The Basics of Magnetic Levitated Trains (Maglev)

Magnetic levitation (maglev) is a relatively new transportation technology in which non-contacting vehicles travel safely at speeds of 250 to 300 miles-per-hour or higher while suspended, guided, and propelled above a guideway by magnetic fields. The guideway is the physical structure along which maglev vehicles are levitated. Various guideway configurations, e.g., T-shaped, U-shaped, Y-shaped, and box-beam, made of steel, concrete, or aluminum, have been proposed. There are three primary functions basic to maglev technology: (1) levitation or suspension; (2) propulsion; and (3) guidance. In most current designs, magnetic forces are used to perform all three functions, although a nonmagnetic source of propulsion could be used. No consensus exists on an optimum design to perform each of the primary functions. Suspension Systems Electromagnetic suspension (EMS) is an attractive force levitation system whereby electromagnets on the vehicle interact with and are attracted to ferromagnetic rails on the guideway. EMS was made practical by advances in electronic control systems that maintain the air gap between vehicle and guideway, thus preventing contact. Variations in payload weight, dynamic loads, and guideway irregularities are compensated for by changing the magnetic field in response to vehicle/guideway air gap measurements. Electrodynamic suspension (EDS) employs magnets on the moving vehicle to induce currents in the guideway. Resulting repulsive force produces inherently stable vehicle support and guidance because the magnetic repulsion increases as the vehicle/guideway gap decreases. However, the vehicle must be equipped with wheels or other forms of support for takeoff and landing because the EDS will not levitate at speeds below approximately 25 mph. EDS has progressed with advances in cryogenics and superconducting magnet technology. Propulsion Systems Long-stator propulsion using an electrically powered linear motor winding in the guideway appears to be the favored option for high-speed maglev systems. It is also the most expensive because of higher guideway construction costs. Short-stator propulsion uses a linear induction motor (LIM) winding onboard and a passive guideway. While short-stator propulsion reduces guideway costs, the LIM is heavy and reduces vehicle payload capacity, resulting in higher operating costs and lower revenue potential compared to the long-stator propulsion. A third alternative is a nonmagnetic energy source (gas turbine or turboprop) but this, too, results in a heavy vehicle and reduced operating efficiency. Guidance Systems Guidance or steering refers to the sideward forces that are required to make the vehicle follow the guideway. The necessary forces are supplied in an exactly analogous fashion to the suspension forces, either attractive or repulsive. The same magnets on board the vehicle, which supply lift, can be used concurrently for guidance or separate guidance magnets can be used. Maglev and U.S. Transportation Maglev systems could offer an attractive transportation alternative for many time-sensitive trips of 100 to 600 miles in length, thereby reducing air and highway congestion, air pollution, and energy use, and releasing slots for more efficient long-haul service at crowded airports. The potential value of maglev technology was recognized in the Intermodal Surface Transportation Efficiency Act of 1991 (ISTEA). Before the passage of the ISTEA, Congress had appropriated $26.2 million to identify maglev system concepts for use in the United States and to assess the technical and economic feasibility of these systems. Studies were also directed toward determining the role of maglev in improving intercity transportation in the United States. Subsequently, an additional $9.8 million was appropriated to complete the NMI Studies. Why Maglev? What are the attributes of maglev that commend its consideration by transportation planners? Faster trips - high peak speed and high acceleration/braking enable average speeds three to four times the national highway speed limit of 65 mph (30 m/s) and lower door-to-door trip time than high-speed rail or air (for trips under about 300 miles or 500 km). Still higher speeds are feasible. Maglev takes up where high-speed rail leaves off, permitting speeds of 250 to 300 mph (112 to 134 m/s) and higher. Maglev has high reliability and less susceptible to congestion and weather conditions than air or highway travel. Variance from schedule can average less than one minute based on foreign high-speed rail experience. This means intra and intermodal connecting times can be reduced to a few minutes (rather than the half-hour or more required with airlines and Amtrak at present) and that appointments can safely be scheduled without having to consider delays. Maglev gives petroleum independence - with respect to air and auto because of Maglev being electrically powered. Petroleum is unnecessary for the production of electricity. In 1990, less than 5 percent of the Nations electricity was derived from petroleum whereas the petroleum used by both the air and automobile modes comes primarily from foreign sources. Maglev is less polluting - with respect to air and auto, again because of being electrically powered. Emissions can be controlled more effectively at the source of electric power generation than at the many points of consumption, such as with air and automobile usage. Maglev has a higher capacity than air travel with at least 12,000 passengers per hour in each direction. There is the potential for even higher capacities at 3 to 4-minute headways. Maglev provides sufficient capacity to accommodate traffic growth well into the twenty-first century and to provide an alternative to air and auto in the event of an oil availability crisis. Maglev has high safety - both perceived and actual, based on foreign experience. Maglev has convenience - due to a high frequency of service and the ability to serve central business districts, airports, and other major metropolitan area nodes. Maglev has improved comfort - with respect to air due to greater roominess, which allows separate dining and conference areas with the freedom to move around. The absence of air turbulence ensures a consistently smooth ride. Maglev Evolution The concept of magnetically levitated trains was first identified at the turn of the century by two Americans, Robert Goddard, and Emile Bachelet. By the 1930s, Germanys Hermann Kemper was developing a concept and demonstrating the use of magnetic fields to combine the advantages of trains and airplanes. In 1968, Americans James R. Powell and Gordon T. Danby were granted a patent on their design for a magnetic levitation train. Under the High-Speed Ground Transportation Act of 1965, the FRA funded a wide range of research into all forms of HSGT through the early 1970s. In 1971, the FRA awarded contracts to the Ford Motor Company and the Stanford Research Institute for analytical and experimental development of EMS and EDS systems. FRA-sponsored research led to the development of the linear electrical motor, the motive power used by all current maglev prototypes. In 1975, after Federal funding for high-speed maglev research in the United States was suspended, industry virtually abandoned its interest in maglev; however, research in low-speed maglev continued in the United States until 1986. Over the past two decades, research and development programs in maglev technology have been conducted by several countries including Great Britain, Canada, Germany, and Japan. Germany and Japan have invested over $1 billion each to develop and demonstrate maglev technology for HSGT. The German EMS maglev design, Transrapid (TR07), was certified for operation by the German Government in December 1991. A maglev line between Hamburg and Berlin is under consideration in Germany with private financing and potentially with additional support from individual states in northern Germany along the proposed route. The line would connect with the high-speed Intercity Express (ICE) train as well as conventional trains. The TR07 has been tested extensively in Emsland, Germany, and is the only high-speed maglev system in the world ready for revenue service. The TR07 is planned for implementation in Orlando, Florida. The EDS concept under development in Japan uses a superconducting magnet system. A decision will be made in 1997 whether to use maglev for the new Chuo line between Tokyo and Osaka. The National Maglev Initiative (NMI) Since the termination of Federal support in 1975, there was little research into high-speed maglev technology in the United States until 1990 when the National Maglev Initiative (NMI) was established. The NMI is a cooperative effort of the FRA of the DOT, the USACE, and the DOE, with support from other agencies. The purpose of the NMI was to evaluate the potential for maglev to improve intercity transportation and to develop the information necessary for the Administration and the Congress to determine the appropriate role for the Federal Government in advancing this technology. In fact, from its inception, the U.S. Government has aided and promoted innovative transportation for economic, political, and social development reasons. There are numerous examples. In the nineteenth century, the Federal Government encouraged railroad development to establish transcontinental links through such actions as the massive land grant to the Illinois Central-Mobile Ohio Railroads in 1850. Beginning in the 1920s, the Federal Government provided commercial stimulus to the new technology of aviation through contracts for airmail routes and funds that paid for emergency landing fields, route lighting, weather reporting, and communications. Later in the 20th century, Federal funds were used to construct the Interstate Highway System and assist States and municipalities in the construction and operation of airports. In 1971, the Federal Government formed Amtrak to ensure rail passenger service for the United States. Assessment of Maglev Technology In order to determine the technical feasibility of deploying maglev in the United States, the NMI Office performed a comprehensive assessment of the state-of-the-art of maglev technology. Over the past two decades, various ground transportation systems have been developed overseas, having operational speeds in excess of 150 mph (67 m/s), compared to 125 mph (56 m/s) for the U.S. Metroliner. Several steel-wheel-on-rail trains can maintain a speed of 167 to 186 mph (75 to 83 m/s), most notably the Japanese Series 300 Shinkansen, the German ICE, and the French TGV. The German Transrapid Maglev train has demonstrated a speed of 270 mph (121 m/s) on a test track, and the Japanese have operated a maglev test car at 321 mph (144 m/s). The following are descriptions of the French, German, and Japanese systems used for comparison to the U.S. Maglev (USML) SCD concepts.  Ã‚   French Train a Grande Vitesse (TGV) The French National Railways TGV is representative of the current generation of high-speed, steel-wheel-on-rail trains. The TGV has been in service for 12 years on the Paris-Lyon (PSE) route and for 3 years on an initial portion of the Paris-Bordeaux (Atlantique) route. The Atlantique train consists of ten passenger cars with a power car at each end.  