Patient Teaching

Patient Teaching: Importance of Repositioning Sean Crayton University of Toledo College of Nursing Patient Teaching: Importance of Repositioning Assessment of Patients Learning Needs M. C. is an elderly male who was admitted and treated for a fall and hip fracture. He had surgery, is bed ridden but is soon to be released. He and his family need proper teaching on the importance of reposition as to avoid obtaining pressure ulcers during his limitations to extensive bed rest and staying off of his feet or performing any unnecessary movements that could cause irritation or reinjuring the recently repaired hip.As requested we are including the family who will be his primary care takers at home and it is necessary that they all learn how to take care of M. C. properly due to his inability to adequately reposition himself successfully in the early stages of his release. Priority Nursing Diagnosis Knowledge deficit. Patient will need proper positioning teaching. The teaching will pertain to the deliberate placement of the patient or body part in order to promote proper physiological and psychological well-being. r/t.Lack proper knowledge related to how position/reposition M. C. to avoid development of pressure ulcers. AEB. M. C. was admitted with a hip fracture and received surgery. He is soon to be release to go home but is ordered to long term bed rest. Desired Patient Outcome(s) At the conclusion of the patient teaching and proper diagnosis care we hope to ensure that M. C. and his family adequately know how to position/reposition the body to reduce the risk of pressure ulcers, at more importantly the critical, but all areas of the body.Time Frame. Being realistic we are giving M. C. and his family the duration of his projected discharge week in order to properly and thoroughly learn the information and techniques required to successfully position/reposition a patient at risk for pressure ulcers. Interventions Managing patients at risk for pressure ulcers relies on a multitude of different interventions implemented by nurses in a hospital or responsible care takers and family members in the home setting.These interventions include but are not limited to: using support surfaces, optimizing nutritional status, moisturizing critical areas and of course, what we are focused on in this particular patient teaching instance, repositioning the patient (Reddy, Gill & Rochon 2006). Regular turning of patients is routinely used ostensibly to decrease the risk of pressure ulcers, and is considered a standard of care (Peterson, Schwab, Van Oostrom, Gravenstein & Caruso 2010). Pressure from lying or sitting on a particular part of the body results in oxygen deprivation to the affected area.This normally results in pain and discomfort which stimulates the individual to move. Failure to reposition will result in ongoing deprivation; poor wound healing and further tissue damage. Patients who cannot reposition themselves require assistance (Moore 2010). To bet ter ensure that this will be handled for M. C. we will be including his family in the teaching. Teaching strategies. In order to teach and relay this process and the importance of patient repositioning to M. C. and his family I will be focusing on the utilization of pictures and demonstration.Teaching will take place throughout the duration of M. C. ’s projected discharge week. During this teaching there will be a chance for them to return the demonstration to me so that they can practice and show they understand before it is necessary for them to do it in the real setting all the while allowing adequate breaks and time for them to process the information and ask questions if any do arise (remember to stay open to conversation with my patient and his family). Rationale. The most important thing that I feel to remember is that all patients or people in general do not learn in the same fashion.You have your different visual (learn best when presented with graphs and other illus trations, maps, written material), auditory (learn best when they can listen to a lecture or a fast paced exchange of information) and kinesthetic (learn best when they can just do it and are hands on) learners. Before trying to teach your patient or possible care takers how to perform or ensure proper intervention application you should first figure out the best way to teach them. I chose to provide pictures, demonstrate and allow a return demonstration or practice session with M.C. and his family because from inference and their replies to my questions pertaining to their learning strategies they all learn best visual and when performing and practicing themselves. I will be including M. C. ’s family because they are who he preferred and indicated to take care of him while he is rendered unable at home. Neither M. C. nor his family have experience dealing with caring for a person at risk for pressure ulcers so it is important that I cover all bases and be specific with infor mation.Knowing that not everyone learns at the same speed or has the same mental capacity is my reason for breaking it up and allowing for conversation and questioning so that everyone is able to comprehend and understand the information and techniques that are being provided during this teaching session. I don’t expect them to learn and understand all this in one day and it is important to break up the session so during the week of M. C. ’s discharge I will be spacing the learning sessions out. Evaluation of LearningDuring the return demonstration and their responses to my questions I evaluated their understanding to rate their processing of the information and techniques. M. C. and his family understood all the information and seemed thoroughly prepared to perform the necessary tasks related to patient repositioning and reducing risk of pressure ulcers at the end of the teaching course. It is important that when documenting I provide the patient teaching including th e information covered and the resources I used to demonstrate and infuse the importance of repositioning to M.C. and his family. Reference Moore, Zena. (2010). Systematic review of Repositioning for the Treatment of Pressure Ulcers. EWMA Journal, 10(1), 5-12. Peterson, M. , Schwab, W. , Van Oostrom, J. , Gravenstein, N. , Caruso, L. (2010). Effects of turning on skin-bed interface pressures in healthy adults. Journal of Advanced Nursing, 66(7), 1556-1564. Reddy, M. , Gill, S. S. , & Rochon, P. A. (2006). Preventing Pressure Ulcers: A Systematic Review. JAMA, 296(8), 974-984.

