The Vietnam War Essays (426 words) - Vietnam War, Free Essays

The Vietnam War Essays (426 words) - Vietnam War, Free Essays The Vietnam War The Vietnam War was a severe war that influenced a great many individuals in a wide range of nations. All wars start in light of the fact that their is a distinction in people?s suppositions, and the Vietnam War was the same. It began in light of the fact that France and a Vietnam chief, Ho Chi Minh, had a distinction in supposition about the kind of government Vietnam ought to have. To discover why the war broke out you should return to the 1750?s. This is the place the French began their purported protectorate province of Vietnam. For a long time the individuals of Vietnam dissented however couldn't compose into a power ground-breaking enough to oppose the French. At that point in 1946 a socialist taught individual called Ho Chi Minh sorted out the individuals of North Vietnam and drove out the French rulers in a war that took eight years. During harmony settlements in Geneva they permitted North and South Vietnam to become separate countries, partitioned on the seventeenth equal. This was uniquely to keep going for a long time. Following two years the two nations would then decide on a typical pioneer and rejoin the two nations again. This never occurred. South Vietnam was anxious about the possibility that that a Communist head would be picked and the country would be in ruins. Socialist guerrillas in South Vietnam contradicting the dropped political decision started assaults on Southern Vietnam and staying French authorities to pick up co! ntrol of South Vietnam. On the off chance that North Vietnam was to start their intrusion of South Vietnam the Communist ruler Ho Chi Minh made certain to have unlimited oversight over the country and spread his thoughts of socialism to neighboring nations. The United States believed this ought not occur so in 1965 the president requested the shelling of North Vietnam and the arrival of US troops in South Vietnam. This at that point made North Vietnam send normal units toward the South. That in this manner, cause more US troops to get included. The entirety of this continued structure and working until it was a full scale war. The primary explanation that the Vietnam War broke out was that the old royal France figured they could keep a purported protectorate state without giving them any opportunity. At that point a socialist chief went along that unified the individuals and took over for the sake of opportunity. The U.S. felt that on the off chance that Vietnam got socialist, at that point neighboring nations would before long follow. They didn't need socialism to spread so they attempted to stop it. Stop it by war and it didn't work out like they figured it would.

Was the colllapse of Muammar Qaddafi's dictatorship caused by the Essay

Was the colllapse of Muammar Qaddafi's fascism brought about by the western world, in view of the advantages they would aquire from - Essay Example Nonetheless, on a closer investigation of a similar film, and that which lies behind the equivalent, one can begin making a revelation of a bizarre story that throws a fairly unflattering light on some of the elites in both American and British (Western world) foundations. Over these four decades rule, various people from the Western world got stirred up, in one way or the other, with Gaddafi and his type of initiative. There are the individuals who were exclusively in quest for his cash and as in this way complimented, yet additionally sneaked to him since they were seeking after kinship with him. Then again, there are those (and this shaped the bigger gathering) who considered him to be their foe. The latte even went above and beyond to benefits their assets in transforming Gaddafi into arrange of a 2-dimensional animation like overall reprobate (Curtis 1). The individuals who had taken dynamic jobs in guaranteeing that Gaddafi's authority disintegrates were not exclusively governm ent officials, yet additionally included covert agents and columnists from such organizations as M16 and CIA, advertising (PR) firms, individuals from Washington think tanks, compassionate intercession rationalists, pioneers of the IRA, scholastics and opulent left wing progressives. Every one of these gatherings had shifted points and this made them utilize this African chief in various manners. Apparently, practically every one of these gatherings were in dread as in both force and impact were evading them in a rushed way and that they were not really sure of what was to occur straightaway. Be that as it may, this paper is designed for profiting an inside and out comprehension of how the Western world had impelled the breakdown of Muammar's fascism and how the West would profit by the equivalent (Watson 1). Presentation Majority of the cases from the Western world have really painted Muammar Gaddafi to be among the malevolent people to have at any point existed. Despite what might be expected be that as it may, and in my view, Gaddafi probably won't have been such detestable. History has it that having been eventually a poor migrant, Gaddafi ascended unequivocally to oust a typically horrendous pedophilic ruler. Also, he fought for the privileges of the poor just as ladies in the Libyan culture. In a worldwide view, Muammar was on the front line in battling for the privileges of the African mainland against Western Imperialism (Roberts 1). It is even questionable that were it not for the Western purposeful publicity machine-ordinarily known as the media-the achievements this African persona had made would have earned himself incredible prize including the Nobel Peace Prize, along these lines situating him among the best chiefs of the universe of the century that has just had its sun setting. It is just that the media could scarcely discussion of the beneficial things that Gaddafi had done, such as being the absolute first head of state in the African mainlan d to create the absolute first obvious contemporary vote based system as differentiated to a lion's share of the phony vote based system portrayals in numerous different nations. In contrast to the cited vote based system in countries, where just those with political state and the banks have the force and not the individuals, the Libyans really had the force presented to them. Muammar's Libya had a majority rule government better than the greater part of the nations on the planet and this was irritating to practically all the Western countries which could barely bear the idea of an underdeveloped nation having unrivaled political framework than that of their own. On the off chance that tyranny was anything to pass by,

Blog Archive The Master Resource List for GMAT Reading Comprehension, Part 1

Blog Archive The Master Resource List for GMAT Reading Comprehension, Part 1 With regard to the GMAT, raw intellectual horsepower helps, but it is not everything.  Manhattan Prep’s  Stacey Koprince  teaches you how to perform at your best on test day by using some common sense. The Pep Talk So, let me get this straight. The GMAT test writers are going to give me somewhat obscure, very dense topics with very complicated ideas and sentence structures. I am going to have about three minutes to read this passage, and then I have to start answering questions about the material. That is a completely artificial setup; it would never happen in the real world! Actually, yes it will. You are going to do lots of case studies in business school. You often will  not  be given enough time to read through every last detail carefully; instead, you will have to determine relative levels of importance and concentrate on the most crucial pieces, while putting together a framework for the main ideas and the big changes in direction or opinion. At work, you often have to make decisions based on incomplete information. At times, you actually do have a ton of informationâ€"but not enough time to review it all before you have to take action. These situations are far from rare in the real world. So when you find yourself a bit unmotivated because you know you have got to study boring Reading Comprehension (RC) today, remind yourself that RC will actually help you develop much-needed skills for business school and beyond! The Disclaimers First, this list includes only free resources, no paid ones. Second, this list is limited to my own articles simply because I am most familiar with my own material. There are a lot of good resources out there that cost some money and/or were not written by meâ€"those resources are just not on this list! How to Read Before you dive into individual question types, you must know some overall processes for RC, starting with how to read! You already know how to read in general, of course, but do you know  how to read RC? You will notice that the first article, linked to in the previous paragraph, discusses not only what  to  read but also what  not  to read. When you have only a few minutes, you also need to know what you can skip or skim (and how to make that decision). For more, check out this lesson on  what not to read. If, after trying the suggestions from this article, you still find yourself really struggling with either reading speed or comprehension, here are some resources to help you  improve your reading skills. This article is especially important for people who do not read regularly in English, either for work or for fun; this is particularly true if your native language is also not English and you did your undergraduate studies in another language. Finally, one of our two main goals when first reading a passage is to  find the main point. (The other main goal is to take some light notes on each paragraph to understand the organization of the information.) When you have mastered those skills, you will be ready to learn how to tackle the questions. Check back next week to learn how! Share ThisTweet GMAT Blog Archive The Master Resource List for GMAT Reading Comprehension, Part 1 With regard to the GMAT, raw intellectual horsepower helps, but it is not everything.  Manhattan Prep’s  Stacey Koprince  teaches you how to perform at your best on test day by using some common sense. The Pep Talk So, let me get this straight. The GMAT test writers are going to give me somewhat obscure, very dense topics with very complicated ideas and sentence structures. I am going to have about three minutes to read this passage, and then I have to start answering questions about the material. That is a completely artificial setup; it would never happen in the real world! Actually, yes it will. You are going to do lots of case studies in business school. You often will  not  be given enough time to read through every last detail carefully; instead, you will have to determine relative levels of importance and concentrate on the most crucial pieces, while putting together a framework for the main ideas and the big changes in direction or opinion. At work, you often have to make decisions based on incomplete information. At times, you actually do have a ton of informationâ€"but not enough time to review it all before you have to take action. These situations are far from rare in the real world. So when you find yourself a bit unmotivated because you know you have got to study boring Reading Comprehension (RC) today, remind yourself that RC will actually help you develop much-needed skills for business school and beyond! The Disclaimers First, this list includes only free resources, no paid ones. Second, this list is limited to my own articles simply because I am most familiar with my own material. There are a lot of good resources out there that cost some money and/or were not written by meâ€"those resources are just not on this list! How to Read Before you dive into individual question types, you must know some overall processes for RC, starting with how to read! You already know how to read in general, of course, but do you know  how to read RC? You will notice that the first article, linked to in the previous paragraph, discusses not only what  to  read but also what  not  to read. When you have only a few minutes, you also need to know what you can skip or skim (and how to make that decision). For more, check out this lesson on  what not to read. If, after trying the suggestions from this article, you still find yourself really struggling with either reading speed or comprehension, here are some resources to help you  improve your reading skills. This article is especially important for people who do not read regularly in English, either for work or for fun; this is particularly true if your native language is also not English and you did your undergraduate studies in another language. Finally, one of our two main goals when first reading a passage is to  find the main point. (The other main goal is to take some light notes on each paragraph to understand the organization of the information.) When you have mastered those skills, you will be ready to learn how to tackle the questions. Check back next week to learn how! Share ThisTweet GMAT Blog Archive The Master Resource List for GMAT Reading Comprehension, Part 1 With regard to the GMAT, raw intellectual horsepower helps, but it is not everything. Manhattan Prep’s  Stacey Koprince  teaches you how to perform at your best on test day by using some common sense. The Pep Talk So, let me get this straight. The GMAT test writers are going to give me somewhat obscure, very dense topics with very complicated ideas and sentence structures. I am going to have about three minutes to read this passage, and then I have to start answering questions about the material. That is a completely artificial setup; it would never happen in the real world! Actually, yes it will. You are going to do lots of case studies in business school. You often will  not  be given enough time to read through every last detail carefully; instead, you will have to determine relative levels of importance and concentrate on the most crucial pieces, while putting together a framework for the main ideas and the big changes in direction or opinion. At work, you often have to make decisions based on incomplete information. At times, you actually do have a ton of informationâ€"but not enough time to review it all before you have to take action. These situations are far from rare in the real world. So when you find yourself a bit unmotivated because you know you have got to study boring Reading Comprehension (RC) today, remind yourself that RC will actually help you develop much-needed skills for business school and beyond! The Disclaimers First, this list includes only free resources, no paid ones. Second, this list is limited to my own articles simply because I am most familiar with my own material. There are a lot of good resources out there that cost some money and/or were not written by meâ€"those resources are just not on this list! How to Read Before you dive into individual question types, you must know some overall processes for RC, starting with how to read! You already know how to read in general, of course, but do you know  how to read RC? You will notice that the first article, linked to in the previous paragraph, discusses not only what  to  read but also what  not  to read. When you have only a few minutes, you also need to know what you can skip or skim (and how to make that decision). For more, check out this lesson on  what to read and what not to read. If, after trying the suggestions from this article, you still find yourself really struggling with either reading speed or comprehension, here are some resources to help you  improve your reading skills. This article is especially important for people who do not read regularly in English, either for work or for fun; this is particularly true if your native language is also not English and you did your undergraduate studies in another language. Finally, one of our two main goals when first reading a passage is to  find the main point. (The other main goal is to take some light notes on each paragraph to understand the organization of the information.) When you have mastered those skills, you will be ready to learn how to tackle the questions. Check back next week to learn how! Share ThisTweet GMAT