The power cars use synchronous rotary traction motors for propulsion. Roof-mounted pantographs collect electric power from an overhead catenary. Cruise speed is 186 mph (83 m/s). The train is non-tilting and, thus, requires a reasonably straight route alignment to sustain high speed. Although the operator controls the train speed, interlocks exist including automatic overspeed protection and enforced braking. Braking is by a combination of rheostat brakes and axle-mounted disc brakes. All axles possess antilock braking. Power axles have anti-slip control. The TGV track structure is that of a conventional standard-gauge railroad with a well-engineered base (compacted granular materials). The track consists of continuous-welded rail on concrete/steel ties with elastic fasteners. Its high-speed switch is a conventional swing-nose turnout. The TGV operates on pre-existing tracks, but at a substantially reduced speed. Because of its high speed, high power, and anti wheel slip control, the TGV can climb grades that are about twice as great as normal in U.S. railroad practice and, thus, can follow the gently rolling terrain of France without extensive and expensive viaducts and tunnels. German TR07 The German TR07 is the high-speed Maglev system nearest to commercial readiness. If financing can be obtained, groundbreaking will take place in Florida in 1993 for a 14-mile (23 km) shuttle between Orlando International Airport and the amusement zone at International Drive. The TR07 system is also under consideration for a high-speed link between Hamburg and Berlin and between downtown Pittsburgh and the airport. As the designation suggests, TR07 was preceded by at least six earlier models. In the early seventies, German firms, including Krauss-Maffei, MBB, and Siemens, tested full-scale versions of an air cushion vehicle (TR03) and a repulsion maglev vehicle using superconducting magnets. After a decision was made to concentrate on attraction maglev in 1977, advancement proceeded in significant increments, with the system evolving from linear induction motor (LIM) propulsion with wayside power collection to the linear synchronous motor (LSM), which employs variable frequency, elect rically powered coils on the guideway. TR05 functioned as a people mover at the International Traffic Fair Hamburg in 1979, carrying 50,000 passengers and providing valuable operating experience. The TR07, which operates on 19.6 miles (31.5 km) of guideway at the Emsland test track in northwest Germany, is the culmination of nearly 25 years of German Maglev development, costing over $1 billion. It is a sophisticated EMS system, using separate conventional iron-core attracting electromagnets to generate vehicle lift and guidance. The vehicle wraps around a T-shaped guideway. The TR07 guideway uses steel or concrete beams constructed and erected to very tight tolerances. Control systems regulate levitation and guidance forces to maintain an inch gap (8 to 10 mm) between the magnets and the iron tracks on the guideway. The attraction between vehicle magnets and edge-mounted guideway rails provide guidance. The attraction between a second set of vehicle magnets and the propulsion stator packs underneath the guideway generate lift. The lift magnets also serve as the secondary or rotor of an LSM, whose primary or stator is an electrical winding running the length of the guideway. T R07 uses two or more non-tilting vehicles in a consist. TR07 propulsion is by a long-stator LSM. Guideway stator windings generate a traveling wave that interacts with the vehicle levitation magnets for synchronous propulsion. Centrally controlled wayside stations provide the requisite variable-frequency, variable-voltage power to the LSM. Primary braking is regenerative through the LSM, with eddy-current braking and high-friction skids for emergencies. TR07 has demonstrated safe operation at 270 mph (121 m/s) on the Emsland track. It is designed for cruise speeds of 311 mph (139 m/s). Japanese High-Speed Maglev The Japanese have spent over $1 billion developing both attraction and repulsion maglev systems. The HSST attraction system, developed by a consortium often identified with Japan Airlines, is actually a series of vehicles designed for 100, 200, and 300 km/h. Sixty miles-per-hour (100 km/h) HSST Maglevs have transported over two million passengers at several Expos in Japan and the 1989 Canada Transport Expo in Vancouver. The high-speed Japanese repulsion Maglev system is under development by Railway Technical Research Institute (RTRI), the research arm of the newly privatized Japan Rail Group. RTRIs ML500 research vehicle achieved the world high-speed guided ground vehicle record of 321 mph (144 m/s) in December 1979, a record that still stands, although a specially modified French TGV rail train has come close. A manned three-car MLU001 began testing in 1982. Subsequently, the single car MLU002 was destroyed by fire in 1991. Its replacement, the MLU002N, is being used to test the sid ewall levitation that is planned for eventual revenue system use. The principal activity at present is the construction of a $2 billion, 27-mile (43 km) maglev test line through the mountains of Yamanashi Prefecture, where testing of a revenue prototype is scheduled to commence in 1994. The Central Japan Railway Company plans to begin building a second high-speed line from Tokyo to Osaka on a new route (including the Yamanashi test section) starting in 1997. This will provide relief for the highly profitable Tokaido Shinkansen, which is nearing saturation and needs rehabilitation. To provide ever improving service, as well as to forestall encroachment by the airlines on its present 85 percent market share, higher speeds than the present 171 mph (76 m/s) are regarded as necessary. Although the design speed of the first generation maglev system is 311 mph (139 m/s), speeds up to 500 mph (223 m/s) are projected for future systems. Repulsion maglev has been chosen over attraction maglev because of its reputed higher speed potential and because the larger air gap accommodates the ground motion experienced in Japans earthquake-prone territory. The design of Japans repulsion system is not firm. A 1991 cost estimate by Japans Central Railway Company, which would own the lin e, indicates that the new high-speed line through the mountainous terrain north of Mt. Fuji would be very expensive, about $100 million per mile (8 million yen per meter) for a conventional railway. A maglev system would cost 25 percent more. A significant part of the expense is the cost of acquiring surface and subsurface ROW. Knowledge of the technical details of Japans high-speed Maglev is sparse. What is known is that it will have superconducting magnets in bogies with sidewall levitation, linear synchronous propulsion using guideway coils, and a cruise speed of 311 mph (139 m/s). U.S. Contractors Maglev Concepts (SCDs) Three of the four SCD concepts use an EDS system in which superconducting magnets on the vehicle induce repulsive lift and guidance forces through movement along a system of passive conductors mounted on the guideway. The fourth SCD concept uses an EMS system similar to the German TR07. In this concept, attraction forces generate lift and guide the vehicle along the guideway. However, unlike TR07, which uses conventional magnets, the attraction forces of the SCD EMS concept are produced by superconducting magnets. The following individual descriptions highlight the significant features of the four U.S. SCDs. Bechtel SCD The Bechtel concept is an EDS system that uses a novel configuration of vehicle-mounted, flux-canceling magnets.  The vehicle contains six sets of eight superconducting magnets per side and straddles a concrete box-beam guideway. An interaction between the vehicle magnets and a laminated aluminum ladder on each guideway sidewall generates lift. A similar interaction with guideway mounted null flux coils provides guidance. LSM propulsion windings, also attached to the guideway sidewalls, interact with vehicle magnets to produce thrust. Centrally controlled wayside stations provide the required variable-frequency, variable-voltage power to the LSM. The Bechtel vehicle consists of a single car with an inner tilting shell. It uses aerodynamic control surfaces to augment magnetic guidance forces. In an emergency, it levitates onto air-bearing pads. The guideway consists of a post-tensioned concrete box girder. Because of high magnetic fields, the concept calls for nonmagnetic, fiber-rei nforced plastic (FRP) post-tensioning rods and stirrups in the upper portion of the box beam. The switch is a bendable beam constructed entirely of FRP. Foster-Miller SCD The Foster-Miller concept is an EDS similar to the Japanese high-speed Maglev but has some additional features to improve potential performance. The Foster-Miller concept has a vehicle tilting design that would allow it to operate through curves faster than the Japanese system for the same level of passenger comfort. Like the Japanese system, the Foster-Miller concept uses superconducting vehicle magnets to generate lift by interacting with null-flux levitation coils located in the sidewalls of a U-shaped guideway. Magnet interaction with guideway-mounted, electrical propulsion coils provides null-flux guidance. Its innovative propulsion scheme is called a locally commutated linear synchronous motor (LCLSM). Individual H-bridge inverters sequentially energize propulsion coils directly under the bogies. The inverters synthesize a magnetic wave that travels along the guideway at the same speed as the vehicle. The Foster-Miller vehicle is composed of articulated passenger modules and ta il and nose sections that create multiple-car consists. The modules have magnet bogies at each end that they share with adjacent cars. Each bogie contains four magnets per side. The U-shaped guideway consists of two parallel, post-tensioned concrete beams joined transversely by precast concrete diaphragms. To avoid adverse magnetic effects, the upper post-tensioning rods are FRP. The high-speed switch uses switched null-flux coils to guide the vehicle through a vertical turnout. Thus, the Foster-Miller switch requires no moving structural members. Grumman SCD The Grumman concept is an EMS with similarities to the German TR07. However, Grummans vehicles wrap around a Y-shaped guideway and use a common set of vehicle magnets for levitation, propulsion, and guidance.  Guideway rails are ferromagnetic and have LSM windings for propulsion. The vehicle magnets are superconducting coils around horseshoe-shaped iron cores. The pole faces are attracted to iron rails on the underside of the guideway. Nonsuperconducting control coils on each iron-core leg modulate levitation and guidance forces to maintain a 1.6-inch (40 mm) air gap. No secondary suspension is required to maintain adequate ride quality. Propulsion is by conventional LSM embedded in the guideway rail. Grumman vehicles may be single or multi-car consists with tilt capability. The innovative guideway superstructure consists of slender Y-shaped guideway sections (one for each direction) mounted by outriggers every 15-feet to a 90-foot (4.5 m to a 27 m) spline girder. The structural sp line girder serves both directions. Switching is accomplished with a TR07-style bending guideway beam, shortened by use of a sliding or rotating section. Magneplane SCD The Magneplane concept is a single-vehicle EDS using a trough-shaped 0.8-inch (20 mm) thick aluminum guideway for sheet levitation and guidance. Magneplane vehicles can self-bank up to 45 degrees in curves. Earlier laboratory work on this concept validated the levitation, guidance, and propulsion schemes. Superconducting levitation and propulsion magnets are grouped in bogies at the front and rear of the vehicle. The centerline magnets interact with conventional LSM windings for propulsion and generate some electromagnetic roll-righting torque called the keel effect. The magnets on the sides of each bogie react against the aluminum guideway sheets to provide levitation. The Magneplane vehicle uses aerodynamic control surfaces to provide active motion damping. The aluminum levitation sheets in the guideway trough form the tops of two structural aluminum box beams. These box beams are supported directly on piers. The high-speed switch uses switched null-flux coils to guide the vehicle through a fork in the guideway trough. Thus, the Magneplane switch requires no moving structural members. Sources: Sources:  National Transportation Library  http://ntl.bts.gov/

