear, use vocabulary which is appropriate to their age and encourage questioning. Give a detailed explanation of how you adapt communication with children and young people for: 2. a The age of the When communicating with younger children you should try choose a setting which is familiar to the child and where they are more confident – their favourite area of the classroom for example.Get down to the level of the child perhaps sitting on the carpet and use body language to make them feel more comfortable – ensure you are facing the child, smile, nod, turn toward them, keep your arms open and remove any barriers between you. Younger children will require more reassurance and perhaps more physical contact. They may feel more confident holding your hand or sitting close together. Vocabulary should be kept simple and sentences short, broken dow n into easy steps. The same point may need to be repeated several times in different ways and it is helpful to provide examples based around their own experiences.If a child is very reluctant to communicate you may want to use puppets to speak through, include pictures or props to help them engage or perhaps incorporate your communication into a favourite game. The attention span of younger children is very short and you must also account for this. Monitor the length of time you spend together and include attention switches to maintain their interest: change your ethod of communication, switch speakers, move location, ask questions etc. Older children and young people will still need to feel comfortable in your company but are more independent and will require less reassurance and physical contact.They are more familiar with the school environment so will find it easier communicate in different settings but will more comfortable in a setting they have used before. Older children oft en view themselves as grown up and will appreciate being treated accordingly. Positive body language will still be beneficial in encouraging a child to peak but it will no longer be necessary to sit on the floor. Language and vocabulary should be more mature and sentences can be more complex. It may also not be necessary to repeat a point so often unless it is something new and above that person's ability level.Examples can be drawn from a variety of sources as their experiences are wider and additional materials should be more sophisticated such as written texts or â€Å"you tube† clips. Older children are more aware of themselves and can be easily embarrassed. They will benefit from confidence boosting reminders of how well they are progressing and positive re-enforcement. They will, however, withdraw and react negatively if patronised, preferring to be treated with respect and spoken to honestly. With age attention span also increases so it is still necessary to include at tention switches to maintain focus but not as frequently. the context of the communication We will encounter children in a variety of situations at school and it will be necessary to adapt our communication accordingly. Primarily our contact will be made inside school during a learning activity. In this case we need to remain quite formal, be directive and model the behaviour we require through our own actions. Ground rules should be laid down in clear, concise Instructions and the learning objectives highlighted to ensure all children fully understand what we expect and are trying to achieve from the lesson.There will be other children in the same area working on of our group but not distract the others. We can do this through tone of voice, choice of vocabulary and supplementary resources but must be wary not to overexcite the group because of the other learners present. If your activity is away from other learners then it may be possible to incorporate physical activity and allow greater expression. Distractions will be plentiful and we will need to encourage and focus our learners through positive re-enforcement and challenges.If appropriate to the task we should encourage discussion through questioning but keep discussion restricted to the subject at hand. In a more social setting, for example the playground, we can be less formal and more relaxed in our approach. This would be reflected in our body language, tone of voice and vocabulary. These times can be used as opportunities to build relationships and get to know the children better. Children can be encouraged to discuss outside nterests and we might share our own experiences to help form a bond.Whilst it may be necessary to give little reminders of school rules to avoid bad behaviour it should not be necessary to outline them in full and they can be made in a more playful and conspiratorial manner – a helpful friend rather than a fgure of authority. Although conversation might be more light he arted we must still remember to maintain the relationship of teacher and pupil. A school trip, however, is a more social event, but still a learning activity and the degree of formality should remain on a similar level to the classroom.The formality f the pupil teacher relationship should remain so the children understand that you â€Å"are in charge†. Children will need to be reminded often of their objectives but communication might be more light hearted and children allowed to speak more freely, discussing outside interests highlighted by the current situation. Outside the school environment they will be excited and more forgetful of their code of conduct. It will not always be possible to speak with the whole group when on a trip so we should communicate through our own behaviour, modelling what we expect from the children: remaining focussed, respectful, and responsible.