The role of the judge is to declare what the law is, and not to make Essay - 1

The role of the judge is to declare what the law is, and not to make it.Discuss this statement with reference to the theory and practice of both statutory interpretation and the doctrine of precedent - Essay Example The application of the law in particular controversies has been a contentious matter of this nature. Laws necessarily are framed in a general way so that they apply to a group of circumstances. When the judge seeks to apply these general principles to a specific case, he necessarily has to restate the law to a certain degree in order to put the case within its context. Similarly, the judge in common law cases is tasked to apply judicial precedent to subsequent cases to maintain stability in the law. The idea is that once meritorious, always meritorious – and, necessarily, the same for non-meritorious cases. Occasionally, however, the judge finds the need to modify or differentiate from precedent, to serve the ends of justice. In his treatise on the history and theory of statutory interpretation, William D. Popkin observed that originally, the judiciary and Parliament were not formally separated. Until the thirteenth century, Parliament was a mere group composed of powerful people summoned at the pleasure of the king. The function of Parliament at the time included â€Å"agreeing to pay taxes (it did not legislate taxes so much as assent to requests for money), dealing with matters of state (often foreign affairs), responding to petitions (what we would call private legislation), and passing some general rules (often prompted by petitions). Parliament was not so much a body as an occasion at which people met to parley or speak with the king as they saw fit† (Popkin, 1999). What may be deduced here is that judicial techniques such as statutory interpretation could not have existed while the legislature had not developed a sense of separation from judging. Until that was achieved, there was nothing to â€Å"interpret† as judges, being part of Parliament, could claim absolute competence in understanding the law. There was therefore a â€Å"shared sense of common enterprise† between Parliament and the judiciary because of the

The West, Middle East And Orientalism Essay Example for Free

The West, Middle East And Orientalism Essay The Middle East has become a focal point in the last fifty years because of concerns regarding the regions role in economics, international security and politics. There is urgency in developing peace and development for the region: its position in the world’s oil markets and its role as gateway between Europe and Asia are critical reasons for the interest. There has been an exhaustive amount of literature aiming to analyze and develop solutions for the region developing a consensus to what has to be done has proven to be difficult and even if accomplished, implementation has been problematic. One point of suggests that the difficulty in the region stems from cultural reasons. Orientalists contend that the culture of the people in the Middle East which is predominantly Islamic is one of the reasons for the developing conflicts. The purpose of this paper is to survey existing views on this perspective and to assess the validity of the arguments presented. In doing so, the paper will be able to define how culture affects the peace, order and development in the Middle East based on historical and current studies of the region. Perspectives of Orientalism The term orientalism was coined to delineate the geographical divide between the Europe and the Americas with Asia. This reflects the more recent use of the â€Å"west† to refer to the occident and â€Å"east† to refer to the orient particularly during the colonial expansion in the 20th century. Though the term was originally developed as a geographical term, the more significant application is in its use to imply a cultural divide that in turn is the core of conflicts held against the â€Å"west†. In Cole’s review of Bernard Lewis What Went Wrong: Western Impact and Middle Eastern Response, he cites that Lewis uses orientalism to characterize and develop his insights regarding the Middle East’s situation . Lewis uses the west as a standard to define what is wrong with the policies in the region. The approach is not just used to assess the current state of affairs in the region but reaches back historically with the study of the Ottoman Empire versus Central and Western Europe. According to Ismael Hossein-Zadeh, orientalist perspectives have had resurgence after the September 11th attacks. He considers that development an effort to understand the reasons behind the tragedy and at the same time an effort to develop the protagonists and antagonists of what was to be the war against terrorism. In this light, the Middle East and Afghanistan were modeled according to their difference with the Allies and the most distinct difference being the culture of the region . Stefan Lovgren reflects that this view of the Middle East is steeped and history as evidenced as far back by the Crusades . Ideologically, there are significant similarities: in the middle ages, the focus was to deliver the region from the domination of Arabs of Christendom’s birthplace and today, the objective to liberate the region from the supporters of terrorism. Evaluating Orientalism In Edward W. Said’s review of Samuel Huntingtons article The Clash of Civilizations he criticizes the War of the Worlds scenario presentation of the cultural and religious conflicts . Huntingtons approach is distinctively orientalist because of his use of cultural or civilizations to illustrate his theories. Said’s view is that Huntington is only â€Å"reinforcing defensive self-pride than for critical understanding of the bewildering interdependence of our time† . One of the key difficulties in orientalism is that there seems to be too much focus on superficial differences. This is not to imply that cultural differences have to be considered but rather, there is little historical perspective given to the economic, political and strategic factors. For example, Nanda Shrestha and Kenneth Gray reflect that the current conflicts between the West and the Middle East and all other conflict in recent history belie a two hundred years of good relations in terms . Using an orientalist approach, one culture or group is evaluated based on what is considered a more superior culture. In such a scenario, one group ultimately is considered to be superior to another thus its use as a standard. This then leads to conflict because either of the perception that a culture is being judged as inferior or because of the action on enforcing judgment or the will of the â€Å"superior† nation to the other in what is seen as in consideration of the interest of the other. It should be noted that this is not the motive of orientalism but is often used as the justification of extraterritorial action not just in the Middle East but the rest of the world as well. Conflict and Orientalism Cole points out that one of the difficulties in orientalism is that it tends to lumps together issues and then gives it a cultural or ethnic label that rarely represents all the individuals involved in the issue. According to him, when the terms Middle East is used the connotation is of Islamic insurgency which does not represent the majority of the countries in the region in either religion or sentiment . Bernard Lewis considers the current points out that this has lead for Moslems to fell that they are being persecuted and has led to resentment and mistrust of the west, particularly the United States . The cycle then continues on with Middle Eastern leaning towards orientalist views in dealing with other countries. Which, to be expected only further encourages conflict and misunderstanding among the parties involved. In Shrestha and Gray’s evaluation of Huntingtons article clash of civilization theory is that it should be considered as an â€Å"ideological work underpinning a neoconservative agenda for a global American Empire than a work of scholarship or accurate representation of historical reality† . Evaluating the Conflicts Lewis suggests that the evaluation of the conflicts should not focus so much on the disparities suggested by orientalist but rather on the competition because of common interests in terms of economy, politics and security . His view is supported by Lovgren whose study of the city of Jerusalem, one of the most contested cities in history and a goof microcosm of the region, reflect that history has shown that various cultures and civilization have co-existed well enough. He cites that most conflict has developed from territorial, economic and political disputes rather than from cultural differences . Furthermore, Kunihiko Imai that there has been greater tension not only in the Middle East but in the world as a whole because of greater exposure and interdependence among nations . Common stakes and conflicting interests are considered as one of the main causes of conflict. The discrepancies between the developed and lesser developed countries is creating tension and brings to the surface questions regarding the fairness of today’s global economics and politics . At the same time, J. J. Nance points out that there is also realization that issues like terrorism are global issues that have gained the attention of the international community that may not necessarily be in the interest of some country’s sovereignty . Nance uses as an example the aviation industry which has been among the hardest hit after the September 11th attacks: the aviation industry is typically one the highest grossing industries of any country, generating billions of dollars in tax revenue. Educator Henry A.  Giroux also points out that the conflicts that develop can also be attributed to the lack of cultural literacy which is the development of context and understanding of other cultures which has created â€Å"politics of difference† that gives little margin for real communication . Hossein-Zadeh supports this view: he believes that there has been little effort in addressing the root of the conflicts and religion and culture are used as a convenient scapegoat for the conflicts . There is no denying the impact of culture and civilization. It affects all aspects of society, creating the dimensions and forces that shape individuals . Orientalists’ perspectives have merit in that societies have their own motivations and capacities that either allows them to become more developed than another. However, considering communication and technology today which has created unprecedented channels for global interaction the distinction of what the West and Middle East encompasses is becoming blurred. As much as one would want to consider the Middle East as a far off and alien region to the West, the irony is that most recent leaders of the region have been educated in the West . Conclusion It is easy, if not convenient, to use cultural or regional characterizations to explain conflicts but this provides little option for the creation of satisfactory solutions. The real albeit more difficult issues to deal is whether there is fairness in economic policies; whether there is basis of foreign military presence; whether there is religious, racial and social discrimination; whether there tolerance for differences; and whether issues are not being misconstrued because of differences in perspective or objectives. There is little consideration of the underlying issues that was created the existing status quo and leaves too much to speculation and assumption. Therefore, any attempt to tackle with the issues in the Middle East must not be limited to this perspective and if used, should not consider it as indicative for the region. In conclusion, issues can not be fully assessed and solution can not be fully developed from orientalist perspectives alone. These perspectives consider only a snapshot of the issues that have to be dealt with. Reference http://www.freerepublic.com/focus/f-news/533230/posts http://news.nationalgeographic.com/news/2004/10/1028_041028_jerusalem_conflict.html