Analysis of Tintern Abbey by William Wordsworth Essay

Analysis of Tintern Abbey by William Wordsworth William Wordsworth existed in a time when society and its functions were beginning to rapidly pick up. The poem that he Composed a Few Miles Above Tintern Abbey, on Revisiting the Banks of the Wye, gave him a chance to reflect upon his quick paced life by taking a moment to slow down and absorb the beauty of nature that allows one to see into the life of things; (line 49). Wordsworths Tintern Abbey; takes you on a series of emotional states by trying to sway readers and himself, that the loss of innocence and intensity over time is compensated by an accumulation of knowledge and insight.; Wordsworth accomplishes to prove that although time was lost along with his innocence, he†¦show more content†¦Wordsworth stood on the cliff not only with the sense of present pleasure; (63) but he joyfully anticipated the moments for future years; (65). He came back to reality and began to analyze the situation after his reminiscing. Wordsworth realized that he had lost some guidance and w as searching for the presence of nature when returning to the Wye. He remembered when he used to wander and roam as free as a roe but as he matured he felt content with tapping into his memories of his youth because as Wordsworth stated, That time is past? other gifts have allowed; for such loss, I would believe, abundant recompense; (83-88). He realized that he was involved with more mature things in life because he had become more intelligent through the years and saw nature in the light of his intelligence. Yet, he insisted that he was still a lover of the meadows and the woods, and the mountains; and of all that we behold from this green earth; (102-105) but indeed, in a more composed way. Nature played a major role in this poets life but it was not all about his physical senses that he took as reality. It was due to the fact that he was a worshipper of Nature (152) and he knew that nature never did betray (122) him. 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Communication and Care Professionals Free Essays

string(141) " and intimidate people who use services, particularly if they feel that their concerns aren’t being responded to in an appropriate manner\." Unit 501 – Use and develop systems that promote communication Learning Outcome 1. Be able to address the range of communication requirements in own role. 1. We will write a custom essay sample on Communication and Care Professionals or any similar topic only for you Order Now 2. Explain how to support effective communication within own job role. There are a number of reasons for communicating as a manager and leader such as delegation of work, supervision, building a team, interviewing, etc. As well as the need to communicate in many different levels of communicators such as clients, family members, staff, senior staff, other managers, other professional. Different mix of people require a different type of communication. Throughout the duty manager might be undertaking the variety of roles when advising, instructing, welcoming, assessing, observing, informing and counseling. Whatever the communication need or type, a good working relationship, trust and ability to talk openly are essential and therefore the need to adjust the communication to each circumstance. in supporting others to became effective communicator, it is necessary for leader to be an effective role model and where able to reflect effectively on how you communicating your messages. If we support all our communication by accepting and valuing the people with whom we interact in the expression of warmth and a non- judgemental attitude, we will improve our communication skills no end. So effective communication can be supported by ensuring that staff are all well aware of the need to be flexible in the way in which they communicate within varied contexts and to engage in communication which is empathic and values people with whom they interact. 1. 3. Analyse the barriers and challenges to communication within own job role. There are a range of barriers and blocks in communication like: * Difference in culture and values. Living in multi-cultural society it is important to be culturally aware in our interpersonal interactions. It is includes not only cultural differences but also the differences in values that people hold. By developing a respectful curiosity about beliefs and practices within all service user’s lives, we are able to communicate in more meaningful ways. Negative feelings about the person you are speaking to or taking personally what the person are saying. We may not share the views of people we communicate or particularly like the stance the person takes, but as the manager and leader in a setting we do have to show tolerance of these views and to be fully aware of how we come across to those we are communicating with. One of the things we often do not pay enough attention to is our body language. The way in which we present ourselves can have as much if not more impact on whether our message is listened to and understood. It is vital that our bodily actions match our speech. * Difficulties in own life, tiredness, feeling unwell. Self management highlights the need to manage those emotions we feel and manage them appropriately. So we may feel angry at somebody, but as a manager and leader, showing that anger inappropriately will have negative effect on relationships. Feeling unsafe due to person’s behavior. We can overcome the problems associated with aggression by using our own verbal and non-verbal communication skills in a calm, non-threatening way, being clear and assertive in the way that they communicate with people who are aggressive, ensuring that the environment is used to defuse or de-escalate an aggressive situation and empowering people to take control of situations that they find stressful. * Not listening effectively. Active listening shows that staff and clients have been heard and the way in which we do this is with the following skills: acknowledging and reflecting feelings, body language, restating, paraphrasing, summarising, questioning. * Noise, inappropriate environment. Another area where communication could break down is an inappropriate environment. Manager must be aware of need for privacy when carrying out sensitive types of communication. The initial impact of a room or building, for instance, is it welcoming, tidy, level of noise, can have huge effect on how people feel and can influence the success of an interaction. Learning Outcome 2. Be able to improve communication systems and practices that support positive outcomes for individuals. 2. 2. Evaluate the effectiveness of existing communication systems and practices. The initial assessment must be done from the first meeting with person to establish a baseline of the person’s ability and communication method. Everyone involved with care of the person should be made aware of this baseline so they can evaluate the effectiveness of any agreed ways of communication. Comparing the baseline with current findings helps us to identify the effectiveness of agreed ways of communication. Positive changes may indicate that agreed method of communication is effective and should be encouraged to continue or possibly adapted to make even more improvement. Findings which show a decrease in the person’s ability need to be investigated further. Whatever the cause, the person should be supported to manage their communication ability, to prevent further decrease, and identify alternative methods of communication where possible. Once we have identified and supported the person to use agreed method of communication, we will need to work with others to identify ways of supporting the person to develop their communication continually. Others may include family, speech and language therapists, behavioural support workers, occupational therapists, psychiatrists, psychologist. When somebody masters their agreed method of communication to support their specific communication need, it may be time to introduce alternative methods to aid them to develop their communication further. Care professionals communicate with people using services very frequently and in a variety of ways. These can include formal meetings and appointments to assess a person’s health or wellbeing problems, to review a person’s progress or recovery, in informal conversations during activity sessions and in brief interactions in the corridor, for example. To ensure that they communicate effectively, care professionals need to use language that isn’t too technical, scientific or based on professional jargon. This can frustrate and intimidate people who use services, particularly if they feel that their concerns aren’t being responded to in an appropriate manner. You read "Communication and Care Professionals" in category "Essay examples" Effective communication and interaction enable people who use care services to feel more supported, are essential for identifying and responding to their individual care needs and form the basis of a trusting, respectful care relationship. 2. 3. Propose improvements to communication systems and practices to address shortcomings. Health and social care professionals need to be able to communicate effectively with people who use care services. Once they become aware that an individual needs assistance to communicate effectively, a care practitioner should ensure that suitable human or technological aids to communication are made available. Care professionals communicate effectively when they are able to ‘connect’ directly with other individuals. To be able to do this well, a care professional must adapt to the communication and language needs and preferences of others. This includes people who are unable to use spoken language and people who have sensory impairments that limit their communication and interaction abilities. Some people may develop their own way of communication because they do not have the ability to communicate in more formal manner. A sensory disable people usually use aid techniques and specific forms for communication. Effective communication and interaction play an important role in the work of all health and social care professionals. For example, care professionals need to be able to use a range of communication and interaction skills in order to: †¢ work inclusively with people of different ages and diverse backgrounds †¢ respond appropriately to the variety of care-related problems and individual needs of people who use care services †¢ enable people to feel relaxed and secure enough to talk openly †¢ establish trusting relationships with colleagues and people who use care services †¢ ask sensitive and difficult questions, and obtain information about matters that might be very personal and sensitive †¢ obtain clear, accurate information about a person’s problems, symptoms or concerns †¢ give others information about care-related issues in a clear, confident and professionally competent way. Collating or collecting information about somebody’s communication and support provided is essential in monitoring the effectiveness of the person’s communication. We can collect the information observing the person, getting feedback from others and recording information. Learning Outcome 3. Be able to improve communication systems to support partnership working. 3. 2. Compare effectiveness of different communication systems for partnership working. Health and social care work is now based on multi-professional and multi-agency working. This means that care professionals need to be able to communicate effectively with colleagues from a variety of different care disciplines. A multi-professional team might include nurses, care workers, social workers, occupational therapists, clinical psychologists and psychiatrists, for example. Each of these care professionals has a particular disciplinary training and a range of specialist skills. They also share some core skills in working with people who are mentally distressed. Members of this team will need to be able to use their one-to-one and group communication skills flexibly so that they can talk to, share ideas and collaborate with their team colleagues in ways that benefit the people in their care. Care professionals involved in multi-professional teams may communicate in both formal and informal contexts. When team members get to know each other very well, they may use more informal language at times. However, multi-agency working often requires care professionals to communicate more formally, using agreed plans and agendas to achieve specific goals. Formal communication may be used to ensure that the professionals and agencies involved in this kind of collaborative working are clear about each other’s responsibilities and don’t drift into miscommunication, compounding problems. 3. 3. Propose improvements to communication systems to support partnership working. Collating or collecting information is essential in monitoring the effectiveness of the communication systems. We can collect the information observing, getting feedback from others and recording information. So we need to work with others to identify ways to support the continued development of communication. Care professionals communicate with colleagues and other professionals in many contexts every day. Effective communication requires personal and professional respect for others, trust in the judgement and values of colleagues, good verbal and listening skills. Care professionals may communicate formally and informally with colleagues and others working in partnership. Effective communication and interactions enable people to work more efficiently and to collaborate with and support each other in teams. In formal communication the specific writing skills needed by care professionals are generally learnt in practice and quickly become part of a care professional’s skill set. However, it is important for care professionals to regularly review and reflect on their written communication skills to ensure they are using them as effectively as possible. Learning Outcome 4. Be able to use systems for effective information management. 4. 1. Explain legal and ethical tensions between maintaining confidentiality and sharing information. Tensions caused by confidentiality: the need for consent to share information; understanding when information may be shared without consent; concept of ‘need to know’; need for transparent policy and protocols for information sharing. In many cases, the passing information is routine and related to the care of the person concerned. However, this is only with the agreement of the person. But it is essential that only that is required for the purpose is passed on. Sometimes there are situations when we need to break confidentiality and pass information without consent but we must do this when we have good reason to believe that there is a risk of serious harm to someone. Good practice involves asking people if you can let other people know things, if not we can’t give any information even to close relatives only because they want to know. Exception to this rule is when others have a need to know. For example, managers, colleagues or other professional because they may need to help to make decisions or will be working with the same person. 4. 2. Analyse the essential features of information sharing agreements within and between organisations. Every organization have a policy on confidentiality and the disclosure of information. In my organisation Policy on Confidentiality and Policy on Record Keeping relate to it. The main point of these policies are: * All information we receive about or from service users is confidential and that only those people who need to know the information will have access to it * Individual and home records are kept in a secure fashion, are up to date and in good order * Service users have access to their record and information, as well an opportunities to help maintain their personal records. Staff working in health and care sector have a duty to respect individuals personal information, not discus client out of work place, ensure that all written information is signed and dated and stored in a secure manner, are not left out, are accurate and up to date, the passwords and computer screens are used in computer systems, information shared with appropriate peoples and on need- to- know basis. Managers responsibility for maintaining confidentiality is to be convinced that policies and procedures are appropriate and operational within your area and staff are provided training covering basic information about confidentiality, data protection and access to records. How to cite Communication and Care Professionals, Essay examples