Life in the Universe: The Significance of Planet X

The Internet is replete with sites touting proof of extraterrestrial life in the universe; television programs found on channels with a scientific slant, such as Discovery, The Learning Channel, The History Channel, SciFi, and Nova, explore the possibilities of extraterrestrial life on a regular basis; a slew of books have been published by those claiming to have had close encounters with alien beings, or to have witnessed events that suggest the presence of such. Many of these claims have been proven fraudulent or misinterpreted, yet some remain persuasive. Currently, there is some compelling evidence that extraterrestrial beings might not only exist, but might also have visited our planet throughout history. While a great majority of this evidence can be dismissed as the meanderings of the bored, mentally ill, or those interested in making money on the naivetà © of others, some of it is not so easily discharged. As far back as recorded history exists, there are suggestions of extraterrestrial visitations; artistic renderings of strange objects in the sky, beings that do not look human, and societies who function at a technological level that defies the development of the era. While modern technology might afford us evidence considered more empirical or irrefutable, in the past, no such evidence could be had. Historically, there are numerous depictions in art that suggest an awareness of alien beings or spaceships. One such painting entitled The Madonna with Saint Giovannino by the 15th century artist Domenico Ghirlandaio, depicts a flying saucer type object in the sky over Mary's shoulder, and a man with his dog, staring up at it. It seems clearly to be an alien spacecraft. Now, while paintings are clearly not the same as photographs, but merely renderings from the psyche of the artist, there still has to be some pertinent reason why an artist would place something so odd in his painted sky. The obvious suggestion here, is that he might have seen such an object, or the consciousness of the time was at least partly centered on these things. In 1486, Carlos Crivelli's painting, The Annunciation with Saint Emidius depicts a spaceship that is sending a beam of light to the head of Mary. But what if faith is not the only avenue toward belief? What if scientific data in the form of archeology, astronomy, physics and other disciplines point to the truth of extraterrestrial presence on our planet? Numerous hieroglyphs have been found that are clearly representations of objects in the ancient sky, objects that suggest a technology far advanced for the era. The fact that these objects were airborne at all, was of course cause for investigation. One such relief carving found in the beams of the ceiling of the New Kingdom Temple at the Giza Plateau in Egypt, clearly depicts a modern day helicopter, a submarine, a glider or perhaps a space shuttle (Crystal). It would be difficult to explain these images away as anything other than what they appear to be. Delving deeper into the antecedents for these ideas leads to examination of advanced cultures of the past. The Sumerian culture is one of the most advanced cultures ever known, yet they existed during a time period where most people lived in a primitive fashion. Still, they created many mathematical concepts, geometry, algebra, and were the first to develop the zodiac, dividing the heavens into the 12 houses; the first to develop 400 characters of cuneiform writing, and the first to display a complete understanding of astronomy. â€Å"Ooparts is the term used to describe the purportedly out of place in time artifacts, toys, tools, technical devices, depictions and documents which have come to light through archaeological excavation or discovery† (Freer). The Sumerians' culture is filled with ooparts that cannot be explained in any way other than they were influenced by another species from a more advanced culture. Sumerians recorded a great deal of their own history, even the day to day mundane events. It is clear from their records that they lived among beings they referred to as the Anunnaki. These beings were purportedly from the plant Nibiru, and had come here to colonize. This is where the Sumerians gained their incredible knowledge base, apparent in all their artifacts and records. For instance, the Sumerians knew the number of planets and the distance of the planets from Earth—how? We didn't even know that until we sent probes in the 1970's. How could they know so much about astronomy? All of this knowledge, though, is authenticated by artifacts left behind (AncientX). Religion aside, the theory with the most veracity, also seems the most far-fetched: that an alien race colonized our planet half a million years ago, and we are a product of genetic engineering and cross breeding. Russian-born archeologist Zecharia Sitchin, not only believes that, but has presented an impressive amount of data that would seem to prove his theory. Sitchin was raised in Palestine, gaining a formidable knowledge of ancient Hebrew, among other languages, and is â€Å"one of the few scholars who is able to read and understand Sumerian† (XFacts). Through study of Sumerian culture and artifacts, he has pieced together the historical details that explain this outlandish postulate. According to Sitchin, the Sumerians spoke of 12 planets in the solar system, contrary to our current knowledge of nine. They counted the sun and moon in that number, so according to them, there is one other planet in our solar system. This planet was known as Nibiru by the Sumerians, and current day references are usually â€Å"Planet X† which is a play on both the unknown and the fact that â€Å"X† is the Roman numeral for â€Å"ten,† and Nibiru would be the tenth planet, if we continue to discount the sun and moon as planets. Modern science has discovered that â€Å"the human genome contains 223 genes that do not have the required predecessors on the genomic evolutionary tree (Sitchin)† The question then becomes: where did those mysterious genes come from? Another interesting indicator is that lead NASA scientists believe there is another planet beyond Pluto, based on the inability of Pluto's mass to cause certain disturbances in orbit, referred to as perturbances, and wobbling movements of that planet. These movements suggest a gravitational pull beyond Pluto that can only be explained by the presence of another large planet, two to five times the size of earth. Scientists have also recently put forth the Orpheus Theory—that a rogue planet collided with Earth, and this created a new version of Earth, and our current moon, and also explains the asteroid belt, among other things. This theory supports what the Sumerians recorded 6,000 years ago (XFacts), which would suggest strongly that the Sumerians had knowledge of many things that cannot be explained other than with the input from another race from another planet. This information alone, should be enough to justify further investigation into not only the presence of a 10th (or 12th) planet, but the possibility that there are other lifeforms that have come from that planet to Earth in the past, and could do it again in the future. Further along in the historic timeline, we have discovered more tangible reasons to explore the idea of intelligent life in the universe aside from our own.   In 1938, an archeological dig in the Baian-Lara-Ula mountain between China and Tibet, produced a collection of graves in a series of interlocking caves. On the walls, were pictograms of the celestial sky, connected by dots. In the graves, were the remains of humanoids that were not like any known. The skeletons had oversized craniums, and short, spindly limbs, and all were much shorter than normal.   The team members considered that maybe these were the skeletons of apes, but as the archeologist Dr. Chi Pu Tei reportedly said, â€Å"Whoever heard of apes burying each other?† Soon afterward, Dr. Tei, discovered a disk-shaped stone in the floor of the cave which had a perfectly round hole in the center and an engraved line spiraling outward on the stoneThe team unearthed hundreds of these ancient carved stones buried in the floor of the cave, obviously remnants of a people who lived 12,000 years ago. With a magnifying glass, closer inspection was done of the groove in the stones, which so resembled an ancient phonograph record. It was a record, but not of the musical variety, unless you count the strange tone it made when they later spun the stone on a makeshift turntable. The score (pun intended) was really a continuous line of hieroglyphics. In 1962, Dr. Tsum Um Nui began to transcribe the writings, and decode them. He discerned that the stones told the story of the Dropa, who came down from the clouds in their aircraft† (AncientX). As the story went, they were stranded after a crash-landing, and before the local people understood that they were peaceful, and were repulsed by their appearance, so they hunted them down and even killed some. The Dropa were unable to repair their aircraft in order to return to their home planet. Today, it is known that there are two tribes indigenous to the area who possess odd anatomical features—larger heads, shorter bodies, yellowish skin. The local lore about these â€Å"invaders that came from the sky† matches the bodies found in the cave. Nui composed a paper for submission to the university, regarding the contents of the Dropa Stone messages but was denied publication by the Academy of Prehistory, and he was even told not to discuss his findings. The University felt that the world could not be told of the story of the Dropa, who apparently came to earth from another planet in a space craft, crash-landed and were subsequently stranded. But the information did beg the question about possible descendants having survived, and the connection this information might have with the history of the ancient Sumerians. All cultures since then commonly believed that they were descended from â€Å"heavenly beings.† This is perhaps an indication of the accuracy of oral tradition. But many other hieroglyphs and petroglyphs and petrographs around the world speak of this event, and often depict spacecraft and other-worldly beings. Contrary to our wishes, there can be no absolutes in some perennial questions. The possibility that alien life forms visited the Earth is one of those examples. I don't believe anyone has enough empirical evidence to take a staunch position on the existence of extraterrestrial visitations, versus the non existence of them.   Therefore , conclusions one way or another are merely postulates, theories and entertainments. What can be known, is that technologically advanced cultures have existed in antiquity, and that there is compelling evidence that these might have been influenced by intelligent life from another planet. Without empirical proof, however, the questions remain a mystery. There are other considerations that must be addressed. The capability of aliens to visit our planet, would naturally suggest a technologically advanced civilization far exceeding our own. Therefore, had they wanted to make themselves clearly known, they could have. The fact that they haven't revealed themselves boldly, can mean either they do not wish to for whatever reason, or that â€Å"they† do not exist. With mounting evidence indicating the existence of these other worldly beings, it becomes more and more difficult to ignore the possibilities, and more and more likely that we may all find ourselves questioning the paradigm of our ultimate source. With the elliptical orbit of Planet X/Nibiru expected to make its 3600 year pass near Earth in 2013, we may be doomed to another impact that will create a new Earth 3, or we may find ourselves shaking hands with a visiting delegation of Anunnaki. Either way, nothing will ever be the same again. Works Cited AncientX: Jason Martell's Research. â€Å"The 12,000 Year Old Dropa Stones.† 2006. Retrieved on 22 October 2006 from ;http://ancientx.com/nm/anmviewer.asp?a=61;. Crystal, Ellie. â€Å"Ancient Egyptian Flying Vehicles.†. Crystalinks. 2006. Retrieved on 21 October 2006 from ;http://www.crystalinks.com/ancientaircraft.htm;. Freer, Neil. â€Å"Sumerian Culture and the Anunnaki.† UFO Evidence. 2006. Retrieved on 20 October 2006 from ;http://www.ufoevidence.org/documents/doc147.htm;. Sitchin, Zecharia. â€Å"The Case of Adam's Alien Genes.† 2001. Retrieved on 21 October 2006 from ;http://www.sitchin.com/adam.htm;. XFacts Research. 2003. Retrieved on 21 October 2006 from ;http://xfacts.com/x.htm;. ;

A Time When Something Unexpected Happened Essay

I would hate to be famous. When you’re famous, you don’t have any privacy. Also, there’s too much criticism. Lastly, it can harm my safety. Being famous isn’t all that great, like you think it is. Many people who are famous have many problems and sometimes wish that they weren’t famous at all. I do not want to be famous. First, when you’re famous, you do not have any privacy. Paparazzi will follow you, and take pictures of every single thing you do. The paparazzi are very aggravating. Also, fans will always be running up to you and asking for autographs or pictures. Lastly, people will always want to know where you’re at and what you’re doing. Second, when you are famous, you have to take a lot of criticism. Critics will always be judging you. They’ll judge you on what you’re wearing, what you’re doing, and even what you’re eating sometimes. Also, haters will have mean remarks or comments. They will also spread rumors about you. Finally, being famous can harm your safety. You might have some mega, crazy fans that may stalk you. Myriad famous people also receive threats, and their lives are put in danger. Super haters may dislike you so much, that they actually attempt to murder you. Many celebrities have been murdered due to hate of the famous person. In conclusion, being famous would be atrocious. Celebrities cannot have a sequestered life what so ever, they are criticized, and they are not safe. You don’t need fame to have an opulent life. Living without fame is just fine, and I have fun without it. I do not want to be famous.

Nationality Immigration and Asylum Law Case Study

Nationality Immigration and Asylum Law - Case Study Example There are two possible avenues that Joshua can take, which is to apply for a straightforward work visa or apply through the Highly Skilled Immigrant Programme. The advantages and disadvantages of both programmes will be explored; as well as the eligibility of Joshua. 1) The position that is sought must be at an NVQ level or higher, i.e. a skilled work position. Also if the person is applying for a professional position the individual must be registered with the applicable governing body of that profession. 2) The educational level that the individual holds must meet the required skills of the job at a NVQ level 3 or higher OR the individual must hold the relevant experience that the UK educational bodies would apply to the individual's work experience. The work permit approvable educational experience are as follows: 3) In addition to the work permit if Joshua wants to remain more than six months he must apply for UK Entry Clearance, as he is looking for a possible change and move towards the UK this may be a requirement. If Joshua wants to make an informed decision in whether he wants to remain to work in the UK he probably will want to apply for UK Entry Clearance, especially when most work visas are between 1 and 5 years. UK Entry Clearance is just indication on the individual's passport the reason for staying in the UK 4) The position that is being applied for has to be advertised, unless it is a designated shortage occupation by the UK government and a work visa is easily approved as long as all other criteria are complied with. On the other hand, if it is a non-shortage area then the employer prior to hiring Joshua has to illustrate an attempt to employ from within the EEA workforce. This means it is a lot easier for Joshua to apply for a work visa within the UK after being accepted by a company here that has complied with the Immigration Directorate's guidelines if it is in an area where there are no shortages in the UK. 5) Finally, Joshua will be able to have his wife and child enter the UK with him as long as he can prove that they are still co-habiting together. The main problem with taking this approach is that Joshua will have to extend his visa every time that it expires and will the have to take the avenue of further leave to remain; however as EU law states this applicable continuously after a one year's continuous employment has occurred1. Therefore these provisions will have to be explored if Joshua and his family decide to reside in the UK. This means that Joshua will have to apply for indefinite leave to remain after 5 continuous years of work permits, after this time he can apply for indefinite leave. In this time Joshua has to ensure that he stays in good standing with the British Government and does not commit an imprisonable offence otherwise he can be deported effective immediately2. The second avenue that Joshua can take is as a highly skilled migrant, which means this sets him for living in the UK indefinitely. This will make the transition if he