The Effects of Technology on Students Essay -- Education Teaching

The Effects of Technology on Students Change is constant. Though one may not be able to see the change, one can look back through the course of a year or maybe even a few months and see the change. Technology has transformed with our culture. There are many benefits for students with the new advancements of technology. Teachers have seen many of these benefits with the influence of technology on their students. Many students find a sense of accomplishment when working with technology. Students are now more willing to write and work on computational skills (Estey). Then students find these tasks appealing and are able to achieve more. Another area that technology has impacted is the expansion of the learning environment. It allows students access to primary source material they could not otherwise see, information they could not otherwise find, places they could not otherwise go, and different opportunities for collaboration and team learning they otherwise could not have (Miller 44). Students who have disabilities or transportation problems benefit from this technology. Students are able to do research from their home rather than going to the library. Pages of information can be available to students from across the nation with just a few clicks of the mouse. Students in a Chicago suburban elementary school recently used technology to explore the history of Ice Age animals in Illinois. Using the Internet, they â€Å"traveled† to the Illinois Sate Museum (200 miles away) and the Brookfield Zoo (10 miles away) to gather information and talk with experts via two-way video. The students constructed an electronic database to organize and analyze their information and shared their findings with students outside ... ...e should use these gifts because in the Bible, I Peter 4:5 reads, â€Å"Each on should use whatever gift he has received to serve others, faithfully, administering God’s grace in its various forms. If anyone speaks, he should do as one speaking the very words of God. If anyone serves, he should do it with the strength God provides, so that in all things God may be praised through Jesus Christ.† Works Cited Miller, Steven E. â€Å"Technology: what’s it good for?† Learning and Leading with Technology 28 (2001): 42-5. Estey, Carolyn. â€Å"Technology and Education Reform: Technical Research Report.† 2001 U.S. Department of Education. 10 November 2002 http://www.ed.gov/pubs/SER/Technology/ch.9.html â€Å"Networked Classrooms of the Future: An Economic Perspective.† March 2001. http://www.cnets.iste.org. 24 November 2002.

Kudler Fine Foods Problem Statement Essay

The following is a problem statement explaining what is currently wrong with Kudlers plans on expansion, and how they can improve these plans. Introduction After reviewing the strategic plan for Kudlers Fine Foods it is obvious there are several issues that will stunt the growth and success of the organization. The company is suffering from a lack of management and poor organization planning. The issues that will be discussed are the poorly developed expansion and growth plans, and the lack of risk management in preparation of a competitor entering the market. Problem Statement The management at Kudler Fine Foods is planning on opening a new location when all of the current locations are not successful, and the company has not done a proper analysis of the need for their services in the area. Also Kudler is not prepared for factors that may decrease the profitability of the company, or factors that can contribute to the failure of a new location. Solution With the Del Mar location not producing profit as expected this is the location management should use to create a market research and analysis plan. By using this location they will be able to determine the factors that are hindering the success of this location and then develop ways to counteract those factors. The benefit is they will improve the business done at that location before opening a new location. By looking at factors like population, socio-economic status in locations surrounding area and health factors in the area can determine what the need are for the community. Management should also look to see where people are purchasing food in the community and what types of food and products are selling at the local grocery. If there are gourmet products selling out of the supermarket than that is a factor that needs to be accounted for. Once the market research is done Kudlers management can the focus on a risk management plan. Before a risk management plan can be established they must know what risk are out there and the market analysis and research will help the company determine what risk and challenges they face. Risk management is a part of a basic business plan, I see where threats are outlined in the strategic plan but there are no alternative plans to minimize each threat nor are there any plans for how to be competitive should a competitor arise. Kudler only considers other gourmet shops as competition they should also consider, grocery stores that sell gourmet foods a competitor. Then they should focus on how to maintain their existing book of business. If Kudler developed their website so customers could place orders online that would give them a way to expand while working on the risk management plans and the online based business would also help with the market research. A high concentration of orders coming from a specific location may be an indicator used to determine where to open a new store. Desired Resolution Kudler Fine Foods will be able to expand all facets of the business and have a risk management plan in place to counter act competition entering the market. Kudler will expand in to locations where they will be successful. Kudler will also have an effective and efficient model for future expansion and growth. Conclusion The goal of Kudler Fine Foods is expansion and growth while increasing profit and the current book of business. By doing the extra research and implementing a risk management program before opening a new location will increase the success of all three current locations and ensure the success of any future locations. It will also help Kudler organize and develop other facets of the business like the website. A little extra work goes along way and with the risk management plan in place and a new location market analysis model being used Kudler Fine Foods should be able to grow and meet all the organizations goals.