The Criminal Justice System For Crime Control And Due Process

The American criminal justice systems have over time faced the need of a justice scheme that incorporated both the crime control and due process. There have been constant debates regarding the superiority of each model. The crime control system is based on curbing criminal activities by focusing mainly on the victim of the crime rather than the rights of the accused criminal. This meant that as long as one claimed breach of rights by another the system would push to punish accused without considering the position that may have occasioned the loss or injury suffered by the victim of the offence. The due process focuses on following the law, and its prerequisite procedures are determining criminal offences and their sentences. This indicates that both victim and accused are given humble time to be heard before the foreclosure of any case. In this Document, I intend to discuss extensively the gaps in the criminal Justice system in relation to crime control and due process, including the ir effects. In addition, this paper will provide the role of evidence in comparison to traditional incarcerations and the modern day values in line with the legal perspective of the justice system. The objective of the criminal justice system should bank on due process rather than crime control. Due process is the means of administering protection of individual rights of criminals in court. The 6th amendment provides that, every criminal has the right to a fair trial with no guilty presumptionShow MoreRelatedDue Process Model versus Crime Control Model Essay834 Words   |  4 PagesThere are two distinct types of models that are found in the English criminal justice system. These are the crime control model and the due process model. They vary in their characteristics and are considered to take divergent objectives. Basing on their evident differences, one of them is actually considered being more effective than the other if the new wave and rate of crime being witnessed in the soc iety is anything to go by. This paper therefore seeks to identify some of the differences betweenRead MoreCrime Control Model And The Due Process Model1327 Words   |  6 Pagesthe criminal process. The two model of the criminal process are the crime control model and the due process model. Both of these models are bring used in the criminal justice system. The two models give understanding to the values of the criminal law with that in mind these two modes are not absolute. Herbert Packer articulates the values of the criminal justice process between due process which is emphasis on the right of an individual and crime control model sees the regulation of criminal conductRead MoreCrime Control Model And The Due Process Model903 Words   |  4 PagesAmerican Criminal Justice System The criminal judicial system in America has two main models, the crime control model and the due process model. There has been several debates on which model is the most effective in combating crime in America. Crime control model emphasizes on crime reduction by increasing prosecution powers (Hung-En, 2006). On the other hand, the due process model of crime control aims at increasing the people’s rights and liberty and limiting governmental powers. Unlike the due processRead MoreCriminal Justice Is A Complex System1114 Words   |  5 PagesCriminal justice is a complex system that requires a method to fully understand the many facets involved. Herbert L. Packer, Stanford University of Law Professor, published two key documents, an article Two Models of the Criminal Process and a book titled The Limits of Criminal Sanction which presented two models of the criminal justice system; the crime control model and the due process model. Packer s objective was to present two very diverse methods to understand and process the workingsRead MoreThe Limits Of The Criminal Sanction Written By The Criminologist Scholar Herbert Packer Essay1619 Words   |  7 Pages The crim inal justice system is finding ways and doing their absolute best to prevent crime and protect their citizens. Preventing crime is not an easy job, the system prevents crime by using their powers to arrest, prosecute, and sentences criminals to prison. Citizens need to feel safe in their environment that they are living in. However, since we are living in a constitutional and democratic society, where citizen rights need to be protected and have due process where people can be innocentRead MoreCriminal Procedure Policy Paper896 Words   |  4 PagesCriminal Procedure Policy James Knight CJA/364 October 17, 2012 David Klein * * Criminal Procedure Policy * The criminal procedure policy is initiated with a crime committed by a perpetrator. This process for the criminal can end at any of the various steps of the criminal process. As a criminal is process the individual has rights that are provided by the United States Constitution to ensure fairness and justice. The two major procedural models that shape the criminalRead MoreThe Consensus, Crime Control, and Due Process Models Essay1630 Words   |  7 PagesThe criminal justice system consists of models and theories that often contradict one another. Of these models are the crime control model, the due process, model, the consensus model and the conflict model. In this paper these models are evaluated and defined, as well as each entity in the criminal justice systems role within each model. Policing, corrections and the court system all subscribe to each model in some way and in a hurried manner in cases that dictate such a response. As describedRead MoreCriminal Procedure Essay141 9 Words   |  6 PagesThe due process and crime control models, both created by Stanford University law professor Herbert Packer, represents two opposing method of principles functioning within criminal justice system. Although the models describe the important facets of the politics and practice of criminal justice, both have been criticized since presented by Packer in 1964. Presently both models are acknowledged as imperfect standards to explain the politics and law of criminal justice. The crime control ideal representsRead MoreThree Components Of The Criminal Justice System950 Words   |  4 Pagescomponents of the American criminal justice system are the police, courts, and corrections. These components operate independently of one another and maintain different goals, histories, and operating procedures (Neubauer Fradella, 2017). There are two commonly accepted models of the criminal justice system, the crime control model and due process model. These two models vary at the basic level, the crime control model aims to protect society at all costs while the due process model protects the rightsRead MoreDue Process1391 Words   |  6 PagesDue Process And Crime Control Models Criminology Essay ukessays.com /essays/criminology/due-process-and-crime-control-models-criminology-essay.php Due Process The basis of the due process model is formal structure. When used correctly, the due process model protects the rights of suspects accused of various crimes. The due process model reduces many errors that occur during the investigation, arrest, evidence gathering, and trial. Due process does not support much of the evidence that is used