Phramcology Essay Example | Topics and Well Written Essays - 3000 words

Phramcology - Essay Example System Sympathetic Affect Parasympathetic Affect Clinical Condition CVS 1. Heart rate Increased 2. Vasoconstriction of vessels of skin 3. Vasodilatation of skeletal and cardiac vessels 1. Hear rate Decreased 2. Vasodilatation of vessels Bradycardia Respiratory System 1. Increased respiratory rate 2. Bronchodilatation Constriction of Bronchiolar Muscles Difficulty in Breathing Urinary Tract 1. Relaxation of bladder Walls 2. Constriction of sphincters 1. Contraction of bladder Walls 2. Relaxation of Sphincter Polyurea Genital Tract 1. Ejaculation 1. Penile Erection Excessive Erection Eye Contraction of pupil Relaxation of Pupil Mydriasis GIT 1. Relaxation of smooth muscles 2. Contraction of Sphincters 1. Contraction of smooth Muscles 2. Relaxation of Sphincters Increased Secretions 1. Diarrhea 2. Stomach Acidity Skin 1. Excessive sweat Glands Secretion 2.Pilomotor Erection No prominent effects Dry, hot Skin Workbook Activity 2 For each drug; in the first column, identify  ONE  para medic indication, then in the subsequent columns, list the molecular target involved in the identified interaction, the type of interaction (i.e. agonist / antagonist / allosteric modulator / inhibitor), and briefly explain how this interaction of the drug with the molecular target accounts for the observed therapeutic effect for that indication. Drug Paramedic Indication Drug Target Type of Interaction Therapeutic Effect Salbutamol Asthma ?2 adrenergic Receptor Agonist Bronchodilatation by activating beta-2 receptors in the lung. Adrenaline Shock Both Alpha and Beta Adrenergic Receptors Agonist Used Primarily in Cardiovascular Shock, Helps by activating Alpha receptors in the heart to increase its activity, also in the Lungs by activating beta-2 receptors in Asthma Fentanyl Analgesia Opioid receptors Agonist Not usually used now but acts mainly on the opiod receptors to cause Analgesia Ondansetron Nausea, Vomiting 5HT3 Serotonin Receptors Antagonist Used mainly during surgeries and chemotherapy and helps in decreasing Nausea and Vomiting Midazolam Seizures GABA receptors Agonist Emergency management of Seizures/Epilepsy, Act by activating GABA inhibitory receptors thus decreasing nerve impulse conduction and treating seizures Ipratropium Asthma Muscarinic Receptors Antagonist Acts at the Muscarinic Receptors in the lung to cause bronchodilatation and treating Acute Asthma Atropine Parasympathetic Poisoning Muscarinic Receptors Antagonist Used as a mydriatic agent in eye, also used in the emergency management of excessive parasympathetic activity in case of poisoning Adenosine Cardiac Arrhythmias Potassium and Calcium channels in heart Agonist at first while antagonist at the second receptor Used mainly in Cardiac Arrhythmias due to its affects on the Potassium (Agonist) and Calcium Channels (Antagonist) Ketamine Anesthesia NMDA receptor Antagonist Used to induce anesthesia in which the person remains conscious but is unresponsive (Dissociative Anesthesia) Nal oxone Opioid poisoning Opioid Receptors Antagonist Used majorly in the emergency management of opium poisoning because of its rapid blocking of opioid receptors and reversing the affects Aspirin Anti Inflammatory Several Receptors in the body Agonist at some and antagonist at others Used in the treatment of Pyrexia and Inflammation Work Book activity 3 In this workbook learning activity you will need to recreate and complete the following table in your workbook, considering the drugs used in your clinical practice as a paramedic: In the first column, list  FIVE  receptors from different classes, then list their endogenous agonist(s) in the second column. In the

Cultural Studies in relation to Fashion Essay Example | Topics and Well Written Essays - 2000 words

Cultural Studies in relation to Fashion - Essay Example The essay "Cultural Studies in relation to Fashion" analyzes the fashion and the relation to it. Even the type of clothes one prefers to adorn is also known to provide an expression of the nature or state of one’s mood. However, fashion is a hugely diverse subject and does not constitute of clothes alone. Rather, the way in which one likes to converse with others, the style in which one likes to do hair, and the way in which one interacts with the society at large, everything reflects how one would like to associate oneself with fashion. Actually, this paper is an effort to discuss the relation shared by fashion with culture and identity in reference to this statement, â€Å"fashion provides one of the most ready means through which individuals can make expressive visual statements about their identities†. People arm themselves with fashion to form specific visual statements which would readily express their identities and tell others about who they are, which culture t hey follow, and what is their ideology. Different subcultures are seen in different parts of UK and all promote different fashions among all age groups, though teenagers are mostly affected by innovative fashion measures and hasten to promote such new and different styles to get in the click and be considered cool. There are many mainstream teenage subcultures which are massively prevalent in UK among which Goths or Gothics, Bohimes or Bohemians, Rastas, Scallies, and Moshers are pretty popular. British teenage population can be seen.

ABC Company Final Assignment Example | Topics and Well Written Essays - 1500 words

ABC Company Final - Assignment Example In the US alone there are, several companies dealing with the same product of Cedar roofing and siding shingles. Therefore, ABC Company has a large market to supply to raising its market share although in a very competitive market. ABC Company is a company that specializes in making cedar roofing and siding shingles. It has a 25% sales margin and has a growth target of three million in the next three years. Besides the competition, the demand for roofing sidings and shingles remains high because of the high rate of forthcoming real estate ventures. Apart from facing competition generated by several other companies, dealing with cedar in production of roofing and siding shingles, ABC tends to, also face high competition resulting from products manufactured using iron and clay, companies that operate in the same market. The prevailing fact is that, cedars products have do have a higher competitive gain over similar products that are made of iron and clay. There is also a little disadva ntage of cedar roofing and siding products, the prices tend to be too high thus scaring away potential customer, who resolves to cheaper iron products. ABC Company has a high chance of maintaining its development with minimal deviation from either downwards or upwards. The deviations could be because of the tough economic patterns forcing many homeowners who would prefer cheaper clay or iron products or clay products that are meant for their roofing and siding. ... I. Risk profile for ABC Company A risk profile evaluates an organization willingness to take risks as well as the threats to which an organization is exposed. Acceptable level of risk With a target growth of 3000,000, in the next three years, the risk associated with the growth should be laid out. The risk in introduction of a new product should also be included to ascertain the amount of risk ABC Company can take. As much as expansion comes to pave way for leverage on the skill in employees and the state of their manufacturing facilities, the risk involved should be evaluated to see whether the expansion will reduce or increase current risk. Possible threats One of the biggest threats will include competitors. The question here is; how much risk is already there and in presence of competitors, how much are they willing to expand or change to gain more consumers? The answer will be found once they evaluate risk associated with competition Another threat is that of trying to find addi tional products to leverage on their employee skill set and manufacturing facilities. Introduction of the products depends on probability, which in itself has high risk. The skill set and manufacturing facilities are certain Key risk areas The company’s has had a profit increase of 25% from the previous year. They will have to maintain of better that outcome and with the introduction of a new idea will increase on costs. They have to ensure their cash flow is on a positive trend. This will ensure positive cash flows that will encourage investment. In addition, another key risk area is on the financing of the project. They have to ensure that they pick the

Compare and Contrast Wilde and Hardy's Presentation of the Fallen Coursework

Compare and Contrast Wilde and Hardy's Presentation of the Fallen Woman - Coursework Example He depicts the type of woman Tess portrays by putting it her description in the story. In a very good manner, he uses narration to highlight facts about women. Hardy provokes more sympathy through his portrayal of Tess than Wilde because of the systematic way he shows her suffering. First, Tess is in a relationship that she expects to work out, but has a secret that when revealed can destroy the relationship. Hardy explains the way Alec got hold of Tess while in the woods and molested her without caring about the consequences2. Hardy could have chosen to minimize the suffering for this woman, but instead adds on more. Angel, Tess partner, leaves for Brazil on realizing that she was raped leaving her without somebody to nurse her wounded heart. Tess wishes that Alec was a lusty young farmer instead of being that entire Angel hated. Probably, the idea of being just a farmer would have lessened Angel’s heart into forgiving her. Peak of emotional sympathy happens when she had to g et executed for murdering Alec. In my opinion, she deserved to get pardoned because her actions towards Alec were based on the pain she felt and the pain he had caused her. Hardy brings more sympathy in the way he portrays Tess as the neglected woman. She is left to give birth in her village despite that her child is of a very wealthy man. Despite having just delivered, she has to ensure her survival by working as a field hand which leads to the death of her child. Hardy ensures that Tess’ misfortunes are elaborated in a narrated way. On the other hand, Wilde uses a number of characters to portray a fallen woman. The main character could be Mrs. Arbuthnot since she holds a dark secret of how she failed to stop her affair with the lord master. Her affair led to the emergence of a son out of wedlock. Wilde’s character does not provoke a lot of sympathy since; she has acquired a respectable name and lives a good life. Mrs. Allonby has had a lot of controversies in her lif e resulting to a flirtatious lady. Miss Hester can be used to portray a fallen woman since she is an orphan and has had to witness the shortcomings of life, despite being an heiress3. In addition, Jane can be identified as an indication of a fallen woman in the piece because the way she argues her points. Her arguments depict a woman of great ignorance and lack of education. Tess is used to show the different suffering women undergo and the how painful events can concurrently occur in a person’s life4. Hardy uses her to show the different ways in which women are treated in the society. During a conversation with Alec, Tess tries to bring out her own thinking about theology by rejecting sign writers words of condemnation. Her argument is purely ignored Hardy simply because he thought her agnosticism could be attributed to just a replication of angels. The fact that Tess’ ideas are not made up to something shows how the author used Tess to depict women in certain societi es. In contrast, Mrs. Arbuthnot is a woman who lost her husband but has gained a lot of respect from the people of her village. Her respect s earned from helping the poor and her neglect to associate with various people in social gatherings. Tess is identified as woman with sixth grade training in understanding and reproducing arguments. She seems intelligent and could have prospered as teacher if she was given a chance. This proves

Why Communications Essay Example | Topics and Well Written Essays - 750 words - 1