Among the Giants free essay sample

â€Å"You are fourteen?!† one of my bewildered classmates asked. That was me, the short, scrawny kid. I could relate to how the ugly duckling must have felt. He did not seem to fit in with everyone else; something was different. It was almost like a piece of a jigsaw puzzle that could not be given a proper slot. The piece could be tried at many different places, but not one seemed to complete the puzzle. I was that single piece. I didn’t fit in with my classmates who were like giants compared to me. I apprehensively wondered if my growth spurt would ever come. I attended Kraybill Mennonite, a small, secluded middle school wedged in between the town of Mount Joy. The school had been a part of my life since kindergarten and it had felt like a journey through a dark tunnel without light at the end. I will be in eighth grade and maybe, just maybe a ray of welcoming sunshine would pierce through that dark tunnel of ups and downs. During the hot muggy months of August and September, I could be found in the blistering heat pounding a soccer ball against an old shed in my backyard. Soccer was something that I could get lost in and leave my troubles behind. Soccer camp began two weeks before school and I was full of anticipation. I fantasized about cutting and dodging past shocked defenders as the goalie was blown away with a perfectly placed shot. In a couple of weeks when our season started, hordes of screaming fans would be chanting my name. â€Å"Austin, Austin, Austin!† A single voice brought me back to reality. â€Å"Hey, are you going to pass me the ball sometime today?† grumbled a teammate. â€Å"Oh, umm†¦errr†¦sorry.† I sheepishly responded. As I trudged through the hallways on the first day of school, I already felt self-conscious. It felt like stumbling through New York City with its crowded streets and gigantic buildings, overwhelming me with its sheer size; I felt like that insignificant pebble kicked to the curb. I shyly responded with a quick hello to one of my friends and found my class. School dragged by as I anxiously waited for our first game. With relief, the last bell rang, the day was over. The locker room was soon packed with loud, boisterous soccer players anticipating a win. I could not wait to get on that field and take my position I had worked so hard for. Coach began reading the starting line-up and I just waited for my name to be announced. To my utter surprise it never came. Stunned, I plopped down on the cold, uninviting bench as I was reduced to a spectator. This is my eighth grade year; I am supposed to be a starter. How am I sitting here while seventh graders are playing more than I am? Many more similar incident followed as the time spent on the bench out-weighed the time I was celebrating goals on the field with my teammates. It just was not fair. Why did I have to be the smallest and the shortest? Soccer, instead of being fun, became a chore, another giant in my life. I only attended the games and practices because I had no other choice. With a little over a few weeks left in the season, I was ready to hang up my cleats. The cleats were like a discarded Christmas tree after the season was over they simply had no purpose. The season finally ended in late October, as our team went undefeated. I wanted no part in it. I had not been given a chance to prove myself, and sitting on the bench left a bitter taste in mouth. Like changing fall leaves with vibrant colors that blew onto the soccer field, I too had changed from a person who had soccer to one who could not even look at a ball without disdain. Soon the harsh temperatures of winter made, froze my memories of soccer and how my smallness had contributed to the miniscule amount of playing time I received. I attempted to leave soccer behind and focus on more important things in life. For so long I had dwelled on the fact that I was different from the kids my age. Continually, I pondered about things I was not able to do or accomplish because I was that puzzle piece that just didn’t fit. But was that really the problem? Was it truly because I was the short, scrawny kid? I tossed and turned with the idea, unsure of the answer could be. Perhaps a change of the seasons would help me gather my thoughts. The endless nights are one of the benefits of winter. It gives a person valuable time to think about things from a different perspective. For as long as I could remember, my size and height defined me. When someone mentioned my name, the thought of a small boy almost always crossed their mind. Did I want to be known for that? After many hours of pondering, I finally came to a conclusion. Being shorter was not the l issue, instead I had made it into one. By believing that I was under-privileged and at a disadvantage, I actually had convinced myself I really was. I wanted to be known for my personality; something I could control. My thought process and perspective on life had to change from that point on. At first I struggled with being comfortable with who I was. I kept trying to believe in myself and eventually things really did change. God had not been much of a priority in my life then. I learned that not until I was ready to submit to God and surrender my life to him, could I be satisfied with my life. When an announcement was read about the possibility of baptism and a mission trip to Honduras, I knew God was calling me. Through these experiences, God changed my life. He taught me to focus on things that really mattered instead of things that are beyond my control. I was transformed from a person who was self-conscious of myself to someone who could stand up with confidence and pride. Instead of putting goals into the net, God had given me the ultimate goal, living a life devoted to him. God had opened my eyes like the men who witnessed David’s defeat of Goliath, so that I could now defeat the biggest giant in my life, me.