Homework At A Secondary School Education Essay

The purpose of this survey is to happen out the pupils attitude towards prep, particularly towards the English prep at a secondary school. The research was conducted in one of my categories. The participants are pupils are all in grade 7. In malice of larning in the same category, each member of this category has a different degree of English proficiency and has different motives in larning English. I do this research with a hope that after the research, I can derive some certain cognition and experiences in order to assist myself and my every bit good as my co-workers in taking the best manner of giving prep which will accomplish maximal engagement from pupils in carry throughing their prep.Introduction:Background Information:I am a instructor of English at Long Thanh secondary school – a secondary school in a distant inland in Kien Giang Province, Vietnam. I have four categories with an norm of 35 pupils per category. After old ages of instruction, I realized that there was a phenomenon happening twelvemonth after twelvemonth: during the first hebdomads of the semester, my pupils ‘ prep was fulfilled with high frequence than the ulterior hebdomads. After the first month of the school-year, I discovered the fact that a batch of pupils repeatedly neglected to make their prep and normally did ill on most of the trials. Then I reminded them many times ; I called to their house to speak to their parents about this job and told their form- instructor. Occasionally, my pupils would look with prep in manus, but most of the times they appear with merely alibis. Why? It may be at the beginning of the school-year, my pupils might hold less prep and prep possibly easy for them to make, or they merely wanted to delight their instructor. After some hebdomads, they had so much prep from other topics to make every bit good, or they must go to extra-classes, or they felt bored with their English prep. I was really at a loss. I wondered why my pupils did non make plenty English prep. I wanted to cognize more about my pupils ‘ attitudes towards the English prep. I wondered if my pupils did non understand something in the prep or the instructions of the prep were non clear plenty or the prep was excessively hard. What can I make to assist my pupils? After old ages of learning English in secondary school, I face the job that instructor ‘s function is to give prep, and a pupil ‘s function is non to make it! † Due to this fact, I wonder if we should halt giving prep in learning English to secondary pupils. The reply is perfectly â€Å" no. † No 1 can deny that prep is indispensable for scholars in deriving better cognition. It gives scholars chances in acquiring exposed to the new linguistic communication and helps them review their memory of the old learnt linguistic communication. When carry oning this research, I hope that this survey will cast visible radiation on giving prep. It can assist me happen out techniques to help pupils ‘ consciousness about the value of prep every bit good as promote them to carry through their day-to-day prep with more involvement.Background of learning English in Vietnam:In Vietnam, English is taught as a foreign linguistic communication and it is besides one of the compulsory topics at estate schools. Mr. Canh ( 2001 ) remarked that although Vietnamese English instructors presents have a positive attitude to communicative methods, they feel limited in the execution of communicative instruction in their English schoolrooms for several grounds. Communicative linguistic communication instruction is excessively hard in Vietnam, where the instructor ‘s degree of English is low, the categories are excessively big, edifices, furniture, and other agencies are basic, and merely low support can be provided for stuffs, libraries, and other consulting services. The new instruction attack requires new cognition and accomplishments. Teachers are frequently required to pass more clip on making the extra readying, but there are excessively many demands on instructors ‘ clip. Teachers seldom have entree to the input and resources of the mark linguistic communication at secondary schools. Not a individual secondary school in Vietnam has ELT resources and stuffs available to instructors. Normally, there are merely some types of instruction stuffs which are available to Vietnamese instructors. They are text editions, a few practical English grammar books, some instructors ‘ manuals, some cassette – participants and some lexicons ( normally, those lexicons are excessively old and non up to day of the month ) . Not merely do pupils seldom have a opportunity to take portion in meaningful acquiring in touch with native English talkers but besides instructors face the same job. With such a awful English linguistic communication input environment, how can Vietnamese instructors of English keep their English ability off from being fossilized? They themselves have jobs in acquiring in touch with aliens. As a consequence, most of Vietnamese instructors tend to utilize Grammar-Translation Method in learning English in secondary. Furthermore, Vietnamese instructors ‘ wont is reading and of the pupils is composing. Teachers normally combine Grammar-translation Method with the Audio-lingual Method in learning. They ever try all their best to cover everything from the text edition. Besides, they are disquieted about an â€Å" over- prepared lesson program † or â€Å" under – prepared lesson program † . In this instance, pupils merely listen to their instructors ‘ account and transcript everything that is taught.Literature ReviewMotivation in larning linguistic communications:Motivation is the key to success in making anything, particularly in larning linguistic communications. Secondary pupils, out of sight of their instructors, normally find it hard to hold self-awareness. Language research workers divided motive into two basic sorts: integrative motive and instrumental motive. Harmonizing to Crookes and Schmidt ( 1991 ) â€Å" integrative motive is the scholar ‘s orientation with respect to the end of larning a 2nd linguistic communication. It is characterized by scholar ‘s positive attitudes towards the mark linguistic communication group and the desire to incorporate into the mark linguistic communication community † . Hudson ( 2000 in Norris-Holt 2001 ) stated that â€Å" instrumental motive was the desire to obtain something practical or concrete from the survey of a 2nd linguistic communication † . That is the desire to acquire a better occupation or a publicity ; to go through an scrutiny ; and to read materialsaˆÂ ¦ Harmonizing to Reilly ( 1994 ) , motive is enhanced when larning ends are made clear and when undertakings are sequences and linked in ways that make sense to scholars. Nunan ( 1991 ) said that the good foreign linguistic communication scholar found ways of triping his or her linguistic communication out of category. Liu and Littlewood ( 1997 in Zhenhui 2001 ) pointed out that â€Å" traditionally the instruction of EFL in most East Asiatic states is dominated by teacher-centered, book-centered, grammar-translation method with an accent on rote memory. † These traditional English linguistic communication learning methods have resulted in a figure of typical manners. Most pupils receive cognition through their instructor ‘s conveying instead than they themselves discover it. Students receive cognition instead than construe it. They normally wait for rectification from the instructor throughout their acquisition procedure. What about the instructors? They tend to give everything to their pupils through what they pour on the chalkboard. The chief ground for this linguistic communication survey is a necessity for my pupils to derive accomplishment in scrutinies. Due to the fact that the scrutinies are structured, about all schools in Vietnam are forced to educate their pupils in such a mode that they can make the scrutiny every bit good as possible. These tests are strict trials which required pupils to hold cognition of both extended vocabulary and grammatical constructions in order to make these trials successfully.Why do we necessitate to give pupils homework? The positive and the negative effects of prep:Depending on what facet of the prep statement we are on, prep can hold both positive and negative effects on pupils.The positive effects of prep:Homework plays an of import function in learning linguistic communication to our kids. Goldstein and Zentall ( 1999 ) have stated as the followers: Homework is of import because it is the intersection between place and school. It serves as a window through which we can detect our kids ‘s instruction and show positive attitudes towards our kids and their instruction. For instructors and decision makers, prep is a cost effectual manner to supply extra direction in pattern. The most common intent of giving prep is to assist pupils rehearse what they have already learnt in category. Homework is besides used to reenforce acquisition every bit good as to assist pupils master specific accomplishments. Preparation prep is besides a measure of presenting stuffs which will be presented in the following lessons. There are 10 grounds for instructors to give prep to pupils. Teachers give prep in order to revise classwork, to consolidate and pattern classwork, to widen linguistic communication cognition, to derive farther accomplishments pattern, to fix for the following category, to complete off work started in category or to salvage category clip for more communicative activities, to let pupils to work at their ain gait, to let us to look into that pupils have understood what we have tried to learn, to name spreads in pupils ‘ cognition, and to get farther linguistic communication, manner, and so on, from extended accomplishments work. There are 4 grounds for non completing prep. Students frequently claim: â€Å" I had excessively much prep. † ; â€Å" It was tiring. † ; â€Å" I forgot. † ; or â€Å" I did n't understand how to make. † Cooper ( 2001 ) found one more positive academic consequence of prep: betterment of attitudes towards school. Giving prep benefits us, the instructors, every bit good. â€Å" Homework improves instructors ‘ ability to cover the course of study and acts as a sort of span between the last lesson and the following 1 † ( Weisenthal et al. , 1997 ) .The negative effects of prep:The Official US – Department of Education Website besides province that excessively much prep can do pupils experience bored. Puting excessively much prep can maintain pupils off from taking portion in free clip and fall ining community activities. Other negative consequence of prep is that it can take to unwanted character traits if it promotes rip offing, either through the copying of assignments or aid with prep that goes beyond tutoring.The sum and the nature of the prep undertakings:Cooper ( 2001 in Nelms 2008 ) recommends: That all pupils should be given prep but that it should be limited by a orderly expression: no more than ten proceedingss per dark multiplied by the pupil s grade degree. In other words, a 2nd grader should hold no more than 20 proceedingss of prep all together per dark ; a 12th grader, no more than 120 proceedingss, or two hr. Young kids should hold shorter and more frequent assignments because they have short spans of attending and demand to experience they have successfully completed a undertaking. To better the job of giving prep, there are some experiences from linguistic communication research workers. On the Official US Department of Education Website, they found that to assist pupils with clip direction, we should assist them set up a fit clip each twenty-four hours for making prep. Do non allow them go forth prep until merely before bedtime, most of them wait until the last minute. We should hold them make the difficult work foremost. We must learn pupils the manner they learn. ( Dunn and Dunn, 1978 ) . In short, it is the occupation of pedagogues to maximise the benefits of prep and minimise the â€Å" cost † .