Why Communications - Essay Example Without communication, it may be impossible for other people to know what their colleagues think or like. As such, it is important for people to exchange information in order for them to understand each other. We use communication in all facets of our life. For instance, we socialize through communication since we use it to exchange information. This also helps us to create mutual understanding among us so that our communities can be habitable if we understand each other. Conflicts in a given society are minimised if people understand each other through communication. Another important element about communication that makes it valuable in our lives is that it differs from place to place. There are also different types of communication, for instance, the most common ones are verbal and non verbal communication. In as far as non verbal communication is concerned, it can be noted that there are different signs that are used to convey meaning between two people involved. There is need for one to understand different signs used by other groups of people in order to communicate effectively with such people. Another important issue that should be taken into consideration with regards to non verbal communication is that signs differ from place to place. It can also be seen that communication skills are required especially in verbal communication when one is to achieve his or her desired goals. In business for example, there are different communication skills that are used in order to achieve the desired goals. For instance, the communicator ought to use persuasive speech in order to appeal to the interests of the targeted people or customers. This in turn can compel them to buy the products offered. Therefore, persuasion is a very important component of communication. There are different concepts that characterise communication in different scenarios. The message itself is a very important

Week 9 Question 1 Working Capital Management Assignment

Week 9 Question 1 Working Capital Management - Assignment Example Other technologies for planning and scheduling that are offered by companies like JDA, Logility, and Manhattan Associates offer good solutions. These are especially in the computation of safety stocks. Survey respondent tools from Akzo Nobel helps in identifying obsolete inventory. Looking at cash management, businesses find themselves handling a number of huge cash transactions. These transactions include collection of receivables and making payments. Managing these processes ensure that the business grows and succeeds in the industry. This is because cash management technologies reduce errors that result from manually managing cash. Tellermate electronic cash counters are examples of such technology. This technology is especially useful for businesses that handle a lot of cash. This is because they reduce the time that it takes to count cash and also reduces errors (Tellermate, 1996). There are other technologies that would enhance working capital management. However, it is critical to ensure that the technology that the business plans to use enhances the working capital. This is mainly by looking at inventory optimization where the technology should help the business is optimizing inventory. The technology should also be able to measure the business working capital and be able borrow ideas from companies that do well in managing working capital. This is so as to be able to improve the working capital in the business (Preve, 2010). Partridge, A. R. (2007, 08). Complex Technology Optimizes Basic Concepts. Retrieved 03 06, 2013, from Inbound Logistics:

American Literature Essay Example for Free

American Literature Essay Characteristics The literature is as diverse as the cultures that created it, but there are often common elements such as stories explaining creation or natural forces. Major Writers or Works Oral narratives: Myths; legends; songs; creation stories from groups such as the Zuni, Aztec, Navajo, Lakota, Seneca, Tlingit, Cherokee, Blackfoot, Cree, Inuit, and many more. †¢Exploration Period, 1492-1607 Characteristics The first European writings about North America are written in this period. European writings describe the explorers travels and impressions of the continent and its Native  people. Major Writers or Works Prose: Christopher Columbus, Alvar Nunez Cabeza de Vaca, Bernal Diaz del Castillo, Thomas Harriot, and Samuel de Champlain. Oral narratives: Seneca legend How America was discovered. †¢Colonial Period, 1607-c. 1765 Characteristics The Colonial period was dominated by Puritan beliefs and thus literature of this period is usually historical, religious, or didactic. The most common genres were tracts, polemics, journals, narratives, sermons, and some poetry. The first slave narratives were written at this time. Imaginative literature was rare; in some colonies, it was banned for being immoral. Major Writers or Works Poetry: Michael Wigglesworth, Anne Bradstreet, Edward Taylor. Prose: John Smith, Roger Williams, Cotton Mather, Jonathan Edwards Sinners in the Hands of an Angry God, Benjamin Franklins Poor Richards Almanacks. Narratives: Mary Rowlandsons A Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson. †¢Revolutionary Period, 1765-1790 Characteristics This period begins with the passing of the Stamp Act in England and ends in 1790. The Revolutionary period usually refers to writings that are politically motivated, either in support of British rule, in support of American patriotism and independence, or relating to the Constitution. Major Writers or Works Prose: Thomas Jeffersons Autobiography, Declaration by the Represent-atives of the United States of America, Thomas Paines Common Sense, Alexander Hamilton and James Madisons Federalist Papers. Drama: Royall Tylers The Contrast. Verse and Ballads: Yankee Doodle, The Liberty Song. †¢Early National Period, 1775-1828 Characteristics. During this period, a body of distinctly American imaginative literature began to emerge. As with the novel, poetry, essays, and sketches also began to flourish. The publishing world and readership in America also began to grow. Slave narratives were published with increasing frequency. This period is sometimes called the Federalist period after the conservative federalists in power at the time. Major Writers or Works Poetry: Phillip Freneau, William Cullen Bryant, Phillis Wheatley. Prose: Judith Sargent Murray, Mercy Otis Warren, Washington Irving, Lydia Maria Child. Narratives: Olaudah Equianos The Interesting Narrative of the Lfe of Olaudah Equiano. Novels: Hannah Webster Fosters The Coquette. †¢Romantic Period, 1828-1865 Characteristics The Romantic period covers the period between Jacksonian democracy to the end of the Civil War. This period was the first major explosion of a distinctly American body of literature; for this reason, this period is also referred to as the American Renaissance. Many of American literatures most well-known writers emerged during this time. Readership increased significantly and the 1850s saw a number of immensely popular novels. Issues and subjects addressed in the literature of this time ranged from the American identity, to the slavery debate, to historical narratives, to poems and narratives inspired by romanticism, to prose works examining national unity. Major Writers or Works Poetry: Henry Wadsworth Longfellow, Lydia Sigourney, Edgar Allan Poe, Walt Whitmans Leaves of Grass, Emily Dickinson. Prose: Edgar Allan Poe, Nathaniel Hawthorne, Rebecca Harding Davis, William Lloyd Garrison. Narratives: Frederick Douglass, Harriet Jacobs Incidents in the Life of a Slave Girl. Novels: James Fenimore Cooper, Nathaniel Hawthorne, Catharine Maria Sedgwick, Herman Melville, Susan Warner, Maria Susanna Cummins The Lamplighter, Harriet Beecher Stowes Uncle Toms Cabin, William Wells Brown, Harriet E. Wilson. Drama: George Aikens play, Uncle Toms Cabin, based on Stowes novel. †¢The Age of Transcendentalism, 1836-1860 Characteristics Transcendentalism, though varied, investigated the relationship between nature, humanity, society, and the divine. Major Writers or Works Prose: Ralph Waldo Emersons Nature, Self-Reliance, and The American Scholar, Margaret. Fullers Woman in the Nineteenth Century, Henry David Thoreaus Walden, Bronson Alcott. †¢Realism, 1865-1900 Characteristics The post-Civil War period was an era of increased industrialization and urbanization as the nation attempted to recover emotionally, culturally, and politically from the aftermath of the war. Though there were still elements of romanticism, this period was considered realistic in its emphasis on unidealized and truthful depictions. Major Writers or Works Poetry: Walt Whitman, Paul Laurence Dunbar, Emily Dickinsons poems published posthumously. Prose: Sarah Orne Jewett, Mary E. Wilkins Freeman, Zitkala-Sa, Charlotte Perkins Gilmans The Yellow Wallpaper, George Washington Cable, Kate Chopin. Novels: Mark Twains The Adventures of Huckleberry Finn, William Dean Howells, Bret Harte, Louisa May Alcotts Little Women, Henry James, Helen Hunt Jacksons Ramona, Frances E. W. Harpers Iola Leroy. †¢Naturalism, 1900-1914 Characteristics An offshoot of realism, naturalism claimed to give an even more realistic and unflinching depiction of contemporary life. Naturalism was characterized by a pessimistic view of humanity and human existence. Major Writers or Works. Prose: Frank Norris, Jack London, Stephen Crane, Hamlin Garland. Novels: Frank Norris McTeague, Theodore Dreisers Sister Carrie, Jack Londons The Sea-Wolf, Stephen Cranes Maggie: a Girl of the Streets. †¢Modern Period, 1914-1939 Characteristics A period in British and American literature spanning the years between WWI and WWII. Works in this period reflect the changing social, political, and cultural climate and are diverse, experimental, and nontraditional. Major Writers or Works Poetry: Robert Frost, Carl Sandburg, Wallace Stevens, William Carlos Williams, T. S. Eliot, Edna St. Vincent Millay, e.e. cummings, H. D. Novels: Edith Wharton, Willa Cather, Sherwood Anderson, John Dos Passos, F. Scott Fitzgerald, William Faulkner, Sinclair Lewis, John Steinbeck, Ernest Hemingway. Drama: Eugene ONeills. The Emperor Jones, Susan Glaspells, Trifles, Clifford Odets. †¢Harlem Renaissance, 1920s and 1930s Characteristics The Harlem Renaissance was the first major burgeoning of visual, literary, and performing arts by African Americans concerned with African-American life, art, culture, and politics. The influence of the Harlem Renaissance remained strong for the remainder of the 20th century. Major Writers or Works Poetry: Langston Hughes, Countee Cullen, James Weldon Johnson, Claude McKay. Prose: W. E. B DuBois, Jean Toomer. Novels: Zora Neale Hurston, Nella Larsen, Passing, Jessie Redmon Fauset, James Weldon Johnson, Claude McKay. Drama: Randolph Edmonds, Langston Hughes. †¢Lost Generation, 1920s Characteristics After WWI, a group of American writers grew increasingly disillusioned by, and resistant to, what they saw as hypocrisy in dominant American ideology and culture. Many of these writers left America in search of a more artistic life in London or Paris. Major Writers or Works. Poetry: Ezra Pound, T. S. Eliot. Prose: Gertrude Stein, T. S. Eliot. Novels: F. Scott Fitzgerald, Ernest Hemingways The Sun Also Rises. †¢Beat Writers, 1950s Characteristics Beat Writers writing was generally anti-traditional, anti-establishment, and anti-intellectual. Major Writers or Works Poetry: Allen Ginsbergs Howl, Lawrence Ferlinghetti. Prose: Gertrude Stein, T. S. Eliot. Novels: William Burroughs, Jack Kerouacs On the Road. †¢Postmodern or Contemporary, 1940-present Characteristics In British and American literature, the postmodern period refers to literature written after WWII. The postmodern period reflects anxieties concerning, and reactions to life in the 20th century. Postmodern works are often highly experimental and anti-conventional. Major Writers or Works Poetry: Sylvia Plath, Marianne Moore, Robert Penn Warren, Anne Sexton, Gwendolyn Brooks, Adrienne Rich, Philip Larkin. Prose: Eudora Welty, Raymond Carver, John Cheever, Alice Walker. Novels: Saul Bellow, Ralph Ellison, John Updike, Kurt Vonnegut, Jr. , Richard Wright, Thomas Pynchon, E. L Doctorow, James Baldwin, Toni Morrison. Drama: Edward Albee, Arthur Miller, Tennessee Williams, Lorraine Hansberry, August Wilson, David Mamet.