Japanese School System Facts

The Japanese educational system was reformed after World War II. The old 6-5-3-3 system was changed to a 6-3-3-4 system (6 years of elementary school, 3 years of junior high school, 3 years of senior high school and 4 years of University) with reference to the American system. The gimukyoiku ç ¾ ©Ã¥â€¹â„¢Ã¦â€¢â„¢Ã¨â€š ² (compulsory education) time period is 9 years, 6 in shougakkou Ã¥ ° Ã¥ ­ ¦Ã¦   ¡ (elementary school) and 3 in chuugakkou ä ¸ ­Ã¥ ­ ¦Ã¦   ¡ (junior high school). Japan has one of the worlds best-educated populations, with 100% enrollment in compulsory grades and zero illiteracy. While not compulsory, high school (koukou é «ËœÃ¦   ¡) enrollment is over 96% nationwide and nearly 100% in the cities. The high school drop out rate is about 2% and has been increasing. About 46% of all high school graduates go on to university or junior college. The Ministry of Education closely supervises curriculum, textbooks, and classes and maintains a uniform level of education throughout the country. As a result, a high standard of education is possible. Student Life Most schools operate on a three-term system with the new year starting in April. The modern educational system started in 1872 and is modeled after the French school system, which begins in April. The fiscal year in Japan also begins in April and ends in March of the following year, which is more convenient in many aspects. April is the height of spring when cherry blossoms  (the most loved flower of the Japanese!) bloom and the most suitable time for a new start in Japan. This difference in the school-year system causes some inconvenience to students who wish to study abroad in the U.S. A half-year is wasted waiting to get in and often another year is wasted when coming back to the Japanese university system and having to repeat a year. Except for the lower grades of elementary school, the average school day on weekdays is 6 hours, which makes it one of the longest school days in the world. Even after school lets out, the children have drills and other homework to keep them busy. Vacations are 6 weeks in the summer and about 2 weeks each for winter and spring breaks. There is often homework over these vacations.   Every class has its own fixed classroom where its students take all the courses, except for practical training and laboratory work. During elementary education, in most cases, one teacher teaches all the subjects in each class. As a result of the rapid population growth after World War II, the numbers of students in a typical elementary or junior high school class once exceeded 50 students, but now it is kept under 40. At public elementary and junior high school, school lunch (kyuushoku ç µ ¦Ã© £Å¸) is provided on a standardized menu, and it is eaten in the classroom. Nearly all junior high schools require their students to wear a school uniform (seifuku åˆ ¶Ã¦Å" ). A big difference between the Japanese school system and the American School system is that Americans respect individuality while the Japanese control the individual by observing group rules. This helps to explain the Japanese characteristic of group behavior. Translation Exercise Because of the rapid population growth after World War II, the number of students in a typical elementary or junior high school once exceeded 50.  Dainiji sekai taisen no ato no kyuugekina jinkou zouka no tame, tenkeitekina shou-chuu gakkou no seitosu wa katsute go-juu nin o koemashita.ç ¬ ¬Ã¤ ºÅ'æ ¬ ¡Ã¤ ¸â€"ç•Å'Ã¥ ¤ §Ã¦Ë† ¦Ã£  ®Ã£ â€šÃ£  ¨Ã£  ®Ã¦â‚¬ ¥Ã¦ ¿â‚¬Ã£  ªÃ¤ º ºÃ¥  £Ã¥ ¢â€"åŠ  Ã£  ®Ã£ Å¸Ã£â€š Ã£â‚¬ Ã¥â€¦ ¸Ã¥Å¾â€¹Ã§Å¡â€žÃ£  ªÃ¥ ° Ã¤ ¸ ­Ã¥ ­ ¦Ã¦   ¡Ã£  ®Ã§â€Å¸Ã¥ ¾â€™Ã¦â€¢ °Ã£  ¯Ã£ â€¹Ã£  ¤Ã£  ¦Ã¤ º ºÃ£â€šâ€™Ã¨ ¶â€¦Ã£ Ë†Ã£  ¾Ã£ â€"㠁Ÿã€‚ Grammar ~no tame means because of ~. I didnt go to work because of a cold.Kaze no tame, shigoto ni ikimasen deshita.é ¢ ¨Ã©â€š ªÃ£  ®Ã£ Å¸Ã£â€š Ã£â‚¬ Ã¤ »â€¢Ã¤ ºâ€¹Ã£  «Ã¨ ¡Å'㠁 Ã£  ¾Ã£ â€ºÃ£â€šâ€œÃ£  §Ã£ â€"㠁Ÿã€‚ Vocabulary dainiji sekai taisen ç ¬ ¬Ã¤ ºÅ'æ ¬ ¡Ã¤ ¸â€"ç•Å'Ã¥ ¤ §Ã¦Ë† ¦ World War II ato 㠁‚㠁 ¨ after kyuugekina æ€ ¥Ã¦ ¿â‚¬Ã£  ª rapid jinkou zouka ä º ºÃ¥  £Ã¥ ¢â€"åŠ   population growth tenkeitekina å… ¸Ã¥Å¾â€¹Ã§Å¡â€žÃ£  ª typical shou chuu gakkou Ã¥ ° Ã¤ ¸ ­Ã¥ ­ ¦Ã¦   ¡ elementary and junior high schools seitosuu 生å ¾â€™Ã¦â€¢ ° the numbers of students katsute 㠁‹ã  ¤Ã£  ¦ once go-juu ä ºâ€Ã¥   fifty koeru è ¶â€¦Ã£ Ë†Ã£â€šâ€¹ to exceed

The Maslow s Hierarchy Of Needs Essay - 1504 Words

Look at Maslow’s Hierarchy of Needs you see that the physiological things are on the bottom. This includes things like food, water, breathing, sleep, and shelter. Things people can not live without. If you have all of those things then you can live, you may not be able to live an exciting life if that is all you have, but you get to live. Even the people that have a substantial amount of everything on every level of the pyramid still want something. I know that I have all the necessities that I need to live, but there are still things I want. When I think about what I want compared to what people in Zambia want, there are drastic differences. Most of us live such a privileged life we want things like a new car or a new phone, but people in Zambia? They want things like a nourishing meal or clean, fresh water. Our style of life makes malnutrition or lack of water something that is almost unimaginable. For all of the people that are suffering from malnutrition, they do not even meet the physiological needs on Maslow’s Hierarchy of Needs. This makes their lives ones that are constantly struggling, and makes the people suffering unable to live a quality, fun, adventurous life. When more people are born they do not think about how it could negatively affect their lives. If someone is trying to feed a family with one dollar a day, like 76% of Zambians are, then how are they going to feed one more person. Also, with 14.5% of their population having HIV/AIDs the childShow MoreRelatedMaslow s Hierarchy Of Needs1741 Words   |  7 PagesMaslow’s hierarchy of needs and Herzberg’s. The Maslow’s hierarchy of needs include five levels, and at the certain extent, reflect the rule of human s activities on psychological and behavior. Herzberg’ describe the more details of worker agree or disagree about working. In this essay, more related knowledge details and effects will de described, then, analysis the two theories indi vidual, choose a better one. II. Describe the two theories. 2.1Maslow’s hierarchy of needs The Maslow’s hierarchy of needsRead MoreMaslow s Hierarchy Of Needs1536 Words   |  7 Pagesunderstanding of how to motivate different personality types. In the research I am going to compare Maslow’s hierarchy of needs against Lawrence and Nohira’s 4 drive theory in an attempt to better understand their possible uses inside an organizational structure. Let’s first take a look a look at the two theories before discussing their potential benefit. Maslow’s Hierarchy of Needs. We need to keep in mind that Maslow’s field was phycology, so his research was done from a medical viewpoint more soRead MoreMaslow s Hierarchy Of Needs1295 Words   |  6 PagesMaslow’s hierarchy of needs (p. 379 in EP)? Outline each level and discuss how it relates to motivation. Abraham Maslow was born in 1908 in Brooklyn, New York. He originally studied law because of the influence of my parents, but after marrying his first cousin, Bertha Goodman, and moving to Wisconsin, he became interested in psychology. After achieving his Masters in Psychology, Maslow moved back to Brooklyn and started teaching at a school there. â€Å"One of the many interesting things Maslow noticedRead MoreMaslow s Hierarchy Of Needs1524 Words   |  7 PagesSummary of Maslow’s The Hierarchy of Needs Abraham Maslow developed the theories of motivation because he felt that the sophistication of human behavior could not be portrayed through reinforcement or rewards. He felt that human action were directed toward realization and fulfillments and that behavior could be gratified while using multiple types of needs at the same time. Maslow wanted to find positive motivation as to why people react or engage in certain behaviors. He felt that basic survivalRead MoreMaslow s Hierarchy Of Needs982 Words   |  4 PagesAbraham Maslow was one of the most influential and important educational psychologists and is recognized by many for his theory on mankind’s hierarchy of needs. Maslow’s theory which is known as â€Å"Maslow’s Hierarchy of Needs† is best explained as a pyramid of needs that we as humans must meet in order to progress to another stage of needs. There are five stages in the pyramid of needs and they go as follows: physiological, safety, love and b elongingness, esteem, and finally self-actualization. MaslowRead MoreMaslow s The Hierarchy Of Needs1769 Words   |  8 Pages Summary of Maslow’s The Hierarchy of Needs Jennifer Thompson Arkansas Tech University Author Note This individual research paper is being submitted on October 13, 2014 for Loretta Cochran’s Management [BUAD 3123] course. â€Æ' Summary of Maslow’s The Hierarchy of Needs Abraham Maslow developed the theories of motivation because he felt that the sophistication of human behavior could not be portrayed through reinforcement or rewards. He felt that human action were directed toward realizationRead MoreMaslow s Hierarchy Of Needs1498 Words   |  6 Pagesjust want to survive in life they want to flourish. Maslow s hierarchy of needs explains to us a ranking of needs for most essential to the least. While the interactionist point of view explains how humans are social creatures and social interaction is just as important as all of the other needs listed on Maslow’s Model. Maslow s hierarchy of needs is a ranking of needs for most essential to the least. Corrections Today explains that Abraham Maslow was an American psychologist born in New York, heRead MoreMaslow s Hierarchy Of Needs Essay1527 Words   |  7 Pages This international technology company demands strong motivation, stupendous leadership and great understanding between workers. Leaders need to create willingness amongst the employees to operate at their highest potential; this willingness is referred to as motivation. This report is based on a content/needs theory of motivation (Maslow’s hierarchy of needs). It consists of two pieces of primary research on the theory. The first one summarises worker motivation on selected construction sites inRead MoreMaslow s Hierarchy Of Needs1846 Words   |  8 PagesAbraham Maslow developed the Hierarchy of needs (HON) to try and explain human psychological developments and how these manifest themselves into a worker’s life. 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Organisations are forced to be flexible, efficient and productive to excel at their performance. This