Of Mice And Man Essays (743 words) - English-language Films, Films

Of Mice And Man George is a small man with strong features. He has slender arms and a small bony nose. He takes care of his friend Lennie and tdes to keep him out of trouble. They travel from job to job and save their money in hopes to buy their own farm. Lennie is just the opposite of George. He is a big man with large pale eyes, wide shoulders and walks kind of gaudy as a bear might walk. Lennie is a bit retarded and he trusts George to make all the decisions for him. He anxiously waits for the day when he and George will buy their own farm. Candy is an old man with only one hand. He probably does the cooking and cleaning and he likes to gossip and tell stories to new men. He has an old dog who used to help work around the farm and the men are constantly nagging him to let them shoot the dog and put it out of it's misery. Curley is the boss' son. He's a thin young man with brown eyes and a head of curly hair. 's married and doesn't pay much attention [emailprotected] wife, which uses problems requently- Curley is insecure about his height and hates bigger men. He's all the time picking fights to try and prove whose the t. Crooks is a crippled blackman who envies Lennie and George. He"too/ would like to invest in their farm. The men are always picking on Crooks and Curley's wife threatens to have him hung all the time. The boss is always taking his anger out on him. Curley's wife is young, beautiful and very lonely. She is the only female on the ranch and she teases the men to amuse herself. Her husband considers her nothing more than an object. Her dreams were one day to become an actress; instead she manied Curley because she had no way to support herself. I believe the most important character in the book Of Mice and Men is George Milton. He took the responsibility upon himself to look after Lennie and that in itself is a job. George is always trying to keep him out of trouble and sees that they are never without work and food. Together they plan to put their earnings together and buy a farm of their own, George shares his dreams with Lennie and offers him a place in a society o does not want the Lennie's of the world. In the climax of the book George has to make a decision he will never forget for the rest of his life. It takes every ounce of courage he has to kill his frienq but he believes he is doing it out of love and for the best interest of his friend. CONFLICT RESOLUTION But Candy said exciedly, "We oughfta let'im get away. You don't know that Curley. Curley gon'ta wanta get'im lynched. Curley'll get'im killed." To spare Lennie from any additional pain that Curley might bestow upon him, George took a gun and directed Lennie to turn his head and shot him in the back of his head. George had once again come to his rescue, but he would never again have to bother with Lennie and his small mind. SUMMARY OF MICE AND MEN is about two men who travel tog from place to pla hey have dreams to one-day buy a farm of their own. George and Lennie had to remain a team in order to make their dreams come true. This was a job in itself for George because Lennie was a bit retarded and seemed to get into trouble very easily. George fulfilled the responsibility of taking care of Lennie after his aunt had died. Lennie is a big man and unknowingly to himself he squeezes things he loves too hard and causes their death. Lennie in fact goes so far as to accidentally kill Cudey's wife. Once it becomes obvious to everyone else on the farm what Lennie had done, the men set out to hang him. Because of the death of Curley's wifegeorge knew what he had to do. He had to get to Lennie before the others did. George killed Lennie out of sympathy for Lennie and out of the aggravation he caused himself. George believed that Lennie was just trouble for himself and him included. George could not deal with the responsibility of caring for Lennie anymore, so he went to the place he

Classical Economics - Ideas Regarding International Trade essays

Classical Economics - Ideas Regarding International Trade essays Adam Smith and the Classical Economists blasted merchants who lobbied for, and governments that surrendered to, demands for protection from foreign producers. They believed that international trade was an efficient mechanism for allocating resources and for increasing national welfare, regardless of the level of a country's economic development. Also, that any impediments to trade would detract from the gains from trade and therefore harm a country's economy. Adam Smith proved this by developing the theory of absolute advantage. In his greatest work, The Wealth of Nations, Smith uses the example of trade between England and France to show how absolute advantage works and how it benefits both countries in the process. He states that "England would gain from trade if it could buy a good from another country for less than the cost of producing that good in England." Smith proposes that the English might not like the French but if a bottle of French white wine costs one pound and a n English counterpart costs two pounds then England is foolish to produce wine. What he is trying to illustrate to the people is that since France has the absolute advantage in wine, England should buy wine from them because it is cheaper. It also works the other way because if England has an absolute advantage over France in something then the French should buy that product from England. His main point of the theory of absolute advantage is that nations should import only those products in which another country has an absolute advantage. Adam Smith and all Classical Economists opposed any kind of restrictions on international trade. They strongly believed that international trade effectively increased the size of the market for any given country, allowed for more refined specialization, created an international division of labor, and thereby benefited all countries by increasing the world's productivity and output. ...

Communication in Economics Essay Example | Topics and Well Written Essays - 1000 words

Communication in Economics - Essay Example The economists on the other hand estimated that that over 10 million dollars are spent each year as an average payment package for the chief executives in only big companies. The economists believe that the people who are on the receiving end of this kind of enormous transfers of the shareholders end ironically want the CEOs to continue. The economists have put it across that letting the excessive pay escalate every year badly hurts the already battered reputations of the American chief executives and from their point of view the silence has been very baffling. The economists also believe that there should be an inter4nal pay equity in every single company so that to avoid this perception that there are better people in the highest realms of business. The economists have also clearly said that with all the scandals that have been occurring in the recent past the CEOs only care about themselves and the idea that they create wealth for their shareholders is seen as the most ridiculous thing. This is true since most of them do not actually do the physical work themselves but their employees do the work and hence they are the ones who have created wealth for the shareholders from the type and the quality of service they provide. The economists further believe that without the presence of the lower level employees the CEOs would not have the companies at all because they would really have an awfully hard time in doing all the company's' jobs at once. Another very interesting issue is that the CEOs in America suggest what they would like to receive as their payment package. It then gets to the human resources person who later gets a consultant and it works so well that the CEOs get what they had implied or what they think they deserve. This makes the CEOs be highly respected by their peers. The economics think that it would be very fair if all the people were paid the salaries that they think they deserve by the companies that they work for. Since paying the CEOs hefty amounts of money leaves the economists wondering what about the people who have impacted the CEOs lives and the teachers who taught them the basic math and even reading. This people do not make millions in a year but they have helped in the creation of who the CEOs are today and if given a chance every one of these people who have worked tirelessly would like to make millions as the CEOs do but it just can't happen. (Noah, September, 1991) The economists suggest that the society has been playing a significant role in allowing the CEOs get much more power than anyone else and they assume that they deserve the credit for building their million dollar companies. The CEOs however play an insignificant role in sustaining the companies and in most instances they do not have to make as many decisions as the board members do or as much work as the secretaries. All the actually do is simply watch and monitor the stock prices and clearly ensure that they are still earning at least a seven digit salary. The boards on the other hand have been made to accept the logic that the CEOs should be in the top half in their pay and if it is not so this leaves an implication to the to the general public

Leadership and Communication Research Paper Example | Topics and Well Written Essays - 1500 words

Leadership and Communication - Research Paper Example This research paper is developed utilizing an interplay of factors which shape leadership development. The researcher discusses leadership, that enables people to go beyond the confines of mediocrity and tread into the realm of excellence. In the process, it induces people to define their desires and to pursue them with passion. Ultimately, leadership transforms potential into reality. In any organization, especially in the academe, the influence of leadership in its operations of has evolved from a simple theoretical framework to the complex structure we have today. The development of leadership theories and communication opened a whole spectrum of information which enhanced the interaction and interrelationships among personnel. In conclusion, the researcher states that the ways to solve human resources problems depend on factors that currently influence the workforce. An examination of these factors would assist the leader and decision maker in arriving at the most appropriate sol ution. At NCO Academy, the problem that was discussed and ensued between the administrators and the instructors necessitated a review and assessment of each set of personnel’s position and role in the academe. By realizing that each personnel’s active contribution to organizational goals, the rift between them would be properly addressed. It just requires the keen governance of NCO Academy’s leaders to steer the organization into an efficiently operating academe focused in the achievement of its organizational goals.

PROTOTYPES IN THE GRAPHIC DESIGN PROCESS Research Paper

PROTOTYPES IN THE GRAPHIC DESIGN PROCESS - Research Paper Example It is their use that is referred to as prototyping. Through prototyping, which is a method of generating possible solutions and subsequent evaluation of the effectiveness of the solution in solving a problem, designers can make solutions before analysis. The discussion that follows under is all about the importance of prototyping to designers and their roles in the creation of prototypes which are fully functional for the ever-changing user interfaces. Graphic design regularly alludes to both the procedure of designing by which the correspondence is made and the results of designs which are produced. Graphic designers likewise receive arrangement based procedures by first creating potential arrangements. They then check to what degree the produced contemplations can take care of the issue. This strategy is known as prototyping. The idea of rapid prototyping as it applies to the graphic design process, is to create learning experience in a design assessment cycle that proceeds for the duration of the life of the relevant project. This cycle, which is well known as the spiral cycle or layered methodology, is thought to be iterative, implying that items are persistently enhanced as this cycle in the rapid prototyping proceeds (Danis et al. 2000, p. 17). The rapid prototyping gives the designer to start with the low fidelity such as a paper and a pen, then advances to a higher fidelity prototype. There are two types of prototypes that can be developed, that is, the vertical prototypes with less features on the screen and the horizontal prototypes with the whole screen having no underlying functionality. The prototype has got a good number of profits which includes; a prototype allows th e designer to make a more exact finished item. It provides for him or her capacity to apply finish control over discriminating design points of interest,