Italian Culture and Work Ethics Essay Example for Free

Italian Culture and Work Ethics Essay History teaches us that it is through the family that new generations are equipped with ethics and values regarding work. The advent of bourgeois society, with its characteristic openness towards other social classes, appears to have relegated the promotion of working values by families to the background. This study sets out to test the hypothesis according to which the family continues to maintain an important role in the transmission of working values. Based on data from the Work Importance Study (Super and Sverko, 1995: Life Roles, Values, a n d Careers, San Francisco, Jossey-Bass), two subgroups were compared (working adults, and high school and university students), considered as representing two different generations (youths vs adults). Some results from cluster anatysis show how substantial similarity exists between adults and youths in terms of ideal values, expressing what would be important in an ideal world. The difference between the subgroups lies in expectations (termed expected values) relating to what would be important in my actual work environment. Here, relatively more important values for young people are relatively less important for working adults. Another result presented concerns the relationship existing betiveen value typobgies (classed into six categories) and personal character associated with birth order. What emerges is that the only children are prevalently the tough type, while the first bom, considered by some to be custodians of family traditions, tum out to be more independent than the second or third bom, identified above all by their calm and sociable characters. Introduction: the work ethic and the family ethic This study presents the results of a survey conducted nationaUy in 1995 on a sample of 1523 subjects (represendng the three main geo-cultural areas of Italy: North, Centre and South—see BeUotto, 1997). The objecdve of the survey was to determine values associated with work. For this a quesdonnaire, a values scale (VS) was used, devised by an intemadonal team pardcipadng in a world-wide survey called the Work Importance Study—WIS (Super and Sverko 1995). With the data coUected, a profile of the value judgements of Italian families was formulated. The importance of working values within the family context has been little explored from a psychological point of view. Yet the family is characterized by the ethical nature of the reladonships it contains, hence its values (Boszormeny-Nagy and Spark, 1973; Cigoli, 1992). The family is rightly placed in that class of insdtudons that Hegel indicated as the ethical horizon of human society. There are very few Italian studies on the processes of value transmission within families, not to mendon the handing down of working values. While one of the principal funcdons recognized as typical of families is the socializadon of the individual, studies regarding the socializadon by families with regard to work are rarely encountered. 1351-1610/99/040583-13 Â © 1999 Interdisciplinary Centre for Comparative Research in the Social Sciences 584 Massimo Bellotto and Alberto ^atti The lack of research in this field can be partly explained by the relatively recent history of the concept of the family as a scientific subject for study in social psychology. At least until the end of the 1940s, families were considered as a group typology (Lewin, 1951). Successively, interest focused on the pathology of family relationships (Bateson et al. , 1956; Epstein et al. , 1982; Bamhill, 1979; Watzlawick et al. , 1967). It was only in die 1970s that the so-called normal family was considered worthy of psychological investigation as a scientific subject (Scabini, 1985). In recent years, however, the theme of values and the ethical importance of families has emerged strongly in a variety of fields, from individual and family psychotherapy to organizational psychology. In this article we would like to propose that a terminological distinction be made between ethics and morality. Ethics are, as the etymology of the word suggests, the study of the customs (ethos), the social habits, the relational practices of a people or social grouping. Morality relates more to the theme of how much certain behaviour corresponds to a reference model. In this sense, it is important to distinguish between ethics and morality when studying the customs and habits, in a word, the ethics of families (and not their morality). This is to avoid the pitfalls associated with referring to a particular set of values held by the family being analysed. What exacdy are the working values held by families? What relationship exists between these values and family needs? What are the motivations that stir the family organization? And which family values can be linked, even indirecdy, with work? Let us seek some answers to these important questions. Families in history have also been units of production. The peasant family, craft guilds, the factory worker families of the first and second industrial revolutions (Manoukian, 1976) are the most emblematic examples. In medieval society the chances of changing ones profession from the one inherited from the family were rather hmited. Children continued the working traditions of the family without having much choice in the matter. The transmission of working values within family groups, historically speaking, seemed to go without saying. However, it would be worthwhile to pose the question of how families educate their members today with regard to work. Families in Westem society have changed profoundly. The social mobility intrinsic to the very idea of bourgeois society (Weber, 1904) has led to the privatization of family relationships (Aries, 1960) and to the specialization of family practices to the sentimental sphere. The educational role of families is becoming more and more marginal, being delegated to collective institutions such as schools. Moreover, from the viewpoint of economic history, families have become increasingly characterized as units of consumption, losing in part their role as units of production. From a macrosocial perspective, a fundamental problem emerges in Italy: the percentage of youth unemployment is one of the highest in Europe, especially in the South. Working Values and the Italian Family 585 majority of young people between the ages of 15 and 24 live at home: 82. 4% of males and 72. 5% of females. In the next age bracket, 25-34, many more young men sdU live at home with their parents (33. 6%) compared with young women of the same age (22. 9%). According to some demographic projecdons to the year 2000, these percentages wiU touch 36. 3% for young males and 34. 2% for young females. There are cultural and ideological reasons for this phenomenon, such as the idea that marriage is the only proper route towards adult independence (8 males out of 10 and 9 women out of 10 leave the family only foUowing marriage). However, social factors also make a contribudon, in particular, high youth unemployment and a shortage of rental accommodadon. The result is that families coundng a young adult as a member are a socially significant category. Psychological factors and value systems also play an important role. The working values tradidonaUy handed down in Italian families place heavy emphasis on permanent and full-dme employment. The definidve departure from the family is often condidonal on minimizing the risks of independence. Among others, for these two factors (permanent fuU-dme employment and minimum risk of independence), life-dme employment in government and union employment policies have come to be considered as a necessary and sufficient prerequisite for the attainment of adulthood. The quest for so-caUed guaranteed employment has led Italian society to one of the most cridcal paradoxes in its history: the creadon of a barrier to occupadonal access for youth. Thus, the one prerequisite considered a vital and sufficient condidon for the evoludon of Italian families, life-dme employment, has become one of the major obstacles to the same end. By disallowing generational change in employment, it has become impossible for young generadons to enter the workforce, and hence to reach independence. * Following on these consideradons, we decided to use the results of a study on working values (WIS 1995) to shed some light on value differences between young students and adult workers. As mendoned above, very few studies have been carried out in Italy on the transmission of values within families. While the WIS study was not designed for this purpose, we believed that it could give some indicadons regarding the generadon gap (youths vs adults) and differences in social status (students vs workers). The underlying hypothesis to tjiis study is therefore that working adult values can be considered as being similar to those of parents; likewise, those held by young students can be considered as being similar to those of offspring. The WIS survey.