Accounting Financial Analysis of Cochlear Limited

Question: Discuss about theAccounting Financial Analysis of Cochlear Limited. Answer: Introduction Cochlear Limited is a biotechnology company serving globally and designing, producing, and delivering the Cochlear implant and the Baha bone conduction implant. Cochlear was founded in 1981 and took help from Australian Government. Cochlear produces three different products for different situations in medical (Skrivan and Drevinek 2016). First is a Nucleus system combining an dynamic stimulant accessory is implanted by surgery behind a persons ear. Hybrid is an electric hearing system with a combination of Cochlear embedded and an audio hearing device (Cochlear.com 2016). After critically analyzing the annual report of Cochlear Limited, the disclosure requirements are examined relating to Property, Plant and Equipment as per AASB 116 and the fair view of financial record and the qualitative features of helpful financial data according to the Conceptual Framework for Financial Reporting covering OB1-OB21 and QC1-QC39 are analyzed. Conceptual Structure for Financial Reporting Investors, creditors lenders are the users of the financial reporting. The information is relevant for the transaction of the debt or equity products to assess the management's resource handling capabilities. According to International Financial Reporting Standards (IFRS) Framework, market regulators may find it useful, but it cannot provide detail information to make any economic decision. However, objectives of financial regulation and general purpose financial planning may not be consistent. Therefore, the general purpose financial planning report is not for the regulators, as they are not considered as primary users. Future cash flow inflow and outflow ability of an entity influenced by the general economic events may be understood from the information about an entitys financial performance in a quarter (Macve 2015). To understand the total change in an entity's claims and economic resources, it is important to analyze the impact of the change on financial performance to shareho lders. [OB1-OB21] Users find qualitative characteristics of useful financial reporting very helpful while making decisions about an entity. Qualitative characteristics also apply to financial records. Financial data can be very helpful if it is verified, compared, and fairly represented. Authentic financial data can make a difference in the decision taken by the users. The confirmatory value and predictive value are internally related in the financial information. Understandability, comparability, timeliness, and verifiability are essential characteristics of financial reporting. Enhancement of qualitative characteristics is necessary. Cost exists in every part of financial information. The assessment of benefits and costs are done by the International Accounting Standards Board (IASB). The International Accounting Standards Board has the authority to judge whether the reporting requirements are justified by the different entities or not (Aasb.gov.au 2016). [QC1-QC39] Requirements for PPE as per AASB The objective of the Accounting Standard AASB 116 is to recommend treatment of accounting for Property, Plant and Equipment so as financial statement user ascertains information about the investment and changes made by the company in Property, Plant and Equipment. Key problems in Property, Plant and Equipment accounting are the realization of assets, determining their carrying amounts, depreciation charges and loss by deterioration to be recognized (AASB 2015). The cost of owned Property, Plant and Equipment of Cochlear Limited is calculated as the price of the asset minus depreciation minus loss by damage (Hu, Percy and Yao 2015). The self-constructed asset value includes material cost and direct labor and any other cost which is related to asset maintenance for usage purpose. Cost related to replacement of a portion of Property, Plant and Equipment are funded in the transfer measure if its credible that monetary gain of the future will move to Cochlear Limited. All values are recog nizable in the income statement. Payments being made under performing sublets are charged on straight line method a term of lease. Minimum rent amount includes fixed rate increase. Reduction is applied because the fixed assets used for business have a cost and the property is useful only for few years. It is calculated as the value of property, plant and machinery minus the predicted surplus amount on the straight-line method over their estimated use. The estimated life of leasehold improvement is one to fifteen years and plant and equipment between three to fourteen years. Depreciation is mentioned in the income statement from the date of acquiring the asset and held ready for use. Depreciation is checked at every balance sheet date and adjustments are made. Table 1: Total Property, Plant and Equipment at Net Book Value On 30th June 2014, plant and equipment were damaged because the product value was reexamined. Out of the $14 million damage expense, $6.3 million was destroyed reversal that is utilized with the Cochlear implant. Cochlear added on the equipping amount to hedge unpredictable result. For the year ended 30th June 2015, no damage turnaround was recorded (Mayorga and Sidhu 2012). Fundamentals and Characteristics of PPE as per AASB 116 The value of Property, Plant and Equipment are identified as a credit if the future economic gain will move to the company and value of the item is measured accurately. From the annual report of Cochlear Limited it is found that the cost related to replacement of a portion of Property, Plant and Equipment are funded in the transfer measure if its credible that monetary gain of the future will move towards Cochlear Limited. All values are recognizable in the income statement (Yao, Percy and Hu 2015). A company evaluates the value of Property, Plant and Equipment when it is obtained. It is the value to obtain Property, Plant and Equipment and the expense charged to change or service a portion of it. From the annual report of Cochlear Limited, it is found that the value of owned assets includes material cost and direct labor cost and other charges which turned the asset into a useful condition mode for the purpose of using it (Valuation 2013). Objectives of Financial Reporting Relating to PPE The purpose of the accounting standard AASB 116 is to suggest treatment for Property, Plant and Equipment so that the financial statement end user can ascertain data regarding the contribution and changes made by the company in Property, Plant and Equipment. Key problems in Property, Plant and Equipment accounting are the realization of assets, determining their carrying amounts, depreciation charges and loss by deterioration to be recognized. On 30th June 2014, plant and equipment were damaged because the product value was reexamined. Out of the $14 million damage expense, $6.3 million was destroyed reversal that is utilized with the Cochlear implant. Cochlear increased the provision amount to hedge unpredictable result. For the year ended 30th June 2015, no damage reversal was recorded. The reduction amount is applied on the Property, Plant and Equipment on the straight-line method. The estimated life of leasehold improvement is between one to fifteen years and plant and equipment three to fourteen years (Laing and Perrin 2014). Conclusion By the objectives of the accounting standard AASB 116, Cochlear Limited is following the accounting standard objectives. For the financial year ended 30th June 2015, 88% of sales revenue was from Cochlear Nucleus products and 12% from Baha products. The launch of Nucleus sound processor in Financial Year 2014 led to an increase in the upgrade sales in Financial Year 2015 as customers are upgrading to new technology. Reference AASB, C.A.S., 2015. Investment Property. Aasb.gov.au. (2016). Australian Accounting Standards Board (AASB) - Home. [online] Available at: https://www.aasb.gov.au/ [Accessed 24 Sep. 2016]. Cochlear.com. (2016). Cochlear Hearing Implants | Official Website | Cochlear International. [online] Available at: https://www.cochlear.com/ [Accessed 24 Sep. 2016]. Hu, F., Percy, M. and Yao, D., 2015. Asset revaluations and earnings management: Evidence from Australian companies. Corporate Ownership and Control, 13(1), pp.930-939. Laing, G.K. and Perrin, R.W., 2014. Deconstructing an accounting paradigm shift: AASB 116 non-current asset measurement models. International Journal of Critical Accounting, 6(5-6), pp.509-519. Macve, R., 2015. A Conceptual Framework for Financial Accounting and Reporting: Vision, Tool, Or Threat?. Routledge. Mayorga, D.M. and Sidhu, B.K., 2012. Corporate disclosures of the major sources of estimation uncertainties. Australian Accounting Review, 22(1), pp.25-39. Skrivan, J. and Drevinek, P., 2016. A case report of a cochlear implant infectionA reason to explant the device?. Cochlear Implants International, pp.1-4. Valuation, G., 2013. Advisory. East Midtown Rezoning District Improvement Bonus (DIB) Contribution Rate Market Study. Yao, D.F.T., Percy, M. and Hu, F., 2015. Fair value accounting for non-current assets and audit fees: evidence from Australian companies. Journal of Contemporary Accounting Economics, 11(1), pp.31-45.