Health care for transpersons Essay Example

Health care for transpersons Essay Example Health care for transpersons Paper Health care for transpersons Paper Transgender healthcare is an emerging phenomenon because these lifestyles are evolving rapidly in today’s modern world. Unlike other people, transgender persons require specific health care due to their peculiar circumstance. In the United States of America, most people are covered by some form of health care plan. These plans cover only basic health care needs. Transgender persons are in need of various peculiar surgical procedures, namely: phalloplasty (the construction of a penis), metoidioplasty (enlarging the clitoris), hysterectomy (removal of the uterus), etc. Vitale (1) writes that there are various considerations which transgender persons need to take into account before embarking on a procedure like Sex Reassignment Surgery (SRS). Top on the list of these considerations is funding. Where will they get the finance to pay for the surgery? Recently the struggle for coverage of transgender health by insurance companies has found its way to Facebook, where people are urged to register their protest against this denial of fundamental rights. On the page it is affirmed that corrective surgery is a necessity not just a cosmetic procedure. Many transgender people are denied coverage by insurance companies although their condition is a medical necessity. Most insurance companies refuse to cover transgender health because such surgery is considered cosmetic, therefore not a necessity. A refusal to grant insurance cover to transgender people can have disastrous effects. Lombardi and Van Servellen (291-296) find that a lack of health insurance and the financial difficulty which transgender people face can lead them to turn to non prescription drug. Thus it is important to assess insurance issues as they affect transgender health care. Problems associated with Transgender Health Care Firstly, the first problem with transgender health care is access. Finance determines access. In other words, the patient has to pay to have the specific surgical procedure performed. This is where insurance companies come in. They need to collaborate with employers in order to provide the needed insurance cover. In the study, â€Å"Serving the Health Care Needs of Transgender Students,† Beemyn (7-8) identifies three pressing concerns of transgender students namely: accommodation, bathrooms and healthcare. Of these three, Beemyn (8) notes that healthcare is the least addressed on most campuses in the US. The study finds that transgender students often have negative experiences at designated health centers where personnel do not address their needs. Thus, most of them turn to health care facilities off campus if they can afford it or go entirely without healthcare at all. Transgender people face a lot of health issues. According to the National Center for Transgender Equality (2) a partial list of transgender health issues includes the following: Violence, HIV/AIDS and other STD prevention and treatment, Substance abuse prevention and treatment, Depression suicide, Lack of health insurance, Lack of health insurance coverage for trans health services, Gender identity disorder (GID) as the principal diagnostic means determining access to trans health services, Lack of FDA approval for transgender hormonal therapy, Injection silicone use, The misclassification of sex reassignment surgery as experimental Furthermore, in their Schilder et al (1643, 1659) found that in a survey of 47 HIV positive men in Vancouver, all the transgender ones of the lot worked in the sex industry. Although this cannot be linked to lack of insurance cover on the face of it, there exists a remote relationship. As a vulnerable group, transgender people need support in order to live production lives. With adequate support, they will disprove stereotype. One of the vital support systems which transgender people need is health insurance that will give them access to quality health care. Comparisons are often drawn between transgender people and people from other groups who need essential medical treatment similar to what is denied to transgender people by insurance because it is considered cosmetic. The group, Transgender at Work argues that if Hormone Replacement Therapy (HRT) is given to post menopausal women (under insurance cover), it is discriminatory to refuse insurance for the same HRT treatments to transgender people.