The role of technology in human resource development

The role of technology in human resource development What is the role of technology in Human Resource Development? Identify some key forms of e-learning and critically evaluate their advantages and disadvantages, providing appropriate examples from organisations. This essay will identify and discuss the role of technology in Human Resource Development. It will define what Human Resource Development is and why it needs technology. Also it will discuss what electronic learning (e-learning) is, and will explain some key forms of e-learning and why we need to use e-learning. It will give a brief indication as to what technology actually is, and also the progression of technology. The essay will critically evaluate the advantages and disadvantages of using e-learning in Human Resource Development. There will be appropriate examples used to show how different organisations use e-learning within their company/organisation. Finally it will offer conclusions as to why I think technology should or should not be a part of Human Resource Development. Technology Technology is used in nearly all organisations these days including schools, companies and universities as examples. What people may not know is what it actually means. Technology is a branch of knowledge that can deal with the creation and the use of technical means and their interrelation with life, the environment and society. Technology draws upon subjects such as industrial arts, applied science, engineering and there are many more. Technology can be seen as a process or an invention of something. (Technology, N.D) Progressive Technology Technology is always progressing and this is very good for companies who need or even sell technology. If we look at how a few years back within companies the secretary would need to file documents manually and this could take a long time, also apart from the time issue there were more serious problems like documents going missing or being damaged. This is where technology began to progress because there was a new technology progressing and this was the database and this could hold all the documents you needed safely onto the computer and that way it would be a lot faster and more secure for the secretary to file the documents. This is just one example there are many more ways in which technology has helped to progress companies. The example given here is just to show that technology is progressing and it will keep progressing much further in the future years to come. Human Resource Development Human Resource Development is all about learning, training, developing and education the employees in the workplace. There is a difference between these four concepts but there all correlated. If for example we looked at learning; this can be learnt anywhere and you can be learning yourself the new skills, but on the other hand if you looked at education you are being taught something but in a formal way but the two are linked because from both of these you are learning new skills and then you can go on to training and developing them skills. HRD was not always known as this, there was a shift from welfare officers to HRD. HRD was initially set up for training and development and this was to help the employers in crafts such as electricians, or engineers as an example and from this they would be learning from their masters and will be developing their skills to be able to perform in the workplace. HRD created an integration of people management and development and this could become CIPD which stands for the chartered institute of personnel and development. HRD likes to be strategic and is more for the organisation than the employees; it is also a long term method to help to build the company. HRD does like to implement change into their methods and this is why e-learning will be very convenient to help within organisations because it is constantly changing and this change would help employees improve on their learning and training and will be able to implement new skills within the workplace. E-learning What is e-learning? Firstly before I go into detail about how e-learning helps HRD perform you will need to know what e-learning actually is. E-learning used to be known as computer-based learning, this is basically what it still is, it is a way of learning but on a computer or even these days there is even m-learning which is through the mobile. We need e-learning in everyday life to be able to adapt the required skills in education, employment, even at home. It can be defined as any learning activity supported by information and communication technologies which is known as ICTs. There are arguments out there concerning the labels, an example of this is whether ICT-based learning is the same as e-learning, we can gather information from the world wide web channel and this would be our online materials, but we can also get materials from this intranet would could be confused as being from the world wide web but instead this material is delivered through an internal network of personal computers. E-learn ing is in fact taken to mean any form of electronic technology which can support learning this can be opposed to the chalk and blackboard technology which used to be the main form of learning. E-learning comprises all forms of electronically supported learning and teaching. To implement the learning process the information and communication systems will serve as a specific media. It is essentially the computer and network-enabled transfer of skills and knowledge. The applications and processes will include web-based learning, computer-based learning, virtual classroom opportunities and also digital collaboration. The contents can be delivered via the Internet or even from an audio or video tape. E-learning can be self-taught or even instructor-led, this can be done in groups or even individually, it can include media in the form of text, image animation, video streaming and audio. (e-learning, 2010) What is the purpose of e-learning? The purpose of e-learning is to advance and develop people ¿Ã‚ ½s skills. This is why it is so important to HRD because the aim of HRD is to learn, train, develop and educate people; this is exactly what e-learning does for people. Without e-learning I think people would be under developed with skills and this may not help them progress into a work place. E-learning can help to increase teacher effectiveness and will also improve the learning of the subject matter. With HRD I think trying to teach people new subjects can be quite tedious and this could be off putting for them involved and this can decrease their knowledge levels and even cause them to lose a job because they haven ¿Ã‚ ½t got the right skills needed for the job, this is where e-learning comes in with HRD because it makes the learning more relevant for them involved and helps them to become more interactive. E-learning now changes the way that people were taught new subjects because before people were being taught on a  ¿Ã‚ ½I will write out the subject and you will go away and learn it ¿Ã‚ ½ basis, but now computers are involved and people can teach themselves and this is the whole purpose of e-learning and it helps HRD to perform better. (Churchill, 2010) Have you used e-learning? What was your experience? I have used e-learning before, I am actually using a tool of e-learning now and that is Microsoft Word. I am constantly using this to complete assignments for my university work and I can develop my skills using this because there are so many different options within word for me to be able to expand my learning; an example of this would be to add a page number instead of doing this manually I can select an option to do it automatically. Another tool of e-learning that I use regularly is Facebook, I use this to keep in touch with friends and family and there are also applications on their which can help me towards education or my occupation. I am always very happy using e-learning and a lot of the time I actually prefer to use e-learning because I find it more interactive and detailed and when I learn this way I find that I actually want to learn because I don ¿Ã‚ ½t get bored and uninterested in the subject. Different forms of e-learning There are a number of different ways which e-learning can be presented. The main two forms of e-learning are; traditional e-learning which is based on highly produced web courses and there is rapid e-learning which is based on the name rapid because this is quickly produced web courses. In addition to this there are also two types of Rapid e-learning which are asynchronous and synchronous. Asynchronous is mainly student directed and at a self-paced learning which can come under the learning concept for human resource development. Synchronous is at a set time which could happen in an internet classroom session as an example and this could again come under the education concept for human resource development because education can be taught within a classroom for example. With these two forms of e-learning there are not specific types of companies that should choose between traditional e-learning and rapid e-learning. It just simply means that some projects are best suited for either on e of them. Traditional e-learning  ¿Ã‚ ½ the content of this is more fixed and it rarely changes, it is also generic and has a long shelf life. However it does need a large budget in order for it to be put into action. Rapid e-learning  ¿Ã‚ ½ the content is rapidly changing and is updated quite frequently, also it may not be generic or have a short shelf life. The budget for this way of learning is limited or non-existent. The information is very hot topic and is just in time. (Readygo, unknown) In order to use traditional or rapid e-learning correctly you will need to use different tools which are available. Traditional e-learning developers will use  ¿Ã‚ ½Power User ¿Ã‚ ½ tools. These are specifically designed for graphics artist, web designers, programmers, and instructional design experts, and this will be useful for any persons working in these sectors and will help to develop human resource development. Rapid e-learning which is typically used in small or medium enterprises will need tools that can produce interesting multi level courses but do not require a graphic or design background. This easiest tool which can be used is Power Point. (Readygo, unknown2) Different types of e-learning: As well as different forms of e-learning there are also a number of different types. I think depending on the workplace and the HRD set up within the workplace it does not matter what types of e-learning you use, it will be the type of e-learning which is best suited for the organisation. Below I will just list a couple of examples of e-learning:  ¿Ã‚ ½ You tube  ¿Ã‚ ½ Facebook  ¿Ã‚ ½ Google search  ¿Ã‚ ½ Wikipedia  ¿Ã‚ ½ Power Point  ¿Ã‚ ½ Microsoft Office  ¿Ã‚ ½ Firefox  ¿Ã‚ ½ Pb wikis This is just a small example just to show that there are a number of different kinds of e-learning, and also to show that they vary also. There are number of different applications from Microsoft office to Firefox. Each of these applications however does play an important role for human resource development, and will help to implement skills for people. (Hart, 2010) Bangor University An example of an institute using e-learning to develop HRD is Bangor University. Bangor University implement a lot of e-learning to help their students develop their skills. The main type of e-learning which is used by the university is Blackboard. This is has been brought into the mainstream of teaching and learning activities within the university. It is one of the most central systems which are not only used by the students but also the lecturers also. Within blackboard the lecturers are able to integrate presentations which contain both audio and video content onto the online courses. This will then go on to develop online questions and test provisions which will simultaneously drive learning activity and reduce marking workloads. Also included with Blackboard is the use of online discussion forums in supporting the development of learners and understanding and this can become useful for HRD because students can be educated by other students or even lecturers by submitting questi ons onto the forum as an example. Another example of e-learning which the university use is webmail. This is the emailing tool of e-learning in which students, lecturers, support staff or whoever is involved with the institute can communicate with one another or even with people outside of the university. (Bangor University, unknown) Tesco Tesco is an example of a company which also use forms of e-learning within the workplace. Tesco was looking into developing an Online Academy which was going to be a new learning portal which hopefully in the end would eventually serve the learning needs of over 400,000 staff across the global businesses. Their aim was to develop a cost-effective solution, Tesco would be partnered with Kineo to design and also deploy learning based on Moodle. During 2009 Tesco piloted its Academy Online portal as a proof of concept for a learning management solution and portal for their staff across this business. Tesco wanted explore alternatives with open source technologies, with doing so they saw a potential to make highly customised solutions with a strong focus on the user experience. Tesco chose Kineo to design and develop the portal solution based on the experience they had at combing user experience and web design. This was to make it easier for their staff to understand how to use the porta l easily and in a way in which they were able to extend their skills when working for Tesco, also it was to help them to manage and update the software easily. (Kineo, 2009) Critical evaluation Advantages There are many advantages towards e-learning. The advantages are as follows:  ¿Ã‚ ½ The work can be scheduled around personal and professional work.  ¿Ã‚ ½ It can be cost effective because it can reduce the need to travel.  ¿Ã‚ ½ It gives the users the option of selecting the learning materials which will meet their level of knowledge and interest.  ¿Ã‚ ½ If an organisation wanted to organise a study session it can be studied wherever they have access to a computer and Internet.  ¿Ã‚ ½ E-learning is self-paced which will allow learners to work at their own pace  ¿Ã‚ ½ There are a number of different learning styles which are addressed and facilitation of learning occurs through varied activities.  ¿Ã‚ ½ An important advantage is that e-learning can build self-knowledge and self-confidence and can also encourage the learner to take responsibility for their learning.  ¿Ã‚ ½ E-learning is very good for communication because with online portals such as Black Board the users can contact their tutors or even students very easily.  ¿Ã‚ ½ Interaction can also be an advantage for e-learning because some people may feel less confident talking face-to-face, but with e-learning there are some aspects where you can interact with someone without being face-to-face.  ¿Ã‚ ½ E-learning can be time flexible; learners are able to access everything they need in one place at any time so long as they have the Internet.  ¿Ã‚ ½ More people are able to afford to use e-learning, this can then go on to gain them a place at universities as an example because they can save money from expenses such as travelling, accommodation and even high fees for tutors. There are many advantages that come with e-learning, and all these advantages will play a role in human resource development. Also it will help to play a part in a user ¿Ã‚ ½s everyday life and will help them to progress their learning, training, development and education. (writing, 2006, unknown, 2008) Disadvantages As well as advantages there are a number of disadvantages which come with e-learning. Below I will list a number of disadvantages:  ¿Ã‚ ½ There can be some learners who are unmotivated can because of this their poor study habits may fall behind.  ¿Ã‚ ½ E-learning is very different from any other kind of learning and this may affect the learners knowledge due to lack of familiar structure, also the will then make the routine longer to get used to.  ¿Ã‚ ½ E-learning can be a lonely way of learning which could leave the learner to feel isolated or even miss social interaction.  ¿Ã‚ ½ If you required further instructions the instructor for the course may not always be available on demand.  ¿Ã‚ ½ A lot of e-learning can be carried out online, however this may be useful for some but for others the can be frustrating due to slow or unreliable Internet connections.  ¿Ã‚ ½ Face-to-face communication can be vital to how someone learns and because of the lack of this there can be a lack of understanding between the learner and the instructor.  ¿Ã‚ ½ There is a limited amount of time for e-learning if you were using video conferencing as an example, and this could lead to the teaching being rushed and the learner not being able to learn enough. As you can see from the above there are some disadvantages, however there are fewer disadvantages than there are advantages. The disadvantages can however help human resource development because they can learn from this and try and avoid the disadvantages and use this to their advantages. (Writing, 2006, unknown, 2008) Conclusion In my opinion I believe that the role of technology in Human Resource Development is very much needed. I believe that along with technology the main form of this is e-learning and with my own personal use I think that this is very much need in order for us to be able to develop HRD. With e-learning you can learn so many new skills which can help you too improve in the workplace. However there are a couple of disadvantages like the lack of face-to-face communication which can affect how e-learning is used.