Quiz review free essay sample

Top of Form Although most slaves came to the colonies before 1776, the majority of other types of labor came to North America voluntarily. True False Question 2 10 / 10 points The middle Atlantic colonies were more popular than New England as destinations for immigrants before 1770 because of their more liberal religious attitudes and the availability of land. True False Question 3 10 / 10 points The legal transfer of chattels supports economic growth. True False Question 4 10 / 10 points Slaves were only used in Southern agriculture. True False Question 5 0 / 10 points At one time, people living in the U. S. were imprisoned or fined for not having legitimate work. True False Question 6 0 / 10 points Robert Higgs and Louis Stettler (1970) find evidence to suggest that colonial couples married at a younger age than those in Europe, thus explaining the relatively high birth rates in colonial America. True False Question 7 10 / 10 points The majority of blacks were shipped from West Africa, but some also came from Madagascar and Zanzibar. We will write a custom essay sample on Quiz review or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page True False Question 8 10 / 10 points On the eve of the American Revolution, the majority of colonists were naturally born in the colonies rather than immigrants from elsewhere. True False Question 9 0 / 10 points Regional specialization did not emerge in the colonies due to the small size of the cities and towns. True False Question 10 10 / 10 points New England possessed a comparative advantage in producing cotton. Producers in this region produced cotton at the lowest possible opportunity cost in colonial America. 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Some argue that the relatively high rate of return on a child born on a farm partly explains why. Children born on farms could be considered investments goods—â€Å"goods† used to produce something else. True False Attempt Score: 90 / 100 90 % Overall Grade (highest attempt): 90 / 100 90 % Bottom of Form Close Top of Form The early U. S. canals and railroads were built by private enterprise without the aid of governments. True False Question 2 10 / 10 points Most canals were economic failures. True False Question 3 10 / 10 points Railroad competition was the primary cause of canal failures. True False Question 4 10 / 10 points Productivity, or output per labor hour, rises as transportation costs fall. True False Question 5 10 / 10 points The Gallatin Plan (1808) was not passed because some individuals questioned its constitutionality. True False Question 6 10 / 10 points Internal improvements are important to a developing and growing economy. 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S. tended to be utilitarian in nature rather than â€Å"high quality,† and this encouraged development of mass production methods. True False Question 3 0 / 10 points North’s (1955) theory of economic location is that of â€Å"balanced growth†Ã¢â‚¬â€many industries in each region must advance at about the same time in order for economic growth to occur. True False Question 4 10 / 10 points Early industrialization was characterized by labor-saving technology, and this caused U. S. wages to be lower in the manufacturing industry than would otherwise have been the case. True False Question 5 10 / 10 points American manufacturers rapidly dropped waterwheels when the steam engine was introduced. True False Question 6 10 / 10 points The U. S. lowered tariffs in the 1850s because of a budget surplus. True False Question 7 10 / 10 points Tariffs provide domestic producers with incentives to be inefficient and operate on the basis of comparative disadvantage. True False Question 8 10 / 10 points One of the main production advantages of the steam engine was the flexibility of its location. True False Question 9 10 / 10 points Hughes and Cain (2011) effectively argue that advancements in power technology helped open new opportunities for the strategic placement of cities and big factories. True False Question 10 0 / 10 points During the antebellum period, U. S. consumers increased their demand for mass-produced, standardized and simple goods. True False Attempt Score: 70 / 100 70 % Overall Grade (highest attempt): 70 / 100 70 % Bottom of Form Close Test 1 answers Attempt 1 Written: Feb 17, 2014 2:11 PM Feb 17, 2014 4:39 PM Submission View released: Jul 2, 2013 4:00 AM Question 1 2. 5 / 2. 5 points Although most slaves came to the colonies before 1776, the majority of other types of labor came to North America voluntarily. True False Question 2 2. 5 / 2. 5 points Indentured servants were white colonists who sold themselves into slavery when their farms in America failed. True False Question 3 2. 5 / 2. 5 points Mercantilism followed feudalism. Unlike feudalism, mercantilism did not support any form of a strong central government or system of nation states. True False Question 4 2. 5 / 2. 5 points Secure rights to land provided colonists with incentive to use the land productively, conserve it and invest in it. True False Question 5 0 / 2. 5 points Growth in real output per person occurred, on average, in colonial America. This growth translated into a great improvement in the quality of life for all citizens. True False Question 6 2. 5 / 2. 5 points Animal skins, livestock, tobacco, teeth and rocks have historically served as a medium of exchange, unit of account, store of value and method of deferred payment. True False Question 7 2. 5 / 2. 5 points Paper money helped colonists pay soldiers for services provided when specie was not available. This money was fiat money; it did not possess specie backing. True False Question 8 2. 5 / 2. 5 points By the end of the colonial period, the Middle Colonies’ population gained over New England but the Southern population continued to dominate. True False Question 9 2. 5 / 2. 5 points Of the 1790 colonist population, over 80 percent was of European origin while about 20 percent was of African origin. True False Question 10 2. 5 / 2. 5 points During the period in which the Navigation Acts guided colonial trade, international trade was safe and many countries fairly engaged in commercial trade. True False Question 11 2. 5 / 2. 5 points Southern plantation owners benefited from British policies on tobacco production in the United Kingdom. True False Question 12 0 / 2. 5 points English mercantilism recognized the law of comparative advantage, thus permitting individuals to specialize in producing those goods and services which they could produce at relatively low opportunity costs and trading those items for those which they could not. True False Question 13 2. 5 / 2. 5 points On the eve of the American Revolution, most colonials produced agricultural goods. The war boosted profits for many farmers. True False Question 14 2. 5 / 2. 5 points Thomas Jefferson supported the Land Ordinances of 1785 and 1787. True False Question 15 2. 5 / 2. 5 points Fifty-five delegates from seven states convened at the first Constitutional Convention (1787) to determine whether the central government of the new, independent country should modify its rules and regulations to permit more or less state sovereignty. True False Question 16 2. 5 / 2. 5 points Charles Beard (1935) argued that the economic self-interest of businessmen, merchants, manufacturers, bankers and investors led them to convene at the Constitutional Convention in the late 1770s. They believed that creating a new, or at least modified, system of laws would help them advance the projects in which they were interested at minimal cost. True False Question 17 2. 5 / 2. 5 points Thomas Jefferson strongly influenced the passing of the Land Ordinances of 1785 and 1787. A close study of those ordinances suggests that Jefferson believed in the importance of securing the private rights of individuals to buy, sell and derive income from their land. True False Question 18 2. 5 / 2. 5 points The Charles River Bridge v. Warren Bridge (1837) decision established that a state could incorporate competing franchises, effectively overturning the old idea that a corporate charter implied a grant of monopoly. True False Question 19 0 / 2. 5 points The right to grant charters to incorporated firms is reserved to the federal government, according to the Constitution. True False Question 20 2. 5 / 2. 5 points The fee simple form of land ownership in the United States was of English origin. True False Question 21 2. 5 / 2. 5 points The rights of state and local government to regulate, license and control businesses were taken away after the American Revolution. True False Question 22 2. 5 / 2. 5 points As an economy grows and develops, the police powers of the government with respect to controlling, regulating and inspecting businesses and their output become increasingly more costly to uphold and protect. True False Question 23 2. 5 / 2. 5 points The equal wealth and income distribution in the U. S. during its antebellum period can be clearly linked to its system of private property rights over land and minerals. True False Question 24 2. 5 / 2. 5 points Prior to the Civil War (1861–1865) American capitalism was free from government influence and controls. The government only served as the protector of private property rights and the provider of national defense. True False Question 25 2. 5 / 2. 5 points The evidence shows that the domestic and world markets for American cotton contributed to the spread of slavery into new lands. True False Question 26 2. 5 / 2. 5 points The steel plow and horse-drawn reaper increased labor productivity on all farms, small and large. True False Question 27 2. 5 / 2. 5 points Operation on the basis of comparative advantage led to the regional specialization of the use of slaves in the North. True False Question 28 0 / 2. 5 points By 1860, over one-half of all Southern farms utilized slave labor. True False Question 29 2. 5 / 2. 5 points Rising agricultural prices and opportunities to own land provided people with incentives to migrate to the trans-Appalachian states. True False Question 30 2. 5 / 2. 5 points Until 1860, the domestic and international demand for cotton provided motive to expand slavery. True False Question 31 2. 5 / 2. 5 points Fogel and Engerman (1974) argue that slavery was economically viable until 1860. True False Question 32 2. 5 / 2. 5 points Slaver owners were optimistic about the economic future of slavery on the eve of the Civil War. True False Question 33 2. 5 / 2. 5 points A fundamental criticism of Time on the Cross is that economics cannot be used to simply compare the welfare of the slaves to their free, white counterparts. True False Question 34 2. 5 / 2. 5 points Rational slave owners had economic incentive to adequately clothe, feed and care for their slaves. True False Question 35 0 / 2. 5 points Most surveyed economists support Fogel and Engerman’s (1974) position that plantation owners were largely rational and treated slaves in their best profit interest. True False Question 36 0 / 2. 5 points On the eve of the Civil War, cotton was the major crop in the Old South. True False Question 37 2. 5 / 2. 5 points The comparative advantage of the South was in small farms producing for the local market. plantation agriculture producing for export. manufacturing. shipbuilding and trades related to shipbuilding. Question 38 2. 5 / 2. 5 points What were the two main sources of population increases during the antebellum period? a significant increase in the number of indentured servants and slaves immigration and a natural increase in population government policies providing incentive to procreate and advanced pre-natal care longer life expectancies and high infant mortality rates Question 39 2. 5 / 2. 5 points Funding for canals came from which of the following sources? Private investments and tolls Taxes Borrowing on government credit All of the above Question 40 2. 5 / 2. 5 points For the period we are studying (1789–1860), the United States was a high tariff, protectionist nation. derived the vast majority of federal revenues from the tariff. was divided on the question of the tariff, with the South generally in opposition to it. was characterized by all of t