Overview Of The Mona Lisa Art Essay

Overview Of The Mona Lisa Art Essay Mona Lisa is a 16th century painting made from oil and popular wood. Due to the paintings mystique and technical mystery, it is one of the worlds most famous paintings. Mona Lisa also known as La Joconde or La Giocondo was made by a Renaissance Man, an Italian artist known as Leonardo da Vinci (Sassoon, 2002).The painting was later bought by the France King at that time King Francois. Mona Lisa presently hangs in the museum in Musee de Louvre, Paris and is currently a French Government property. Many theories have been brought up regarding the woman sitting on the painting and the painting itself. The painting has been reproduced and can be found at almost every museum. Leonardo da Vinci started painting Mona Lisa in 1503.According to Vasari Leonardo fist took four years to make the painting after which he set it aside. He thereafter moved to France to paint at Clos Luc à © upon King Francoise request. Where he resumed working on the Mona Lisa. It took Leonardo three more years to complete the painting. The painting is said to have been commissioned by Francesco Del Giocondo, a wealthy silk merchant and his wife Lisa. In spite of the continuous debate, many people believe that the woman in the painting is Lisa del Giocondo. The couple requested the painting at the birth of their second child since they wanted it for their home (Van Dyke, 2008). A contrasting theory suggests Da Vinci did not paint a picture of a woman but his own portrait in feminine clothing. Mona Lisa painting shows a woman whose facial expression is enigmatic. The half-length portrait shows a woman who is gazing at the viewer with a smile. The smile has raised a lot of questions with many people arguing that the smile has a hidden mystery. Most people who had seen the portrait say that her eyes follow someone across the room if you gaze at her. The painting has been an object of continual fascination due to ambiguous expression of the woman, the half-figure composition monumentality, the atmospheric illusionism and the subtle modeling forms (Sassoon, 2002). Da Vinci used a rare design of a pyramid to place Mona Lisa calmly and simply in the paintings space. On the front corner of the pyramid, he placed the form of her folded hands. Lighting was well used as her neck, breast and face glow with similar light as the one that models her hands. Da Vinci used the formula used for the image of seated Madonna that was popular at that time to create the seated female figure. He used a modification of this formula whereby he created a distance between the observer and the seated woman through visual impression. Mona Lisa and the viewer are divided using the armrest of the chair. Mona Lisa shows a reserved posture as she sits markedly upright her arms folded across the chest. She welcomes a silent communication to the observer through her gaze which is constantly fixed to the viewer. The viewer is greatly attracted to Mona Lisas face by the brightly lit face that is framed practically by darker elements of the veil, hair and the shadows. Da Vinci created Mona Lisa in such a way that her composition will evoke an ambiguous effect to the observer. The painting shows a divine creature with a lot of mystery (Farago, 1999). The observer is attracted to her but her divinity and mystery creates a distance. The painting depicts no kind of dialogue between the woman and the observer. Da Vinci through the Mona Lisa painting became the first painter to use aerial perspective to depict a sitter before an imaginary landscape in a portrait. The enigmatic and mysterious woman is seated on an open loggia as the picture portrays each side of the picture containing dark pillar bases. There is a vast landscape that seems to be receding to the icy mountains behind her. Human presence in this environment is portrayed by a distant bridge and winding paths. The womans clothing and hair create a series of sensuous curves through sfumato that echo in to the rivers and the undulating imaginary varies behind her. Da Vinci is a creative painter as his calmness and style is characterized in the paintings graceful figure, outlines, light and dark dramatic contrast and the overall feeling portrayed by Monalisa. Since Mona Lisas painting does not represent a real woman but an ideal woman, many people argue that it should be considered a traditional portrait (Barolsky, 1987).Mona Lisa p ainting depicts harmony in painting as it connects and links nature with humanity through the faint smile. The Mona Lisa face has no visible hair neither eyelashes nor eyebrows. Research shows that during her time, facial hair was considered unsightly and most genteel women used to pluck them out. According to modern viewers the semi-abstract quality of the face is slightly added by the missing eyebrows. One of the controversies of Mona Lisas painting is the Originality of the pictures content. A large number of art historians believe that King Francois trimmed the original picture after the death of da Vinci. Some scholars dispute the theory and insist that on either side of the Mona Lisa there were columns. The female figure is said to have a duplicate copy at Dulwich picture Gallery after its trimming (Van Dyke, 2008). The painting was moved to Louvre after the French revolution. The mystique feminine figure was not very popular until mid 19th century due to Symbolist movement. The Mona Lisa painting was stolen in 1911 from the Musee de Louvre under the hands of the French government. Eduardo de Valfierno an employee at the Louvre was said to be the mastermind behind the crime. Eduardo was aiming to create several copies of Mona Lisa and then attempt to sell them as the original paintings later. He stole the painting after the museum was closed and hid it under his jacket while walking outside through the front door. He was later arrested while trying to sell the original Mona Lisa in Florence in 1913 when a genuine art director discovered. Although Mona Lisas main home was at Musee de Louvre; it has several other homes during its lifetime. Until the French Revolution it used to hang on the French royal palaces wall. While it was on Louvre it was removed twice, once when Napoleon requested the painting to be placed on his bedrooms walls because he liked it. The second time was during World War II when it was transported to secret hiding place among other Fr ench Government priceless works for safe keeping. It was also stolen once in 1911 making it the third time. In conclusion, Mona Lisa was one of Da Vincis numerous works which is a masterpiece to marvel at to date. Mona Lisa which hangs on the walls of Musee de Louvre currently depicts a feminine mystique of a mysterious woman. Although controversies have risen over the identity of the woman on the painting and the significance of the painting, many art historians and scholars have appreciated Mona Lisas enormous success. People from all over the world often gaze and wonder at the mysterious and smiling painting of Mona Lisa. Mona Lisa also means Lisa, of bare eyebrow. The picture of Mona Lisa has also been used to grace many magazines, objects such as cups and souvenirs among others.

What Kind of Parent Are You (Going to Be) :: essays research papers fc

  Ã‚  Ã‚  Ã‚  Ã‚  Raising children is a job all of its own. Eric comes home from a hard days work at the office and there is a message on his answering machine saying that little Billy had been suspended from school today for getting into a fistfight. Eric is upset and sent Billy to his room and tells him that he is grounded for a week. Eric didn’t want to come home to this chaos; he was exhausted from working. He just wanted to relax. After Eric cools off, he tells Billy that he better not do it again and that he could be ungrounded if he cleans up his room. What kind of parenting did Eric just exercise? He essentially didn’t punish Billy at all. What would have your dad done if you beat some kid up at school and got suspended?   Ã‚  Ã‚  Ã‚  Ã‚  All parents react in different ways to things that their children do. Dr. Diana Baumrind, a leading parenting sociologist, has classified the way that parents raise their children into four different parenting styles: authoritarian, authoritative, permissive and uninvolved (Darling 2). Authoritarian parents want control over their children’s lives both physically and psychologically. Authoritative parents physically control their children, but don’t need to brainwash them to do it. Permissive parents allow their children to make their own choices by allowing them to do what they wish. Uninvolved parents don’t care about their children and usually neglect them. Only a small percentage of people are authoritarian or uninvolved parents. The authoritative and permissive parenting styles are the most widely used ones today (Darling 3).   Ã‚  Ã‚  Ã‚  Ã‚  Authoritative parents are both demanding and responsive to their children’s actions. They monitor and set clear standards on how a child is to act and what will happen if they deviate from this. In the example about little Billy getting suspended from school, an authoritative parent would have grounded him and perhaps put him in time-out. He would stick to Billy’s punishment and make him think about what he did. In contrast, permissive parents are more responsive than they are demanding of their children’s actions. They are nontraditional and lenient towards them. They try to avoid confrontation with their children by allowing them to be free minded and do whatever they wish. The attitude of this type of parenting is not a very wise one to have. Permissive parents find that their children: get into arguments with teachers, tell someone â€Å"no† when they are told to do something, and yell and argue when they don’t get what they want.