My Fear of Public Speaking Essay Example

My Fear of Public Speaking Essay Example My Fear of Public Speaking Paper My Fear of Public Speaking Paper Essay Topic: Public Speaking Fear is defined often as a negative reaction provoked by a looming danger. As humans, we have felt this negative emotion in varying degrees. Some of us fear snakes, heights, death and even the number Thirteen. My fear keeps me from expressing my ideas and myself. My fear is public speaking. Born and raised in Ethiopia I spoke Amharic my native language, until the age of fourteen. I then moved to the United States to join my family. Coming to a new country already had lots of challenges; having to learn a new language makes it a lot harder to overcome the fear of public speaking. Can you imagine how difficult it was to move? We find it hard moving to a different apartment let alone a whole new country. I had to move from a different continent. Yes, it was very challenging and terrifying. In spite of my fears, in my first year of high school English class, I found myself having to give a speech report. From the moment Mrs. Smith, my teacher, announced that we had to present our essay; I was consumed with worry and dread in anticipation. The day was Tuesday and it was unusually muggy and dark outside. As I walked through the tunnel that led to my English class, I wished I could keep walking to my home, my true home. Knowing that there was no hope of going back, I stepped in through the gates of hell to face my demons. In the class I saw monsters, in varying sizes. I saw them having huge ears, especially made, for listening to any errors, mispronunciations, and stutters. These beasts had huge eyes, big as baseballs, made to look for nervous ticks. Their huge mouths were filled with enormous tongues like lizardsmouths made for laughing at me and tongues to talk about me behind my back. Oh, such terror! I had never felt so terrified. My heart was beating so fast I thought any minute it would jump out and run away. I walked in slowly, with measured steps. I didn’t want to disturb the creatures. Not wanting them to turn on me this minute, I sat at my desk avoiding any eye contact and made myself as small as a mouse. I was hoping the main monstrous creature sitting behind the desk would not utter my name. â€Å"Ko row beil,† the creature shrieked murdering my name. For a moment, I thought, â€Å"That’s not my name. Should I sit here till the monster gets it right?† No, I thought it best not to anger the beast. I stood quickly and moved toward the front of the class. Approaching the front, I smelled a strong perfume emanating from the creatures body. The perfume was so strong it smelled like toilet cleaner with a hint of citrus. I felt light headed either from the overwhelming odor or my fear. My vision got swirly I had to hold on to a desk to keep from falling. In this state, I began to speak my introduction. Thirty seconds or so into my speech, I began to breathe normally and relaxed a bit. I dared to look down from the ceiling. I looked at my classmates. On their faces were the funniest expressions I had ever seen. There was bewilderment and some looked dumbfounded. Then my brain started to register that I was speaking Amharic my native language. I stopped and looked at those funny expressions on the students’ faces, and I busted out laughing. I could not control my laughter. Then the whole class erupted with laughter, even the enormous creature behind the teacher’s desk. A few minutes later, the class calmed down from laughter, so had any difficulties I had about speaking. I began again in English this time. I was very relaxed and even had a smile on my face. I finished my presentation it wasn’t perfect but I was done. As I sat back at my chair in relief, the creature stepped out from behind its desk. Looking at the monster’s face I saw similarities. It had the same demeanor, caring and loving as my mother. The monster was no more. Of course, my fear was not just a fear of speaking to people; rather it was not being understood. There were many factors that added to my fear of public speaking. I believe not being raised by my parents and societal tradition in Ethiopia was significant. In Africa war, famine, and political are realities that separate families. My family had no control over these uncontrollable situations. As a consequence I was not raised by my parents. Not being raised by my parents had impacted my confidence and made me fearful of speaking in public. However, I’m thankful of my first speech in English class. The speech that day built up my character and made me a better person.