Weapons of World War One essays

Weapons of World War One essays Thru 1914 and 1919 World War One was the largest and most important current event happening and during the war technology increased tremendously, but most of the innovations were directed towards weapons and harmful objects of war, such as; rifles and pistols, machine gas, and grenades these three objects of war were examples of technology that changed for the time or were invented. These three things will be discussed and analyzed throughout my paper and proven to be powerful and meaningful in this war. Rifles and pistols like in every other war they were in existence were a large and significant part of this one too. They were more accurate and powerful thus allowing the men to hit a target from further away with a better chance of hitting where they aimed. Almost all infantry and officers in World War One carried a rifle, pistol or both. They were the most common weapon. Nearly all infantrymen in the First World War used bolt action rifles. This type of rifle had been invented by a Scottish immigrant to the United States, James Paris Lee. The bolt is the device that closes the breech of the barrel. The bolt-action rifle had a metal box, which cartridges were placed on top of a spring. As the bolt was opened, the spring forced the cartridges up against a stop; the bolt pushed the top cartridge into the chamber as it closed. After firing, the opening of the bolt extracted the empty cartridge case, and the return stroke loaded a fresh round. The more popular of the rifles used by each country is listed as follows. The Lee-Enfield was the main rifle used by the British Army during the war. Other popular bolt action rifles included the Mauser Gewehr (Germany), Lebel (France), Mannlicher-Carcano (Italy), Springfield (United States), Moisin-Nagant (Russia), Mannlicher M95 (Austria) and Arisaka (Japan). Although pistols were common for all infantry and officers not all men carried them they were not as accurate or ...

Leadeship Styes and Ethics for Law Enforcement Administrators Research Paper

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Breast Cancer Occurring during Pregnancy Research Paper

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Assessment of Pressure Ulcers and Reliability of Risk Assessment Tools