Criminology Theories-Differential Association and Strain Theory

In criminology, theories play an important role especially in understanding the settings, motivations, assets, behaviors and actions of criminals. These theories serve as their guidelines in order to detect and sometimes read the plans of their enemies. Unfortunately, these theories are not one hundred percent accurate, however, learning these aspects are still essential. Differential Association and Strain Theories are most commonly used in the field of criminology. These theories aim to explain the totality and the instinctive or social development of criminal ideation in a person.The theories mentioned are extremely necessary for authorities to understand and to be familiar with. Criminal Theories – Differential Association Theory vs. Strain Theory Theories in criminology tend to be unclear and lacking in justifiable broadness. The lack of clarity can sometimes end up in apparent inconsistencies, although more attention to the structure of a scientific theory and its requir ements might reveal more agreement among theorists than now recognized. In fact, rarely do available theories offer guidance that does not require heroic leaps of conjecture.Practicality is not a requirement of a valid theory since theories might be void but still of use. However, condition for a theory to be considered certifiable is none other than practicality. Criminology is the scientific study of crime; hence, theories need to have adequate basis in order to prove true and be considered useful. Another denotation of the term Criminology is the study of law making, law breaking and the response to law breaking. This definition of criminology is also a useful way to categorize the theories.Theories of law breaking are the most common and essential in the field of Criminology. The questions that usually come out is â€Å"why do people commit crime? † or â€Å"What makes countries more prone to crime than other? † These theories serve as the guide of practice and a p rotocol to assist the implementation of law and reading of crimes (Vito, Maahs & Holmes, 2007 p. 14). The research paper aims to describe specific theories and analyze its over-all concept as well as comparisons. The main theories highlighted in this paper are Differential Association Theory and Strain Theory.These theories are explained and scrutinized in order to obtain various points of essentials and utilize it in order to come up with a critical analysis of the said theories. The following are questions that are considered objectives of this research work. a. What are the theories of Differential Association Theory and Strain Theory? Discuss the concepts embedded in each theory and obtain the important data present. b. What are the comparisons and differentiations of the following theories? What are the important points to be noted in each theory?The research study does not deal with any under topics except for these theories. By the end of the paper, a conclusion regarding the over-all study is present. Differential Association Theory The Differential Theory has been brought by Edwin Sutherland, and this has been considered as one of the best constitutions in the field of criminology. The evolution of criminology and formation of this theory have started because of this man’s desire to have a new direction in the field of criminology. He has rejected the biological determinism and the extreme individualism of psychiatry, as well as economic explanations of crime.The need for money or resources is never a motivating factor for a person to commit a crime. Due to this curious out-searching, he has arrived in the theory of Differential Association Theory. Another term for this theory is the â€Å"Social Learning Theory†, wherein psycho-cognitive and analytic observations are implemented. Different association proposes that criminal associations and normative conflict vary across community types; hence, this variation is linked in the rationale for varying crime rates (Hoffman 2003). The concept of this theory states that delinquency is learned just as all other forms of behavior are learned.It implies that Different Association Theories are those associated in various factors such as changing community, the individual itself, the environment and family upbringing. These are the things that influence the person’s behavioral concept, and if not guided properly, criminal acts may be produced. Sutherland (1947) proposed that crime and delinquency are learned in small-group contexts through the acquisition of a preponderance of messages defining law-violating behavior as acceptable or appropriate. (Dennis & Neff, 2007)Moreover, this theory emphasizes on the genetic origins of criminal behavior, thus implying biological initiatives in crime control. In contrast to both classical and biological theories, Differential Association Theory poses no obvious threats to the humane treatment of those identified as criminals (Hoff man 2003). The conditions of this theory also suggests that the more frequent, intense, salient, and enduring a youth's exposure to prodelinquency definitions, the more likely they will be to adopt these definitions and to use them to rationalize or justify engaging in delinquent behavior.Delinquency stems from a positive identification with law-violating behavior learned in interaction within primary groups, which is an exact opposite of strain-induced negative emotions (Dennis & Neff, 2007). Testing Theory Validity According to the journal of Van Gundy and Rebellon (2006), differential association theory can be used in tracing out the behavior of crime acts in an individual. A test has been conducted in teenagers who are into use of Marijuana. Specifically, among respondents who reported using other illicit drugs in 1980, only 2.8% simultaneously reported that they had abstained from the use of marijuana in the same year.The researchers gathered these individuals and they obtain a n interview as well as drug sample from this group of people. The focus is too asses the origins of criminal behavior guided by the conditions of marijuana usage. According to the respondents who have been reported using drugs other than marijuana, the presence of moral attachments, commitments or involvements are either fragile, low or absent.It has been noted that these individuals have higher association with substance-using peers than do those who report abstaining from such drugs. These results suggest that variables derived from existing delinquency theory are capable of explaining about fifty percent of the relationship between prior marijuana use and other illicit drug use. In terms of differential association, the results obtained from the two controlled groups lies differently. The presence of reinforcement agents (peers, drug-using community, etc) and negative events are also being examined if these factors can directly affect the said behavior.It has been noted that the individuals who have been using other drugs aside from marijuana have intense negative feelings towards family, difficulties and other personal areas of their lives. On the other hand, the other group also manifests negative feelings; however, the difference is the degree and coping towards these causations. In the end of their experiment, the criminal behavior that develops in a person is not brought by economical needs or the problems itself but with the environment present around the client. Strain Theory Strain theory is another proposed subject in this argument.The theory of Strain suggests that a key motivational factor in delinquency and misconduct is strain, which is some perceived or actual state of discomfort. The strain of pursuing goals within diverse opportunity structures may lead to adaptations such as crime, delinquency, and other deviant behavior (Hoffman 2003). One example in this statement shows when a teenager desires for money, since the things that money can bu y–nice clothes, CDs, movies, and so on—and the lack of money causes inability to obtain such wants. This event now produces strain in the part of the teenager.This strain in turn leads to attempts to resolve the problem through theft (a direct attempt to resolve financial insolvency) or alcohol and drug use (an indirect attempt to deal with the shame of insolvency). Either way, the theory of strain works by the induction of psychological strain itself (Apel et. Al 2003). Another definition provided by Dennis and Neff (2007) supports the claims of Apel (2003). General strain theory (GST) suggests that delinquency results from a youth's emotional response to negative relationships with others.The negative relationships embody situations in which a youth fails to obtain a valued goal, loses something of value, or is presented with some type of noxious or aversive stimuli. Thus, a juvenile who is failing in school, or who loses contact with a parent due to abandonment or d eath, or who experiences some type of victimization can be said to be experiencing strain. The emotion of anger or frustration resulting from the experience of strain, rather than the strain itself, leads the youth to engage in law-violating behavior.The main point in this statement is the occurrence of strain is not directly the valued point of origin in the case of Stain theory. The reason behind is the power of a person to control or manipulate the situation is still present; however, if in case the person breaks down because of this strain experience, that is the time wherein a person manifests valiant and law-breaking actions. Moreover, different types of delinquency or crime results from different forms of adaptation to anomie-induced strain. Property crimes, such as theft, represented innovative adaptations.Using alcohol and other drugs, on the other hand, could be thought of as a retreatist mode of adaptation; i. e. , behavior that not only symbolically rejects the instituti onalized means to achieve a positive goal, but also rejects the goal itself (Dennis & Joan, 2007). Strain comes from various origins depending on the case situation of an individual. Not every case of a person entitles him in a single strain response but rather, multi-evident causations. Using alcohol and drugs, for example, can be considered forms of â€Å"self-medication,† which may provide a sense of relief.Often than not, financially or resource depressed societies are more likely to be populated by â€Å"strained† individuals. In this case, these communities suffer from more blocked opportunity structures. Hence these communities tend to create an atmosphere conducive to anger and frustration, key antecedents to delinquent behavior. Such kind of community breeds crime, as according to the theory, and acts of wrongdoing. Differential Association Theory vs. Strain Theory Differential theory by definition stated above originates from the intrinsic characteristic of a person, influenced by the individual’s environment and molding assists.The criminal behavior is primarily because of influence of those individuals who are also linked in the same act of criminal acts. A person learns to commit crimes little by little until a person commits it without any hesitation. The psychosocial environment greatly suggests such conditioners as the primary causation of crimes. The raise of crime rates are because of the instilled negative thoughts, inappropriate guidance and lack of attachments, commitments or relationships. On the other hand, Strain theory talks about the causation of crimes not directly because of strain but due to failure in tolerating these kinds of stimuli.They are both result of negative impregnation of environmental pressures that in the end leads the client vulnerable to breakdown. The theory suggests that a person performs acts of delinquency not because of attachments or relationships but rather because of the pressuring strai n. The crime rates, according to this theory, justify the increased criminal persona in places wherein financial depression or extreme difficulties are present. The last resort of the individuals is nothing but to commit crimes.In an example given, a person is ready to kill just to get the material possession that the person wants to acquire. We can determine some connections between the two since both of them are etiological conceptualizations of criminal behavior. In the case wherein, a depressed community is surrounding a person, significantly full of drug addicts and negative and influencers, a person still strives to obtain moral life. Let us say that this person has a good job as well as good family relationships. The strain in his job is greatly pressuring his everyday living.Fortunately, the person can still withstand such condition. However, because of the influence brought by the environment, such as the person’s peers, he begins declining his work productivity. Giv en a situation wherein his brothers are hospitalized and he just got fired from work, he badly needs money. In this case, the person breaks down and resort to theft. The situation calls forth occurrence of the two theories in simultaneous condition. The surrounding environment of the client influences the breeding of negative emotions, which cause the person to have fragile stand in his principles.The strain theory becomes evident when the strain of loosing a job and need for money enters in. In the end of the discussion, the person commits the crime based on influential factors as well as straining. Conclusion In conclusion, of this paper, the answer to the proposed questions in the introduction is properly addressed in the body of the research paper. The significance of such theory in criminology is the substantial or even estimated estimate analysis of the person’s criminal behavior origin.In such cases, the authorities require to learn such principles because this can hel p understand the motives, intentions and plans of the whole crime actions as well as the criminal itself. However, we should not be limited in these two theories alone since, human beings vary the same as their intentions and modes of focus. These theories are not applicable in other cases, therefore the best thing to do is to understand the whole concept of theory and at the same time train the assessment skills in order to avoid theoretical falsehood.