alcohol and advertising Essay -- essays research papers fc

Alcohol and Advertising Throughout the history of television, viewers have raised many questions about alcohol advertising. Does advertising influence alcohol consumption? Does it has an impact on alcohol abuse or alcohol related disease and death? How is advertising affecting us? The goal of this essay is to collect evidence, both theoretical and empirical, that would address the question of whether advertising affects in any measurable manner alcohol consumption and mortality from alcoholism and alcohol related disease. The alcohol and advertising industries argue that as alcoholic drink is a legal product it should be legally possible for it to be advertised, and that bans on alcohol advertising would have adverse effects on the alcohol market and on the media. They also argue that bans are not justified as advertising is concerned with promoting sales of individual brands and there is no evidence of a causal link between advertising and the overall level of alcohol consumption or the amount of alcohol related harm. The main arguments are that as well as promoting brands, advertising is also concerned with recruiting new drinkers and increasing sales among existing, and especially heavy consumers. (Fisher 22-24) Henry Saffer, a New York economist who focuses in alcohol research, assures that alcohol advertising is increasing traffic accidents and alcohol consumption. He declares,  ¡Ã‚ §Until now, most of the studies done on the subject conclude that alcohol advertising doesn...

The Life and Work of Robert Browning :: essays papers

The Life and Work of Robert Browning Robert Browning was born on May 7, 1812, in Camberwell, which is now a part of London. He had no real formal education so he was largely self educated. His father was a smart man with an extensive library. His mother was kindly, religious minded woman, who loved music and her brilliant son. He lived at his parents house almost until the time of his marriage. He attended a boarding school near Camberwell and spent a little bit of his time traveling to places like Russia and Italy. But he preferred to have his education at home, where he was tutored in foreign languages, boxing, music, and horsemanship, and where he read "omnivorously." At the age of 14 he first discovered Percy Shelly works and was strongly influenced by it. After reading Shelly, He made the decision to be an atheist and a liberal. But in a few years he grew away from atheism and the extreme phases of his liberalism. The things he learned from the books he read would largely influence his poems later in his life. His earlier poetry was regarded with indifference and largely misunderstood. It was not until the 1860's that he would at last gain publicity and would even be compared with Alfred Lord Tennyson, another very famous poet of the time. Some of his early poetry was influenced by his unusual education. The poet also had an anxious desire to avoid exposing himself explicitly to his readers. The first poem he wrote called Pauline, was written in 1883 at the age of twenty-one, but he did not sign it because of his fear of exposing himself to the public too much. Since Browning did not want to expose himself too personally, he decided to try his hand at writing plays. He was encouraged by the actor W.C. Macready. Browning began work on his first play, Strafford, a historical tragedy. Unfortunately, the play only lasted four nights when it was first put on in London in 1837. For ten more years, the young writer would continue to struggle to produce a play that would better hold the attention of the audience, but they all remained failures. Not only did Browning profit from this otherwise disheartening experience, but writing the dialogue for the characters helped him explore the "dramatic dialogue." The dramatic dialogue, "enabled him to, through imaginary speakers, to avoid explicit autobiography and yet did not demand that these speakers act out the story with the speed or simplifications that a stage production demands.

Popularity - Writing To Reflect :: essays research papers

I want to talk about the thing that strives many teens have to be popular in schools. It seems as though that popularity is a main issue to teens. The need to feel accepted by others in order to be the center of attention, and the need to be distinguished greatly from everyone else is a strong force that exposes itself to nearly all teens at school. We spend most of our years at school, and begin well-known can almost seem to complete an emptyness that we feel. Popularity may not always in fact be as fulfilling as it may seem. I do agree that we all have the need to feel wanted yet when is enough, enough? Personally, I’ve seen many situations when the elevation of popularity brought upon many other issues. Popular students usally have to create a certain personality that is diverse from their own, and they must always have that particular personality all the time to keep up their prevalent focus from others. This can be usually seen as the popular athletic team captain or the optimistic cheerleader. During the process in becoming more recognized, some end up hurting others for their own means of reaching that point. I remember a time a few years back when I had a group of fairly close friends. We would always hang out with eachother and we would await the day at which we were to enter high school together. When we finally reached high school, there where now a whole new group of people that were older than I. I still had my group of friends, but gradually I started to lose one of them. My friend was going against my other schoolmate, and before I knew it I was hurling the same insults as they were. It was all part of a process; a process, I thought, was going to make me popular. I thought that if I could make someone look lower than I was, I would gain self-confidence and become more popular. As it turned out it was not the case. I had lost a good friend, all for a selfish reason to get a good reputaion at school. In the end I ended up only hurting myself. I couldn’t carry the baggage I had, knowing I had hurt someone who was close to me. There shouldn’t be a need to become popular, there may be a few benefits, but it never lasts for long.

Proposing a Solution: Bullying Essay

Bullying among American elementary, middle and high school students is a growing problem. Bullying has been defined many ways, by many people. One definition is unwanted, aggressive behavior among school aged children that involves a real or perceived imbalance of power. (stopbullying.org). Bullying is a very negative act and honestly needs to be stopped. This essay will provide my solution for the growing bullying problem in our schools. Over the years, bullying has become more and more of a problem. More children are becoming victims of this often tragic problem today than ever before. Honestly, anyone can become a victim of bullying but there has been a rise in bullying among LGTB, lesbian-gay-transgendered-bi-sexual, students, as well as children who are considered to be of special needs. (Bullying statistics). There are many causes for bullying, which in order to be able to handle and fix the problem, must be dealt with before a solution can take effect. These causes may include: poverty, problems or abuse within the home, a feeling of power from age or body size, provocative or â€Å"annoying† victims, and a need to feel better about themselves as a person. (Cheever, Jenny). Bullying, especially in schools is a serious problem that occurs almost on a daily basis. Bullying can happen anywhere and at any time. In schools it can happen on the playground, the cafeteria, hallways, buses and even in the classroom. Bullying is serious and can lead to many often tragic problems. Sadly, bullying happens more than people really want to believe. According to studies shown on Bullying Statistics.org, at least 60% of middle school children say they have been bullied, only 16% of their teachers actually believe students are bullied, and 160,000 students who have been or are bullied stay at home each day because of bullying. (Bullying statistics.org). Bullying is becoming more and more extreme. More students are taking drastic measures because they feel they have no one to turn to. According to the center for disease control, suicide is the third leading cause of death among school aged children today. (Bullying statistics.org). In fact, according to several studies, 20% of high school students have seriously considered suicide in the last year as an option alternate to being bullied, almost 7% have actually attempted it, and suicide results in about 4,400 deaths per year among young people. (Burns, Tim). The need for bullying to be stopped is strong, and the only way this can be achieved is if parents, students, and educators as a whole begin working together. Students can help solve the bullying problem by banding together and reporting any incidents of bullying they see, including kids who seem like outcasts into their friendship circles, also using the acronym â€Å"steer clear†: Stick up for one another, Travel in a group, Empathize, Explore your choices, Resist using fists, Calm down, Leave, Enlist the help of others, Assert yourself, and Report incidents could help tremendously. Parents can help by: talking to their children, keeping lines of communication between themselves, their kids and the schools open, developing a personal safety plan and empowering their kids to openly talk about bullying with teachers and administrators. Schools can ultimately eradicate bullying by: promoting tolerance within the school and community, create anti-bullying policies in both the classroom and the school, teach students how to handle bullying the right way, and what I believe to be the most important solution; teaching students and teachers alike the importance of stopping and reporting bullying immediately. (Thinkquest.org). Bullying is extremely negative and honestly needs to be stopped as soon as possible, I think if we all band together and do what we can to implement these solutions we can end this problem immediately.