Assessment of Pressure Ulcers and Reliability of Risk Assessment Tools The purpose of this assignment, is to identify a patient, under the care of the district nursing team, with a Grade 1 pressure ulcer, to their sacral area. To begin with, it will give a brief overview of the patient and their clinical history. Throughout the assignment the patient will be referred to as Mrs A, in order to protect the patients identity and maintain confidentiality, in accordance with the guidelines set out by the Nursing and Midwifery Council (NMC 2008). A brief description of a Grade 1 pressure ulcer will be given, along with a description of the steps taken in assessing the wound, using The Waterlow Scale (1985). This assignment will discuss the literature review that was carried out, along with other methods of research used, to gather vital information on wound care , such as the different classifications of wounds and the different risk assessment tools available. This assignment, will include brief overviews, of some the other commonly used pressure ulcer risk a ssessment tools, that are put to use by practitioners and how they compare to the Waterlow Scale. This assignment will also seek to highlight the importance of using a combination of clinical judgement, by carefully monitoring the patients physical and psychological conditions, alongside the at risk score calculated from the Waterlow Scale, in order to deliver holistic care to the patient. Mrs A is a 84 year old lady who has been referred to the district nurses by her General Practitioner, as he has concerns regarding her pressure areas . Following a recent fall she lost her confidence and is now house bound. She now spends more time in her chair as she has become nervous when mobilising around the house and in her garden. She has a history of high blood pressure and occasional angina for which she currently takes Nicorandil 30mg b.d. as prescribed by her General Practitioner , Nicorandil has been recognised as an aetiological aspect of non healing ulcers and wounds (Watson, 2002), this has to be taken into consideration during the assessment and throughout the management of her wound. Mrs A has no history of previous falls or problems with her balance. She has always been a confident and independent lady, with no current issues surrounding continence or diet. She has always enjoyed a large network of friends who visit her regularly. It is recommended by National Inst itute for Health and Clinical Excellence (NICE) that patients should receive an Initial assessment (within the first 6 hours of inpatient care) and ongoing risk assessments and so referrals of this nature are seen on the day, if it is received if not within 24 hrs. In order to establish Mrs As current risk of developing a pressure area, an assessment must take place. An initial holistic assessment, looking at all contributing factors such as mobility, continence and nutrition will provide a baseline that will identify her level of risk as well as identifying any existing pressure damage. A pressure ulcer is defined as, a localised injury to the skin and / or underlying tissue usually over a bony prominence, as a result of pressure, or pressure in combination with shear. A number of contributing, or confounding factors, are also associated with pressure ulcers. According to the European Pressure Ulcer Advisory Panel (EPUAP 2009). Mrs A is more vulnerable to pressure damage, as her skin has become more fragile and thinner with age (NICE 2005). There are risk factors associated to the integrity of the patients skin and also to the patients general health. Skin that is already damaged, has a higher incidence of developing a pressure ulcer, than that of healthy skin. Skin that becomes too dry, or is more moist due to possible incontinence, is also at higher risk of developing a pressure ulcer than healthy skin. An elderly persons skin is at increased risk, because it is more fragile and thinner than the skin of a younger person. Boore et al (1987) identified the following principles in caring for the skin to prevent pressure damage, skin should be kept clean and dry and not left to remain wet. The skin should also not be left to dry out to prevent any accidental damage . Due to Mrs A spending more time sitting in her chair, she has become at a higher risk of developing a pressure sore, as she is less mobile. The reason being It becomes difficult for the blood to circulate causing a lack of oxygen and nutrients to the tissue cells. Furthermore, the lymphatic system also begins to suffer and becomes unable, to properly remove waste products. If the pressure continues to increase and is not relieved by equipment or movement. The cells can begin to die, leaving an area of dead tissue resulting in pressure damage. Nelson et al (2009) states, pressure ulcers can cause patients functional limitations, emotional distress, and pain for persons affected. The development of pressure ulcers, in various healthcare settings, is often seen as a reflection of the quality of care which is being provided (Nakrem 2009). Pressure ulcer prevention is very important in everyday clinical practise, as pressure ulcer treatment is expensive and factors such as legal issues have become more important. EPAUP (2009) have recommended strategies, which include frequent repositioning the use of special support surfaces, o r providing nutritional support to be included in the prevention. In order to gather evidence based research, to support my assignment. I undertook a literature review of the Waterlow Scale and Classifications of Grade 1 pressure sores. The databases used were the Culmulative Index to Nursing and Allied Health Literature (CINAHL) and OpenAthens. I used a variety of search terms including pressure sores, Grade 1 classification, Waterlow Scale, and How pressure sore risk assessment tools compare. Throughout the literature review the information was gathered from sources using a date range between the years of 2000 2011, although some references were found from sources of information that are from a much later date. This method of research ensured a plethora of articles and guidelines were collated and analysed. The trust guidelines in wound care were used, to show how we implement theory into practise in the community, using the wound care formulary. There was a vast amount of information available, as pressure area care is such a broad subject. The search criteria had to be narrowed down, in some cases to ensure the information gathered was relevant and not beyond the scope of the assignment. The evidence used throughout this assignment, is based on guidelines and recommendations given by NICE (2001), EPUAP (2001) and articles sourced from The Journal of Community Nursing (JCN). This was the most accurate information and guidance on pressure ulcer classifications and assessment although, some articles may not have been the most recent. The assessment tool used throughout my area of work, is the Waterlow Scale. The Waterlow Scale was developed by Judy Waterlow in 1985, while working as a clinical nurse teacher. It was originally designed for use by her student and is used to measure a patients risk of developing a pressure sore. It can also be used as a guide, for the ordering of effective pressure relieving equipment. All National Health Service (NHS) trusts have their own pressure ulcer prevention policy, or guidelines and practitioners are expected to use the risk assessment tool, specified in their trusts policy. NICE (2003), guidance states, that all trusts should have a pressure ulcer policy, which should include a pressure ulcer risk assessment tool. However, it reminds practitioners that the use of risk assessment tools, should be thought of as an aid to the clinical judgement of the practitioner. The use of the Waterlow tool enables, the nurse to assess each patient according to their individual risk of dev eloping pressure sores (Pancorbo-Hidalgo et al 2006). The scale illustrates a risk assessment scoring system and on the reverse side, provides information and guidance on wound assessment, dressings and preventative aids. There is information regarding pressure relieving equipment surrounding, the three levels of risk highlighted on the scale, and also provides guidance, concerning the nursing care given to patients. Although the Waterlow score is used in the community setting, when calculating the risk assessment score, it is vital that the nurse is aware of the difference in environment the tool was originally developed for. The tool uses a combination of core and external risk factors that contribute to the development of pressure ulcers. These are used to determine the risk level for an individual patient. The fundamental factors include disease, medication, malnourishment, age, dehydration / fluid status, lack of mobility, incontinence, skin condition and weight. The external factors, which refer to external influences which can cause skin distortion, include pressure, shearing forces, friction, and moisture. There is also a special risk section of the tool, which can be used if the patient is on certain medication or recently had surgery. This contributes to a holistic assessment of a patient and enables the practitioner to provide the most effective care and appropriate pressure relieving equipment. The score is calculated, by counting the scores given in each category, which apply to your patients current condition. Once these have been added up, you will have your at risk score. This will then ind icate the steps that need to be taken, in order to provide the appropriate level of care to the patient. Identification of a patients risk of developing a pressure sore is often considered the most important stage in pressure sore prevention (Davis 1994). During the assessment a skin inspection takes place of the most vulnerable areas of risk, typically these are heels, sacrum and parts of the body, where sheer or friction could take place. Elbows, shoulders, back of head and toes are also considered to be more vulnerable areas (NICE 2001). When using the Waterlow tool to assess Mrs As pressure risk, I found she had a score of 9. According to the Waterlow scoring system she is not considered as being at risk as her score is less than 10. As I had identified in my assessment, she had a score of 2, for her skin condition due to Grade 1 pressure ulcer to her sacrum. I felt it necessary, to highlight her as being at risk. A grade 1 pressure ulcer on her sacral area, maybe due to her recent loss of confidence and reduced mobility which has left Mrs A spending more time in her chair. Pressure ulcers are assessed and graded, according to the degree of damage to the tissue. The National Pressure Ulcer Advisory Panel (NPUAP), classifies pressure ulcers based on the depth of the wound. There are four classifications (Category/Stage I through IV) of pressure damage. In addition to these, two other categories have been defined, unstageable pressure ulcers and deep tissue injury (EPUAP, 2009) Grade 1 pressure damage is defined, as a non-blanchable erythema of intact skin. Indicators can be, discolouration of the skin, warmth, oedema, induration or hardness, particularly in people with darker pigmentation (EPUAP, 2003). It is believed by some practitioners, that blanching erythema indicates Grade 1 pressure damage (Hitch 1995) although others suggest that, Grade 1 pressure damage is present, when there is non-blanching erythema (Maklebust and Margolis, 1995; Yarkony et al, 1990). The majority of practitioners, agree that temperature and colour play an important role, in identifying grade 1 pressure ulcers (EPUAP, 1999) and erythema, is a factor in alm ost all classifications (Lyder, 1991). The pressure damage usually occurs, over boney prominences (Barton and Barton 1981). The skin in a Grade 1 pressure ulcer, is not broken, but it requires protection and monitoring. At this stage, it will not be known how deep the pressure damage is, regular monitoring and assessment is essential. The pressure ulcer may fade, but if the damage is deeper than the superficial layers of the skin, this wound could eventually develop into a much deeper pressure ulcer over, the following days or weeks. A Grade 1 pressure ulcer, is classed as a wound and so I have commenced a wound care plan and also a pressure area care plan. I will also ensure, Mrs A has regular pressure area checks in order to prevent the area breaking down. The pressure area checks will take place weekly until the pressure relieving equipment arrives, this will then be reduced to 3 monthly checks. Dressings can be applied to a Grade 1 pressure ulcer. They should be simple and offer some level of protection. Also, to prevent any further skin damage a film dressing is often used, or a hydrocolloid to protect the wound area (EPAUP, 2009) . These dressings will assist in reducing further friction, or shearing, if these factors are involved. It is considered the best way to treat a wound, is to prevent it from ever occurring. Removing the existing external pressure, reducing any moisture, which can occur if the patient is incontinent and employing pressure relief devices, may contribute to wound healing. Along with adequate nutrition, hydration and addressing any underlying medical conditions. The advice given to practitioners, on the reverse of the Waterlow tool is to provide a 100mm foam cushion, if a patients risk score is above 10. As Mrs A has an at risk score of 9, with a Grade 1 pressure sore evident, I feel it appropriate to provide the pressure relieving mattress and cushion to prevent any further pressure damage developing. All individuals, assessed as being vulnerable to pressure ulcers should, as a minimum provision, be placed on a high specification foam mattress with pressure relieving properties (NICE, 2001). As I am providing a cushion and a mattress, it is not felt necessary to apply a dressing at this point. However, the area will need regular monitoring, as at this stage it is unknown how deep the pressure damage is. If proactive care is given in the prevention and treatment of pressure ulcers, with the use of risk assessments and providing pressure relieving resources, the pressure area may resolve. Pressure ulcers can be costly for the NHS, debilitating and painful for the patient. With basic and effective nursing care offered to the patients, this can often be the key to success. Bliss (2000) suggests that the majority of Grade I ulcers heal, or resolve without breaking down if pressure relief is put into place immediately. However, experiences in a clinical settings supports observations, that non-blanching erythema can often result in irreversible damage (James, 1998; Dailey, 1992). McGough (1999) during a literature search, highlighted 40 pressure ulcer risk assessment tools, but not all have be considered suitable, or reliable for all clinical environments. As there are many different patient groups this often results in a wide spectrum of different patient needs. The three most commonly used tools in the United Kingdom (U.K.) are, The Norton scale, The Braden Scale and The Waterlow Scale. The first pressure ulcer risk assessment tool was the Norton scale. It was devised by Doreen Norton in 1962. The tool was used for estimating a patients risk for developing pressure ulcers by giving the patient a rating from 1 to 4 on five different factors. A patients with a score of 14 or more, was identified as being at high risk. Initially, this tool was aimed at elderly patients and there is little evidence from research gathered over the years, to support its use outside of an elderly care setting. Due to increased research over the years, concerning the identification and risk of developing pressure ulcers, a modified version of the Norton scale was created in 1987. The Braden Scale was created in the mid 1980s, in America and based on a conceptual schema of aetiological factors. Tissue tolerance and pressure where identified, as being significant factors in pressure ulcer development. However, the validity of the Braden Scale is not considered to be high in all clinical areas (Capobianco and McDonald, 1996). However, EPAUP (2003) state The Braden Risk Assessment Scale is considered by many, to be the most valid and reliable scoring system for a wide age range of patients. The Waterlow Scale, first devised in 1987, identifies more risk factors than the Braden and the Norton Scale. However, even though it is used widely across the U.K., it has still be criticised for its ability to over predict risk and ultimately result in the misuse of resources (Edwards 1995; McGough, 1999). Although there are various tools, which have been developed to identify a patients individual risk, of developing pressure sores. The majority of scales have been developed, based on ad hoc opinions, of the importance of possible risk factors, according to the Effective Healthcare Bulletins (EHCB, 1995). Franks et al, 2003; Nixon and Mc Gough, 2001, challenged the predictive validity of these tools, suggesting they may over predict the risk, cause expensive cost implications, as preventative equipment is put in place, when it may not always be necessary. Or they may under predict risk, so a patient maybe assessed as not being at high risk, develops a pressure ulcer. Although the Waterlow scoring system, now includes more objective measurements such as Body Mass Index (BMI) and weight loss after a recent update. It is still unknown, due to no published information, whether the reliability of the waterlow tool, has improved since the changes that took place. It has been recognised, as a fundamental flaw of these tools and due to this clinical judgement, must always be taken into consideration alongside the results that have been measure, from the use of the risk assessment. This is clearly recognised by NICE, as they advise their use as an aide-mà ©moire (2001). The aim of Pressure ulcer risk assessment tools, is to measure and quantify pressure ulcer risk. To determine the quality of these measurements the evaluation of validity and reliability would usually take place. The validity and reliability limitations, of pressure ulcer risk tools are widely acknowledged. To overcome these problems, the solution that is recommended is to combine the scores of pressure ulcer risk tools, with clinical judgment (EPAUP 2009). This recommendation, which is often seen in the literature, unfortunately is inconsistent as Papanikolaou et al (2007) states: If pressure ulcer risk assessment tools have such limitations, what contribution can they make to our confidence in clinical judgment, other than prompting us about the items, which should be considered when making such judgments?. Investigations of the validity and reliability, of pressure ulcer risk tools are important, in evaluating the quality, but they are not sufficient to judge their clinical value. In the research of pressure ulcer tools, there have been few attempts made to compare, the different pressure ulcer risk assessment strategies. Referring to literature until 2003, Pancorbo Hidalgo et al (2006) identified three studies, investigating the Norton scale compared to clinical judgment and the impact on pressure ulcer incidence. From these studies, it was concluded that there was no evidence, that the risk of pressure ulcer incidence was reduced by the use of the risk assessment tools. The Cochrane review (2008), set out to determine, whether the use of pressure ulcer risk assessment , in all health care settings , reduced the incidence of pressure ulcers. As no studies met the criteria, the authors have been unable to answer the review question. At present there is only weak evidence to support the validity, of pressure ulcer risk assessment scale tools and obtained scores contain varying amounts of measurement error. To improve our clinical practise, it is suggested that although tools such as the Waterlow Scale are used to distinguish a patients pressure ulcer risk, other investigations and tests, may need to be carried out to ensure a effective assessment is taking place. Practitioners may consider, various blood tests and more in depth history taking, including previous pressure damage and medications. Patients lifestyle and diet should also be taken into consideration and where appropriate, a nutritional assessment should be done if recent weight loss, or reduced appetite is evident. Nutritional assessment and screening tools are being used more readily and appear to be becoming more relevant in managing patients who are at risk of or have a pressure ulcer. The assessment tools should be reliable and valid, and as discussed previously with other risk assessment tools they should not replace clinical judgement. However, the use of nutritional assessment tools can help to bring the nutritional status of the patient to the attention of the practitioner, they should then consider nutrition when assessing the patients vulnerability to pressure ulcer development. The nutritional status of the patient should be updated and re-assessed at regular intervals following a assessment plan which is individual to the patient and includes an evaluation date. The condition of the individual will then allow the practitioner to decide how frequent the assessments will occur. The EPUAP (2003) recommends that as a minimum, assessment of nutritional status should include regu lar weighing of patients, skin assessment, documentation of food and fluid intake. As Mrs A currently has a balanced diet, it is not felt necessary to undertake, a nutritional assessment at this point. Her weight can be updated on each review visit, to assess any weight loss during each visit. If there is any deterioration in her condition, an assessment can be done when required. Continence should also be taken into consideration and where necessary a continence assessment should take place. Incontinence and pressure ulcers are common and often occur together. Patients who are incontinent are generally more likely to have difficulties with their mobility and elderly, both of which have a strong association with the development of pressure ulcers (Lyder, 2003).   The education of staff, surrounding pressure ulcer management and prevention, is also very important. NICE (2001) suggest, that all health care professionals, should receive relevant training and education, in pressure ulcer risk assessment and prevention. The information, skills and knowledge, gained from these training sessions, should then be cascaded down, to other members of the team. The training and education sessions, which are provided by the trust, are expected to cover a number of topics. These should include, risk factors for pressure ulcer development, skin assessment, and the selection of pressure equipment. Staff are also updated on policies, guidelines and the latest patient educational information (NICE 2001). Education of the patient, carers and family, is essential in order to achieve optimum pressure area care. Mrs A is encouraged to mobilise regularly, in order to relieve the pressure as a Grade 1 pressure sore has been identified, she is at a significant risk of developing a more severe ulcer. Interventions to prevent deterioration, are crucial at this point. It is thought, that this could prevent the pressure sore from developing into a Grade 2 or worse. NICE (2001) have suggested, that individuals vulnerable to or at elevated risk of developing pressure ulcers, who are able and willing, should be informed and educated about the risk assessment and resulting prevention strategies. NICE have devised a booklet for patients and relatives, called Pressure Ulcers Prevention and Treatment (NICE Clinical Guidance 29), which gives information and guidance on the treatment of pressure ulcers. It encourages patients to check their skin and change their position regularly. As a part of good practise, this booklet is given to Mrs A at the time of assessment, in order for her to develop some understanding of her pressure sore. This booklet is also given to the care givers or relatives so they can also gain understanding, regarding the care and prevention, of her pressure ulcer. An essential part of nursing documentation, is care planning. It demonstrates the care, that the individual patient requires and can be used to include patients and carers or relatives in the patients care. Involvement of the patient and their relative, or carer is advisable, as this could be invaluable, to the nurse planning the patients care. The National Health Service Modernisation Agency (NHSMA 2005) states clearly that person centred care is vital and that care planning involves negotiation, discussion and shared decision making, between the nurse and the patient. There were a number of improvements that I feel could have been made to the holistic care of Mrs A. I feel that one of the fundamental factors that needed to be considered , were the social needs of the patient. As I feel they are a large contributing factor, towards why the patient may have developed her pressure sore. The patient was previously known to be a very sociable lady, who gradually lost her confidence, resulting in her not leaving the house. There are various schemes and services available, which are provided by the local council or volunteer services, to enable the elderly or people unable to get around. For example, an option which could of been suggested to Mrs A are services such as Ring and Ride, or Werneth Communicare. Using these services or being involved in these types of schemes, may have empowered Mrs A to leave the house on a more regular basis. This would enable her to build up the confidence, she lost following her fall. This would have also lead to positive impact on the patients psychological care, as Mrs A would have been able to overcome her fears of leaving the house, enabling her to see friends and gain communications lost. As previously mentioned in this assignment, although Mrs A had a score of 9, which is not considered an at risk score. I still felt it necessary to act on this score, even though the wound was a not considered to be critical. If it is felt the patient is at a higher risk than that shown on the assessment tool, the practitioner should use their clinical judgement, to make crucial care decisions. It should also be considered, by the practitioner that risk assessment tools such as The Waterlow scale, may not have been developed, for their area of practise. Throughout the duration of Mrs As wound healing process, a holistic assessment of her pressure areas and general health assessment were carried and all relevant factors, were taken into consideration. The assessment tool used to assess her pressure areas, is th e most common tool used currently in practise and the tool recommended by the Trust. To conclude, there is evidence to prove that pressure ulcer risk assessment tools are useful, when used as a guide for the procurement of equipment. However, they cannot be relied upon solely to provide holistic care to a patient. It has been highlighted, that to ensure a holistic assessment of patients, it is necessary to complete a variety of assessments, to create a complete picture. Although The Waterlow scale covers a number of factors that need to be considered, throughout the assessment, it has become evident that the at risk score, can often be over or under scored depending on the practitioner. Clinical judgement has proved to be, a very important aspect of pressure ulcer prevention and treatment. The education of the patient, carer and relatives has also been highlighted, as an important aspect of care. Empowering the patient with information regarding their illness, may decrease the healing time and help prevent has further issues.