Country factor analysis-Argentina

Country factor analysis-Argentina Executive SummaryInternational business is of vital part for pharmaceutical company to expand business to catch more market of the world. Report reflects country's different factors related to business for pharmaceutical industry. Argentina was one of the wealthiest countries during 18th and 19th century, but due to political instability leads it to financial crisis. Legal system was not transperant.Economic developments were ceased. But after economic reforms and new constitution came in exist, again it shows the positive sign. Since last few years it is struggling for improvements in all sectors.GDP is improving slowly and steadily. Inflation is now comparatively under control. New constitution made legal system more transparent and laws regarding international investments are changing. Educated society and above average income of the people, encourages them to spend money on their health requirements. Overall climate is now showing positive sign for foreign investor.IntroductionIn ternational business is more related with the host country's economical factors, political situation, legal system, social and cultural system, religious environment and education factor.Countries in Latin America by date of independenceMaking profit is the main aim for the business firm. To make profit, Company has to first research costs and risk and benefit related to these factors .These factors must have to be carefully studied and understood. PRATEETI Pharmaceuticals pty. ltd looking for new market in Argentina for antibacterial medicines. Pharmaceutical industry is highly profit making industry among all. But without carefully understanding and studying different factors affecting international business it is not possible to success and survives. After care full study of the economical, political, cultural, religious, educational, legal factors with costs, risks and benefits of Argentina I have made a report for company for its future strategy and planning.Company ProfileName : PRATEETI Pharmaceuticals Pty Ltd.Firm Type: Private CompanyProduct: Drugs and medicinesProduct type: Antibiotic Medicines...

A Rose For Emily Essays - A Rose For Emily, Homer Simpson, Emily

A Rose For Emily Essays - A Rose For Emily, Homer Simpson, Emily A Rose For Emily A Rose for emily Life is fickle and most people will be a victim of circumstance and the times. Some people choose not to let circumstance rule them and, as they say, time waits for no man. Faulkner's Emily did not have the individual confidence, or maybe self-esteem and self-worth, to believe that she could stand alone and succeed at life especially in the face of changing times. She had always been ruled by, and depended on, men to protect, defend and act for her. From her Father, through the manservant Tobe, to Homer Barron, all her life was dependent on men. The few flashes of individuality showed her ability to rise to the occasion, to overcome her dependency, when the action was the only solution available. Like buying the poison or getting money by offering china-painting classes. Life is sad and tragic; some of which is made for us and some of which we make ourselves. Emily had a hard life. Everything that she loved left her. Her father probably impressed upon her that every man she met was no good for her. The townspeople even state when her father died, it got about that the house was all that was left to her; and in a way, people were glad being left alone. She had become humanized (219). This sounds as if her father's death was sort of liberation for Emily. In a way it was, she could begin to date and court men of her choice and liking. Her father couldn't chase them off any more. But then again, did she have the know-how to do this, after all those years of her father's past actions? It also sounds as if the townspeople thought Emily was above the law because of her high-class stature. Now since the passing of her father she may be like them, a middle class working person. Unfortunately, for Emily she became home bound. She didn't socialize much except for having her manservant Tobe visit to do some chores and go to the store for her. Faulkner depicts Emily and her family as a high social class. Emily did carry her self with dignity and people gave her that respect, based from fear of what Emily could do to them. Emily was a strong willed person especially when she went into the drug store for the arsenic. She said Arsenic. I want arsenic (220). All along, the druggist wanted to know what she wanted it for and she answered back I want the best you have. I don't care what kind (220). Needless to say, the druggist never got an answer. The druggist gave Emily poison out of fear and respect, possibly. Yes, Emily didn't socialize much, but she did have a gentleman friend, Homer Barron. Homer was a Forman for a road construction company, Faulkner writes a forman named Homer Barron, a Yankee a big, dark, ready man, with a big voice and eyes lighter than his face(220). Emily's father probably would not be pleased with this affair with Homer,considering her upbringing. Homer was a 'commoner' and did not fit the social standards of her father. Of course, Emily, like most women dream of getting married and having a family and most of all, being loved. The gossip around town was spreading; the townspeople said when she got to be thirty and was still single, we were not pleased, but vindicated; ... She wouldn't have turned down all of her chances if they had materialized (221). Emily wanted to be loved, and she was determined that Homer would be her true love to rescue her from fear, fear of being alone. Indeed Emily took a great liking to Homer, but Homer's feelings about the relationship were different. It was rumored that even Homer himself had remarkedhe liked men, and it was known that he drunk with younger men in the Elk's clubthat he was not a marrying man (221). Homer left Emily and the town for three days, and then came back. While Homer was gone, Emily still was preparing for her wedding. She bought invitations and clothes for Homer. Emily grew fearful of Homer's departure, fear of being left alone again. Faulkner writes A neighbor saw the Negro man (Tobe) admit him at the kitchen door at dusk one evening. And that's thelast we saw of Homer Barron (221). Once again, a fear of

Ethnographic observation report Essay Example | Topics and Well Written Essays - 1000 words

Ethnographic observation report - Essay Example Cultural constructs are also well observable in the eventual assessment of the data. There was extreme exposure of cultural issues from the entire field (DeWalt & DeWalt, 2011). Data that was obtained through the entailed participant observation served as check against participants’ prejudiced reporting on regards to what they believe or even do. Undertaken participant observation availed very constructive data for gaining a well understanding of the varying social, physical, cultural, and economic perspectives of the population from which group study participants reside; the relationships amongst and between populace norms, contexts, ideas and outlined events; and their behaviors or activities (AranhaÃŒÆ'o & Streck, 2003). With regards to observation entailed, the data regarding appeal to fashion was highly varying regarding the altering or changing intergenerational segments of the community entailed in the research. Old generation people or old persons exhibited dressing models that indicated less exposure or nakedness while the young people were noted to have dressed in cloths that were very much exposing. The model of eating was well notable as many young people always walked along with snacks in hands while the old people restricted their eating habits to hotels or did not do at all while walking. The access to behaviors of various groups in the process was very comfortlessly possible. Young people or mainly teenagers, old people, drivers, law enforcers and normal working class people were all covered in the process. Teenagers exhibited very risky modes of behavior entirely in the program for the permitted time under which the data collection was taken. They were noted driving while under the influence of drugs or mainly alcohol, instances of driving when apparently fatigued and over speeding were regularly notable thus prompting transport accidents. Other substances similar to

What does it mean to say of a piece of instrumental music that it has Essay

What does it mean to say of a piece of instrumental music that it has certain emotional qualities - Essay Example A musical instrument being an expression of emotion in a persona or number of characters, the listener is right to imagine, in accordance with the nature and development of the music, a persona undergoing an emotion or series of emotions, or a number of characters doing so. Hence, it can be said that the idea that the emotional qualities of music are such that they are liable to induce an emotional response in the listener. This liability in a musical instrument need not be thought of as a disposition of the emotional quality of a piece of music to arouse a corresponding emotion in listeners who perceive the quality. When it comes to the use of musical instruments, a very great deal depends on the correct conception of the emotions. A common view is the so-called cognitive theory of the emotions, which is adhered to by the principal of philosophical sceptic about music’s ability to arouse emotions of the garden variety. The cognitive theory exists in many forms, which differ in both the number and nature of the elements of which emotions are said to be composed. What is definitive of the theory is that it represents each type of emotion as being defined by a particular kind of proposition or thought plus some combinations of bodily sensations, he donic tones, and feelings. Therefore, when the emotion is experienced, prompted by something perceived, imagined, or thought about, it will have a real or imaginary object upon which it is directed, the emotion being about this intentional object (Lippman, 46). Scepticism about pure instrumental music’s ability to stimulate extra-musical emotions in a listener in an artistically relevant manner arises at once from the fact that music is a non-representational form of art, presenting no scenes or actions that the listener might respond to emotionally as the viewer of a film or the reader of a novel might. Although instrumental music is extremely limited in its imitative capacity, it may nevertheless produce all the effects of imitation. Instrumental music can excite different dispositions, but it cannot imitate them. Furthermore, instrumental music has certain instrumental intrinsic qualities of an emotional nature and that these qualities excite corresponding feelings in the listener. Instrumental music, it is claimed, operates at the emotional level by some systems of resemblances. Such psychological manifestations of emotional state are an extremely important stimulus in interpersonal interaction; sensitivity to them and interpretation of them are essential social skills. However, to explain emotional response to instrumental music as occurring solely in terms of iconic resemblances between features of the music and physical expressions of emotion, is under-representing the complexity of the response to this aspect of the music. Therefore, whatever the philosophical or semantic concerns, the implication of the much preceding evidence remains that we process emotion in musical sounds, whether vocal or instrumental, in the same way as vocalizations of affective state. The acoustic signals used in the production and perception of emotion in instrumental music appear to be the same as those used in vocal utterances, such as high intensity and harsh timbre for anger, low intensity and tempo and slow vibrato for sadness, whilst variation in timing and intensity typifies fear (Cochrane, Fantini & Scherer, 58) . The processing and production of instrumental music involves important social-emotional capabilities which can be evidenced by studies of performance of music by individuals with Williams syndrome, and autism. A well-known feature of