How to Study Better in High School 16 Expert Tips

How to Study Better in High School 16 Expert Tips SAT / ACT Prep Online Guides and Tips Studying is about finding a right balance between concentration, understanding, retention, and rest. And, just like any task that taxes your energy- be it physical or mental- it is often just as difficult to get started as it is to engage in the task itself. But don't despair! Whether you need to study for just one test, or want to learn how to study over the long haul and retain a whole term's worth of information, we've got you covered. We’ll explain exactly how to study better, helping you revamp both your daily and long-termstudy habits and giving you the best study tips for managing your timeand keeping your focus as you actually study. And, once you've mastered thesestudy techniques, we’ll also show you how to prepare yourself for test day so you can do your very best when the chips are down.So let’s get to it! Building Good StudyHabits Again, exerting both mental energy andphysical energy is difficult and many find it tough to keep upover the long term. But a proper approach will helpease the way and keep your studying strong for years to come. To laya healthy study foundation and avoid last minute cramming and undue stress, it's necessary to build (and maintain!) a proper study habit. Just like with exercise, the task will become easier and more manageable the more you are able to get into a routine. And you'll be far less likely to lapse back into bad study habits once you've made studying an intractable part of your daily life. #1: Stick to a Set Schedule Your brain builds pathways and habits over time, and studying is about building thosemental muscles and endurance. Getting into a fixed habit of studying will help you improve your concentration and mental stamina over time. And, just like any other training, your ability to study only improves with time and dedicated effort. There are many activities that are good for us, but that we often- for whatever reason- dread doing. Whether this is exercising, doing chores, or studying, it’s a good idea to set yourself a schedule and stick to it no matter how you’re feeling at the moment.It’s easy to put off these activities for a thousand reasons: you’re busy doing something else, you’re tired, you have a headache, you’re not in the mood.†¦But the more you hold yourself to a set schedule, the more likely you’ll do what you need to do without having to make an endless litany of excuses. Aside from doing homework,set aside a dedicated 50 to 75 minutesto study each day and then stick to your schedule. You'll find the studyrhythmthat works best for you, but do know that you don't necessarily have to sit down and eek out those minutes all at once. You can decide to split the time into smaller segments throughout the day, or, if you work betterat completing tasks and moving on, you can choose to get your studying done all at once. One way to divide your after school study time into segments could be: 4:30 - 5:00 - arrive home, eat a snack, relax 5:00 - 5:30 - first study chunk 5:30 - 6:30 - break/homework/other task 6:30 - 6:45 -second study chunk 6:45 - 7:30 -dinner/assignments/other task 7:30 - 8:00 - final study chunk Or, if you'd rather spend your 50-75 study minutes all at once, then your schedule may look more like: 4:30 - 5:00 - arrive home, eat a snack, relax 5:00 - 6:15-study time 6:15 - rest of evening - dinner, break, homework, other tasks How you create your study schedule is up to you, just so long as you stick to itonce you've made it and don'tdeviate. #2: Schedule Your Studying in SmallerIncrements Over a Long Period of Time By committing50 to 75minutes to studyevery day (and sticking to your schedule!), you'll avoid bothburning out your mental energy and being stuck crammingfor hours and hours at a time the night before a test. Not to say that cramming your material can't occasionally "work." Some people are absolutely able to cram for a test the night before and do well, but studying in this way will only store the information in your short-term memory, not your long-term.This means that, by cramming, you can struggle to stay apprised of the material as the semester progresses (especially in classes where previous information builds on later information, such as in science, math, or history classes). And the long term effect of forcing your brain to cramnecessary information at once will not only makestudying for finals particularly difficult- essentially forcing youto re-learn a semester’s worth of material, rather than being able to simply review it- but making a habit of cramming material at the last minute will only increase your stress and make you feel as though you have to constantly play â€Å"catch-up.† By sticking to a schedule of studying for a reasonable amount of timeover the entire semester or term, you'll be able to better store and recall the information you need, and thereby reduce some of the stress that comes from schoolwork, tests, and studying. Though it may seem rigidnow, a set study structure will make life easier in the long term. Setting the Right Study Environment A proper study schedule is essential, but so is creating the right study environment. Your environment can have a tremendous impact on your concentration and productivity, so figuring out aproper study space will ultimately benefit you and improve your study time. #3: Stick to the Same Study Spaces A stable environment for a particular activitycan help put you in the right mood and mind frameto complete the task at hand. The same applies for engaging in studying. It is helpful to have one or two dedicated locations for schoolwork- separate from any "free time" areas- that you use to study in each and every study session. Sometimes this may not be possible if you live in a small dwellingand don't have access to free public spaces like a library,but do the best you can to find a space you can use solelyfor studying and stick byit. Your studyspace will be individual to you, so don't worry about how other people work best. Some people concentrate their best when surrounded by others, like in a study group or a bustling coffee shop, while some people can only study if they're alone or in a completely silent location. Experiment with different environments and spaces until you find the one you seem to work in best and then stick to it as your dedicated "study zone." #4: Practice Good Study Hygiene Good study hygiene is about retaining a clear separation between work and rest.This allows you to focus on necessary tasks while minimizing stress and anxiety in the rest of your life. We've already talked about keeping a dedicated study space, but now we have tobe sure to keep those areas as "hygienic" as possible. How? By following a few key rules of setting up your study environment: Make Sure That You DON'T Study In or On Your Bed Studying in sleeping areas is the very definition of NOTmaintaininga clear separation between work and rest, and most often leads to increased levels of stress and insomnia. This, in turn, can decrease your concentration and ability to study in the long term. By blurring the lines between study-time and free-time, you'll only createspillover stress for yourself and be stuck in acyclical effect of non-productivity and anxiety. So keep your study location to a desk, a table, or even a couch, so long as you aren't anywhere on your bed. Keep Tantalizing Distractions Far Away It's easy to allow ourselvesto take "a quick break" tocheck our phones, get up and go hunting for a snack, or to let ourselves get caught up searching forirrelevant information on Wikipedia. There are untold distractions all around us that try to lure our concentration away from the task at hand, and giving into temptation can be an awful time suck.The best way to avoid distractionslike these is to remove temptation altogether. Make up a snack for yourself before you start studying so that you're not tempted to get up. Keep your phone far away, and turn off your wifi on your computer if you can. Tell yourself that you can't get up to check on whatever has you distracted until your allotted study time is up.Whatever has you distracted can wait until your study time is over. Keep Yourself Comfortable, Hydrated, and Fed Taking care of your body's basic needs will not onlyhelp toimprove your mood and concentration while you study, but it will also helpmake sure youavoid needing to get up (and therebylose your focus) during your study time. So make sure you takewater, a jacket, a snack, coffee, or whatever else you need to your study space so that you can be comfortable, focused, and ready to learn. VaryingYour Study Methods There are many different ways to study, and none is exclusively better than any other. In fact,diversifying your study techniques, andusing a mix of multiple different study methodswill help you learn and store your information better than simply sticking toone. Practicing different study methods and combining different techniques to prevent mental fatigue and keep your brain engaged. And we'll walk through some of the best study techniqueshere. #5: Rewrite or Rephrasethe Materialin Your Own Words It can be easy to get lost in a textbook and look back over a page, only to realize you don't remember what you just read. But luckily, that can be remedied. For classes that require you to read large bodies of text, such ashistory, English, or psychology, make sure tostop periodically as you read. Pause at the end of a paragraph or a section and- without looking!- think about what the text just stated. Re-summarize it in your own words. Now glance back over the material to make sure you summarized the information accurately and remembered the relevant details. Make a mental note of whatever you missed and then move on to the next section. You mayalso want to make a bulleted listof the pertinent information instead of just rephrasing it mentally or aloud. Without looking back down at the textbook, jot down the essentials of the material you just read. Then look over the book to make sure you haven't left out any necessary information. Whether you choose to simply summarizealoud or whether you write your information down, re-wording the text is an invaluable study tool. By rephrasing the text in your own words, you can be sure you're actuallyremembering the information and absorbing its meaning, rather than just rote copying theinfo without trulyunderstanding or retainingit. #6: Teach the Material to Someone Else Teaching someone else is a great way to distill your thoughts and summarize the information you've been studying. And,almost always, teaching someone elseshows you that you’ve learned more about the material than you think! Find a study-buddy, or a patient friend or relative, or even just a figurine or stuffed animal and explain the material to them as if they're hearing about it for the first time. Whether the person you're teaching is real or not, the act of teaching material aloud to another human being requires you to re-frame theinformation in new ways and think more carefully about how all the elements fit together. Andthe act of running through your material this way- especially if you do it aloud- helps you more easily lock it in your mind. #7: Quiz Yourself With Flashcards Making flashcards is an oft-usedstudy tooland for very good reason!Making your own flash cardscannot only help you retain information just through the sheer actof writing it down, but will also help you connect pertinent pieces of information together. So for any subjects in which you must remember theconnections between terms and information, such as formulas, vocabulary, equations, or historicaldates, flashcards