SURREALISM AND T.S. ELIOT :: essays research papers

Surrealism is a dangerous word to use about the poet, playwright and critic T.S. Eliot, and certainly with his first major work, "The Love Song of J. Alfred Prufrock ". Eliot wrote the poem, after all, years before Andre Breton and his compatriots began defining and practicing "surrealism" proper. Andre Breton published his first "Manifesto of Surrealism" in 1924, seven years after Eliot's publication of "The Love Song of J. Alfred Prufrock". It was this manifesto which defined the movement in philosophical and psychological terms. Moreover, Eliot would later show indifference, incomprehension and at times hostility toward surrealism and its precursor Dada. Eliot's favourites among his French contemporaries weren't surrealists, but were rather the figures of St. John Perse and Paul Verlaine, among others. This does not mean Eliot had nothing in common with surrealist poetry, but the facts that both Eliot and the Surrealists owed much to Charles Baudelaire's can perhaps best explain any similarity "strangely evocative explorations of the symbolic suggestions of objects and images." Its unusual, sometimes startling juxtapositions often characterize surrealism, by which it tries to transcend logic and habitual thinking, to reveal deeper levels of meaning and of unconscious associations. Although scholars might not classify Eliot as a Surrealist, the surreal landscape, defined as "an attempt to express the workings of the subconscious mind by images without order, as in a dream " is exemplified in "The Love Song of J. Alfred Prufrock." "Prufrock presents a symbolic landscape where the meaning emerges from the mutual interaction of the images, and that meaning is enlarged by echoes, often heroic," of other writers. The juxtapositions mentioned earlier are evident even at the poem's opening, which begins on a rather sombre note, with a nightmarish passage from Dante's Inferno. The main character, Guido de Montefeltro, confesses his sins to Dante, assuming that "none has ever returned alive from this depth"; this "depth" being Hell. As the reader has never experienced death and the passage through the Underworld, he must rely on his own imagination (and/or subconscious) to place a proper reference onto this cryptic opening. Images of a landscape of fire and brimstone come to mind as do images of the two characters sharing a surprisingly casual conversation amid the chaos and the flame. The nightmarish theme continues as the reader explores the wet, cold and hostile streets of the city, a city which seems to many readers to be on the verge of reality, without ever crossing the line.

Funeral Cosmetic Surgery

Cynthia Grosse,Kunkel English 11 Beauty is your funeral Cosmetic surgery is defined as, â€Å"surgery performed to improve the appearance, rather than for medical reasons† (Collins English Dictionary). Cosmetic surgery is a dangerous procedure because some people acquire lifelong scars not only that, death could be in the equation. On the other hand, many women get cosmetic surgery due to physical deformation or certain birth defects in efforts to cover up their embarrassing scars.Even though some cosmetic surgery can be beneficial, the fact that death could be involved, is it worth it? Cosmetic surgery should be illegal because the number of death and deformation in the person’s character are too great to risk any possible enhancements. We should not be allowed to get plastic surgery, implants, and liposuction because these things cause a person to become sick and then eventually die. Therefore we should warn the person about the harm of cosmetic surgery is. According to Dr.Darshan Shah, a Mayo Clinic-trained board certified surgeon, â€Å"Cosmetic Surgery itself actually carries very minimal risk if you put yourself in the hands of a qualified, certified cosmetic surgery specialist – someone who has trained and devoted [his or his] career to the misrepresentation and inexperience of certain surgeons†. (California Health and Beauty) This article is saying that people are dying because there not looking up facts and information about the surgeon, but how much is of this idea is true?I believe no matter who performs the surgery; it’s always dangerous and has many life threatening consequences. Whether or not the surgeon is ‘’good’’ or ‘’bad’’ the procedures should not be done and are unethical. First of all, cosmetic surgery costs a great deal of money. Breast augmentations are 3,797$, Tummy Tucks are,332$, Butt Lifts are $7,904, Collagen Injections are $673 and Eyelid surge ry is $2,912, To me no amount of money is worth risking your life for. Not only that, I believe that people are beautiful the way they are, and that they don’t need surgery to boost their self esteem.Individuals seek to conform to the social norm, and it’s apparent that they will go to any cost to make that happen. When comes to unethical issues such as transgender cosmetic surgery, no it should not be allowed. In Fact, when they get these procedures they can die from anesthesia. In conclusion, when come to cosmetic surgery its dangerous overall even though you’re getting medical reasons or even though you get Butt Lift or Tummy Tuck or Collagen injection , Overall cosmetic surgery is a dangerous ,harmful procedure that should be banned.