Continuum of Strategies

Continuum of Strategies Sylvia Brooks, Kenya Conyers, Jennifer Williams SEI/500 Structured English Immersion October 22, 2012 Dr. Gretchen Meyer Continuum of Strategies Introduction: Mrs. Brooks is a first grade teacher in Harvard Elementary School and this year she has twenty five students in her classroom. Of the twenty five students in her classroom, five are English Language Learners. These five students are all Spanish speaking but two are from Puerto Rico and three are of Mexican descent. Mrs. Books has found that two of the five children speak English also.Today’s lesson in Social Studies is titled Community Workers. In this lesson we will begin with the teacher centered strategy. The lesson will also include the teacher assisted, peer assisted, and student centered strategies. Teacher-Centered: Mrs. Brooks began her lesson by using the teacher-centered strategy of lecture. She informed the children that they would begin a unit entitled Community Workers, and doing a pi cture walk from the book. Mrs. Brooks has everyone to put there finger on the title and repeat the title together â€Å"Community Workers†.Next she asks the students for suggestions as to who do they think is a community worker? Mrs. Brooks talks about each suggestion then tells the children to look at the pictures on the next page. The children are given thirty seconds to tell their partner the name of the person in the picture. Then the teacher tells them the correct way to say the name of person in English and proceeds to the next picture (Echevarria, Vogt, & Short, 2008). The same process continues until the end of the story and the children can verbally identify the names of the community workers.Teacher-Assisted: After the story is completed, Mrs. Brooks began using a teacher assisted strategy. Mrs. Brooks brought out several boxes and placed them on the table. The children stayed with his or her partner. Each group was given a box with the description of a community wo rker inside. Inside each box were several items that were in English along with a picture attached. Each group was able to look into their box and decide what they were going to discuss with the rest of the class. The groups were given about three minutes to have their description ready to present to the class.Once each group had finished presenting their community worker, Mrs. Brooks passed out a worksheet to be completed. Peer Assisted: Before completing the worksheets, the students swapped partners so that one student from each group could discuss their community worker with another student. The students were instructed to write down key elements about each community worker. The students were given 3 minutes and after 3 minutes were up the pairs swapped again. This continued until all students had paired up to cover all five community workers covered.After this students were given directions to complete the worksheet. Student-Centered: Students were directed to complete the works heet by using the notes taken during the â€Å"pair swap†. Students were also able to refer back to the elements used in their presentations in order to complete worksheet. After completing worksheet, students were allowed time to share and discuss answers. Conclusion: After completing each activity on community workers, the teacher began reviewing the lesson that was taught. She began asking questions about community workers.She asked the students to name several community workers, what they do, and if they wear a uniform. The workers that were left out she held up pictures of the workers and allowed the students to answer questions about them. Mrs. Brooks saw that the students retain the information that was taught and enjoyed learning about community workers. References Echevarria, J. , Vogt, M. , & Short, D. J. (2008). Making Content Comprehensible for English Learners. The SIOP ® Model, Third Edition  (3rd ed. ). Boston, MA: Allyn & Bacon, Inc. A Pearson Education Co mpany.

Communism and Democratic Capitalism

1. From a Christian perspective, why did Marxist Communism fail? The government has too much power of constrains people. Trying to force people and form them to change is not right and does not work in the long run. To give any one party too much power is a bad idea. We are all human and prone to sin. The government needs to help the people and work for the people not rule them. 2. Which is a more Christian form of government, democratic capitalism or democratic socialism? That is a tricky question, and I believe the answer lies somewhere in between the two.The struggle is to regulate but not over regulate the people. People are greedy and in capitalist economy will not give to the poor. That’s were socialism looks better, but then the government is to power full and human nature can affect the government just as it can a civilian. I believe my vote goes for democratic capitalism with less government and a competitive market. 3. What functions does government have to undertake because of fallen human nature? The government has to protect society from itself so to speak.The government becomes responsible for creating laws to protect rights and property. They also become responsible for enforcing these laws and protecting people from others who may steal their things. The government also has to be responsible to take care of the environment since people fail to do it on their own. Another thing I see the government doing is taking care of people who can’t devise the means to take care of themselves. 4. Should Christians concern themselves with the regulatory activities of government? If so, what areas of regulation are most significant?Yes I do believe Christians should concern themselves with regulatory activities. The major one would be discrimination. There needs to be very strict laws guarding against regulation. All of god’s children are created equal and all should be treated fairly and given the basic tenants of life. Also everyone abl e should be able to work and have to opportunity to support themselves and contribute to society. Another regulation that needs to be of concern to Christians is over regulation. Over regulation can lead to many deceitful and bad things when abused by greedy individuals and government.

Oceans and Atmosphere Worksheet Essay

The Oceans 1. What is the composition of seawater? The salinity of seawater ranges from 3.3 to 3.7%. When seawater evaporates it leaves behind sodium chloride, better known as table salt. The other components of seawater are acquired through various methods. One of which is weathering. Chemical weathering of rock releases soluble such as salts of sodium, potassium, and sulfur. 2. What are the three major layers (zones) found in the ocean? Describe each layer briefly. The three layers of the ocean are the surface layer, the thermocline, and the deep zone. The surface layer goes up to 100 meters deep and consists of low density, warm water. In the thermocline temperatures decrease rapidly as it extends to depths of 1500 meters. The deep zone maintains a cold temperature of about -2 degrees Celsius and extends to the ocean floor beyond the thermocline. 3. What is an ocean current? Surface ocean currents are caused by winds. Wind presses on the ocean’s surface and forces the water to move along with it. These currents range from 50 to 100 meters in depth and are contained to the surface layer. Deep ocean currents are caused by several factors including temperature and salinity, which accounts for the water’s density. 4. How do oceans regulate climate? There are several ways in which the oceans regulate the climate. The oceans act as a sink for excess carbon dioxide which helps to regulate the greenhouse effect. Also there is a heat exchange that occurs within the ocean that is extremely important. Water can be heated more efficiently by the sun’s rays rather than land. The sun’s ray’s can penetrate much further into the water. Water has a higher heat capacity than land. Latent heat also plays a role, as water is frozen heat is released and as water in unfrozen heat is absorbed. 5. What causes a change in sea level? The changes in sea level can be contributed to the addition or subtraction of water to the oceans. The additions come from the melting of stored water that come in the form of glaciers and ice caps during times of global warming. Subtraction comes from the removal of water to land based frozen forms during times of global cooling. 6. What causes ocean tides? Tides are caused by the gravitational pull of both the moon and the sun. The moon being closer has a greater effect on tides. Water on the side of Earth closest to the moon bulges toward the moon. There is also a bulge away from the moon on the opposite side of the Earth. 7. What is the relationship between plate tectonics and the ocean floor—seafloor spreading, for example? 8. What are different ways that earth materials are moved around in the oceans? Surf is a powerful force. It causes erosion and moves sediment from one location to another. Currents are another manner in which materials are transported through the ocean system. There is a longshore current and a beach drift responsible for disturbing and transporting materials. 9. What are the different types of shorelines? Describe each type briefly. There is a rocky coast, lowland beach and barrier island, as well as coral reef. A rocky coast describes the most common type of costal area. This is where there are vertical wave cut cliffs and horizontal bench cut cliffs. The erosion undermines the cliffs and sends the resulting debris into the ocean forming rough outcroppings. Beaches are not only the sand areas on land they extend into the sand in the surf zone. During low tide, sands are sometimes blown onto land creating dunes or barrier islands. A coral reef is formed in an area where temperatures exceed 18 degrees Celsius but do not exceed 30. Also they are formed only at or above sea level. Coral is a limestone reef formed by a colony of organisms which secrete calcium carbonate as their skeletal material. 10. Why do waves change as they approach shorelines? A wave changes as it approaches shore due to the fact that a wave exists not only on the surface but also below water. As a wave approaches shore it comes into contact with the shallow sea floor and this begins to distort the loop shape of the water movement. It causes the wave height to increase while the wavelength shortens. Atmosphere 1. What is the composition of the Earth’s atmosphere? Air is what envelopes the Earth. Air is invisible and typically odorless. Air has two highly viable components that are aerosols and water vapor. Aerosols are liquid and solid particles so small that they remain suspended. Water vapor in air is expressed in terms of humidity. When ignoring aerosol and water vapor these gasses, termed dry air, are present and known as nitrogen, oxygen, and argon. There are more gases that make up a very minute portion of the atmosphere but play a vital role known as carbon dioxide, neon, and six others. 2. What are the four major layers of the Earth’s atmosphere? Describe each layer briefly. There is the Troposphere, the Stratosphere, the Mesosphere, and the Thermosphere. The Troposphere contains 80% of all actual mass of the atmosphere. It is also the layer where all weather phenomenon take place. Most all heat absorbing gases reside here. The Stratosphere contains 19% of all atmospheres mass. The Mesosphere and Thermosphere together contain only 1% of the atmospheric mass. The thermosphere absorbs short ultraviolet wavelengths. The Mesosphere absorbs medium wavelengths. The Stratosphere absorbs long wavelengths. 3. What is the greenhouse effect? The greenhouse effect is how the Earth’s surface is heated. Greenhouse gasses such as water vapor, carbon dioxide, and methane absorb some of the outgoing infrared terrestrial radiation and prevent it from escaping. 4. How would you describe the ozone layer? Why is the ozone layer important? The ozone layer is a protective area in the outer three layers of the  atmosphere that protect the earth from harmful radiation by blocking particular wavelengths. 5. What is the relationship among the Earth’s atmosphere, the sun, and the rotation of the Earth? The sun heats the Earth’s atmosphere and makes it a habitable planet. The earth is a sphere so the sun cannot warm every place on earth at once. This issue is solved by the earth’s rotation and its rotation around the Sun. 6. What is the Coriolis effect? The Coriolis effect causes anything that moves freely with respect to the rotating earth to veer off a straight path. This can be demonstrated through long range missile launches that have been known to land far from their intended targets due to the earth’s rotation. 7. How would you define climate? Climate is an average of weather patterns over a long period of time, generally on a regional or global scale. 8. How does the atmosphere regulate climate? Atmosphere regulates climate through weather patterns created through the greenhouse effect. This process creates heat within water vapors and other gasses that are the main contributing factors in weather. Also the filtration of wavelengths by the upper atmospheres keeps the earth’s climate at a more even temperature. 9. What are the six global climate zones? What are the main climate effects on people and the environment? The six climate zones are tropical, dry, temperate-humid, cold-humid, polar, and highland. Each zone is driven by solar energy which drives temperature, seasonality, precipitation which in turn fosters vegetation, . These factors make a zone habitable or non habitable. 10. How do the oceans and the atmosphere interact? The oceans provide a great deal of moisture for the atmosphere. This moisture is a main component in heat exchange which leads to weather patterns. Water is in constant motion and plays a vital roles in the regulation of the atmosphere.