are the way to go. To make the best use of your flashcards, use the Leitner Method, so that you don't waste your time studying what you already know. To employ this method, quiz yourself with your flashcards and separate the cards into two different piles. In Pile 1, place the cards you knew andanswered correctly, in Pile 2, place the cardsyou didn’t know the answers to. Now go back through the cards again, butonlystudying the cards from Pile 2 (the "didn't know" pile). Separate these again as you go through them into Pile 1 (know) and Pile 2 (don't know). Repeatthe process of only studying to "don't know" cardsuntil more and more cards can be added to the â€Å"know† pile. Once all the cards are in the â€Å"know† pile, go through the whole pile onceagain to make sure you’ve retained the information on all the cards. #8: Make Your Own Diagrams, Formula Sheets, and Charts Reconstituting information into pictures can help you see and understand the material in new and different ways.For math and science classes, you may want to make yourself a formula sheet in addition to making flashcards. Flashcards will help you to remember each formula in isolation, but making one catch-all formula sheet will give you a handy study reference tool. And making one will, again, help you to retain your information just through the process of writing it down. The bonus is thatif you're more of a visual/picture learner, a formula sheet canhelp you to remember your formulas by recallinghow they're situated with one another. To help you to remember your science processes, createyour own diagrams.For instance, for a biology class, draw your own cell and labelthe components or make your own Krebscycle diagram. These pictures willtypicallybein your textbooks, so examine the picture you're given andthen create your own diagram without looking at the textbook. See how much you've been able to accurately recreate and then do it again until it's perfect. Sometimes making your own charts and diagrams will mean recreating the ones in your textbookfrom memory, and sometimes it will mean putting different pieces of information together yourself. Whatever the diagram type and whatever the class, writing your information down and making pictures out of itwill help to lock the material in your mind. #9: Give Yourself Rewards To make studying a little more fun, give yourself a small reward whenever you hit a study milestone. For instance,let yourselfeat a piece of candy for every 25flash cards you test yourself on or for every three paragraphs you read (and re-word) in your textbook. Or perhapsgive yourself one extra minuteof video gameor television-watching time for every page you study from your book(to be redeemedonly after your study time is over, of course). Whatever your particular incentive is, letyourself havethatsmall reward-boost tohelp see you throughthe days whenstudying seems particularly taxing. You can even make yourself a Study Reward Diagram: studying input - candy reward - energy boost - more studying - more candy! Making the Most ofYour Study Time Whether you're studying for a particular test or studying to keep yourself apprised of the class material all throughout the term, you'll want to make the most of your allotted daily study time. After all, there's no use setting aside and committing to your 50-75 minutes a day to study if the time is ultimately unproductive. So make the best of each study session by following these study tipsfor concentration and memory retention. #10: Study New Material Within 24 Hours In order to maintain your knowledge of the class material throughout the term, make life easier on yourself by reviewing any new information you learn onthe same day you learned it. Reviewing new material within 24 hours will help you to retain much more of what you learned than if you were to review the same information at a later date. So make sure todedicate a portion of each study time to reviewing the information you learned thatsame day in your classes. School bombards you withnew material each and every day. And even if you’re interested in the new material as you’re learning it, it’s all too easy to let anything new slip away when you have so much else to think about. Butonce the information has been pushed to the back burnerof your mind, your brain will generally discard it rather than storing it into your long term memory. To combat this â€Å"curve of forgetting,† make a habit of taking notes in class and then reviewing the material that very same night.This will help lock the information into your long-term memory and serve you well in the future. Just a few minutes in the here and now will save you hours of having to relearn the material at a later date. #: Use the Pomodoro Technique to Retain Focus Everyone loses their concentration from time to time. But, luckily for us, there are time management techniques that can help keep up mentalenergy and productivity, such as the Pomodoro Technique. The Pomodoro Technique is a time management method for increased focus and concentration, which makes it ideal for tackling studying and homework. The principle behind the technique is to divvy up your focus and break times into set regimes so that your mind remains sharp and attuned tothe task at hand, without giving into fatigue or distraction. The method is to divide your focus time (â€Å"pomodoros†) into 25 minute blocks dedicated to a task. And every time you feel your focus drifting, write down what had you distracted,put it aside, and don't give into the temptation to lose focus. (For instance, if you feel compelled to look at your email or look up what year your favorite movie came out, mark down â€Å"check email† or â€Å"look up favorite movie† and then return to your original task.) This will allow you to acknowledge the distraction and return to it later without having it derail your study time now. After every 25 minute block of time is complete, give yourself a check mark and allow yourself a 5 minute break. (A good time to check thatemail!)Onceyou’ve reachedthe fourth check mark (100 minutes of focus and 15 minutes of break), take a 20 minute break. Then begin the cycle again. By balancing up your time and energy between designated periods of focus and rest, you’ll be able to tackle studying your topic at hand without mental fatigue and burnout (which can easily occur if you try to marathon your way through a study session) and without losing focus (which can happen if you find yourself taking a break that lasts...indefinitely). To help visualize this technique in action, let's look at it setout in an example schedule: 5:00 - 5:25 - first pomodoro 5:25 - 5:30 - short break 5:30 - 5:55 - second pomodoro 5:55: - 6:00 - short break 6:00 - 6:25 - third pomodoro 6:25 - 6:30 - short break 6:30 - 6:55 - fourth pomodoro 6:55 - 7:15 - long break #12: Know When to Move On There will always come a point in your studies where you need to simply put down the bookand move on.As always, life is about balance, and eventually you’ll start to see diminishing returns on your study efforts if you try to spend too much time on one particular topic/class/chapter. At some point, your time will be better spent studying for other classes, or engaging inan alternatetype of study task. Don't stopyour studying earlier than your scheduledtime, but turn your focus to a different study topic or switch your attentionfrom quizzing yourself with flashcards to making a diagram instead. It’s not always easy to see, but you’ll get better and better at realizing when you’ve hit this stopping point (and not the point five minutes into studying when you’re bored) and are no longer retaining focus or information. It may take time, but you'll get there. Your brain is capable of great things, but even it has its limits. And learninghow to maximize your time and energy will keep you from pushing those limits. Preparing for Test Day When you're preparingfor a test, the actual studying part is only half the battle. The other half comes from being well prepared to actually take the test and giving it your best possible effort. And these techniques will help you get there. #13: Get Enough Sleep The absolute, number one, most important way you can prepare yourself for a test is to sleep the night before. Getting a good night’s sleep before a test (and preferably every night) is absolutely paramount. Sleep increases focus and concentration. The effects of not sleeping are much like being under the influence of alcohol. No matter how well you know the material, taking a test sleep deprived will do you no favors. A regular sleep schedule is preferable and will do wonders for your overall health, happiness, concentration, and memory. But even if you can't sleep, just closing your eyes and relaxingwill help. So if you find yourself grappling withinsomnia, let yourself relax in the dark and in your bed instead of whittling away the hours some other way. #14: Pack Your Gear the Night Before the Test Whatever it is you need to have, make sure to pack it up the night before. This will help you relax and sleep and will insure you don't leave anything crucial behind in your morning rush out the door. So pack your pencils, your calculator, and scratch paper. Even lay out your clothes for the next day. Prepare whatever you need to so that you can reduce your stress and help you rest the night before your exam. #15: Eat Something Just like with sleeping, making sure to eatsomething the morning of atest will help you concentrate and focus throughout the day. Anything is better than nothing, but try to eat something that will keep you full and provide you with some protein and carbohydrates. Whole grains, fruit, and eggs are generally a good bet, but pretty much anything will do in a pinch so long as you get some calories in you (and so long as it isn't pure sugar and caffeine!). #16: Take a Walk Exercising, even just a little bit, will help boost your mood, energy, and concentration.If possible, take a walk or do some quick cardio exercises (such as jumping jacks) for ten to twenty minutes before an exam. Now you're ready to rock that test- go get it! ...And then take a nap when you're done. The Take-Aways: How to Study Better Being able to study and study well is a skill and a habit that's built like any other. It takes preparation, time, and diligence to see it through, but once the habit is established, it will simply becomea part of yourdaily routine. To maintain the proper balance of leisure and work (and, most importantly, avoid burnout and excessive stress), it’s best to stick to schedules and divvy up your time and energy over long periods of time. And remember to use that allottedtime wisely once you're in the middle of it. Of course an ideal scheduleisn’t always realistic and there will still be those days you have to cram for whatever reason. But incorporating healthier time management and study methods will benefit you in the long-term and serve you well not only in high school, but in college, in the workplace, and for whatever other task you set your mind to in the future. Just take it one step at a time and you'll be amazed at the final results. What's Next? Now that you've tackled how to study better, make sure you actually get that studying done by learninghow to overcome procrastination. Unsure about how your GPA ranks with your top school choices? Learn what GPA you need to get into the school you want and how much your GPA matters for college applications. Studying for the SAT or ACT? Check outsome of our expert guides, starting with how to get a perfect score. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Lies My Teacher Told Me Assignment Example | Topics and Well Written Essays - 500 words

Lies My Teacher Told Me - Assignment Example The true celebration was not for founding America, but from massacring natives.The first impact was the plague. Diseases from European animals like cowpox becoming smallpox, chickenpox, and other diseases. This created a plague that killed the Anishinaabe. The second impact was the taking of land. Land and resources once available became unavailable due to the settlers fences, armies, and settlements. Finally, another impact was the loss of life and freedom. Natives were enslaved or massacred. The Wampanoag people allied with the pilgrims due to the weakening of the tribe due to the plaque. After losing so many tribe members, the Wampanoag leader wanted to have help from other native tribes. He was especially concerned about the Narragansetts in the west. However, the Wampanoag tribe was decimated by a fresh outbreak of smallpox. By the time the tribe recovered a little bit, the settlers had taken over the land and villages once inhabited by the natives. The main difference between the natives and European worldviews was regarding nature. The Europeans believed territories and lands were made to conquer. Europeans did not just believe the land was to conquer but to be exploited as well. Gold, timber, sugar, crops, and other things could be mined from the new land. The natives believed that they did not own the land. They took what was needed, but left the rest. Europeans wanted dominance over nature. That was what man was put on Earth for. The natives did not want dominance, but peace with nature. This was the main difference between the two peoples.

Negative Decisions Essay Example | Topics and Well Written Essays - 1000 words

Negative Decisions - Essay Example (Hoch, p. 26) The case with Barings Bank is one of the most vivid examples of how wrong decisions may affect a stable and seemingly reliable company. The theory and experience of decision-making state that the person should foresee all possible consequences of his actions in order to avoid possible catastrophe. It is evident that Nick Leeson omitted this regulation. He made a strategic error in his decision and this led to a collapse, which caused the bank experience trading losses that exceeded $1 billion. This accident happened in 1992, in the middle of July. It started with an error made by one young trader, working in Singapore office of the Barings Bank. This young specialist had to buy the contracts, but he sold these contracts instead, by mistake. Due to this error the bank had losses for about $30000, and the company had to cover these losses. Lesson decided to cover up this error. The question here is whether Leeson should have revealed this mistake to supervising managers or hided it. As it has been said above, he decided to hide it, wishing to help and support one of his employees. This was the first stage in a series of mistakes on many levels that resulted in collapse of the bank. What has started with an attempt to conceal employee's mistake, resulted in multiple attempts to hide his own mistakes in derivative market, and this deception together with many negative decisions led the bank to crash. As the experts comment similar situations, "How did a back office clerk in his 20s become responsible for bankrupting one of the world's oldest merchant banks The answer: many bad decisions" (Hoch, p. 40). It is evident that this manager cannot be fully responsible of what happened to company. His own mistakes that he tried to hide were evidently known to supervising managers, but these errors produced the same wrong decisions as he had once made, and supervising managers allowed him to act independently and provided him with the holes to slip through. It is known that Nick Leeson started his working career as the manager who was responsible for fixing the mistakes of other traders. These were the mistakes connected to calling out the orders to sell or buy. As a rule, these mistakes are usually noticed and fixed within a day and a night in special departments. Leeson had a capability to detail and scrupulous working, so this feature had helped him in getting this job three years before he made his fatal decision. Soon after he started working, he was sent to Jakarta branch to examine heaps of papers accumulated in one of the offices. Then in 1992 Nick Leeson was suggested a positionoif a manager responsible for running futures subsidiary in Singapore office of the Barings Bank. During a term of 3 years that passed after his appointment, the losses caused by his own trading mistakes exceeded $1 billion. He confessed he had deceived the Barings Bank and SIMEX (Singapore International Monetary Exchange). Leeson was arrested, and sentenced to 6.5 years of imprisonment. The fist question that comes to mind while observing this case is how this manager concealed his errors and deception for so long. In case his mistakes had revealed in time, this wouldn't have resulted in catastrophe. It is possible to define several strategic mistakes in the process of decision-making that led to collapse. Overwhelming emotions. It is known that supervising manag

Close Reading about Poem Essay Example | Topics and Well Written Essays - 750 words - 1

Close Reading about Poem - Essay Example Besides, in an otherwise regular iambic pentameter, the poet also exploits a variation of accents to create a noticeable rhythm. For that matter the line 6 in the sonnet shows no distinctive alternation of the short syllables and the long syllables. The expressions â€Å"precious friends hid† and â€Å"dateless night† show a matching stress. The poet has also used assonance to add melody to the sonnet. For instance, the ‘e’ sounds in â€Å"When to the sessions† and â€Å"summons up remembrance† in the first two lines. The other particular thing that makes one appreciate the technical mastery of the poet is that he creates a sense of balance in the sonnet by linking enjambment in the 10th line of the sonnet with caesura in the 5th line. In Sonnet 29 one really feels sympathetic and sorry for the poet as he confesses that he lacked in the qualities required to be materialistically successful. However, the amazing thing is that the poem ends with the positive idea that sincere relationships can extend happiness and worth to an otherwise unsuccessful life. In the line 10 -12, the poet makes use of simile as he compares his depressed mental condition to a lark. This indeed enhances the dramatic element in the sonnet. Similarly the poet while saying â€Å"trouble def heaven† uses personification to convey his spiritual agony. Thereby, the Sonnet 29 is particularly rich in symbolism and allegorical implications. It is a well contrived sonnet primarily relying on a masterful use of sound patterns to achieve impact. The iambic pentameter in this particular sonnet throughout remains consistent. This consistent use of iambic pentameter when matched with an abrupt use of the literary device called ‘turn’ amply enhances the overall appeal of the poem. In this sonnet Shakespeare makes a skillful use of the tone and the diction to make

Criminology 1 question future crime Essay Example | Topics and Well Written Essays - 500 words

Criminology 1 question future crime - Essay Example However, contrary to the thought that development would also make man wiser, it becomes clear that man is losing his insight of moral values. This fact is evident from the ever increasing crime rates all over the world. Man has proved to be capable of committing heinous crimes that are beyond the understanding of certain individuals. What one cannot even imagine, the other is capable of executing, this emphasizes the fact that every man is different from the other. With the advent of the computer age, criminal activity has escalated to another level. In the past, various crimes known to exist were those such as theft, homicide, human trafficking, child and women abuse, juvenile delinquency and so on. However, now with the invention of internet, computer and such other electronic devices, people have left the realm of real world. Whatever they do now, it is always encompassed within the digital world. Therefore, there emerges a whole new possibility of crimes in the modern day as well as in the future. Since the emergence of internet, various crimes have started taking toll on unaware victims and these crimes are known as cyber crime. Therefore, it can be said that future crimes will definitely be directed towards the digital world. The different types of crimes in this field are insider crime, hacking, spam, fraud, cyber terrorism, drug trafficking â€Å"telecommunications fraud, online pedophilia, high-tech espionage† etc (Hagan, 2011). Though the present data provides an insight into the trends of crime to a certain extent, â€Å"they are limited in forecasting crime† (Schafer, 2007). However, various researches and studies based on criminology as well as the modern lifestyles have led to different predictions of future crimes. It is predicted that â€Å"illegal marketing of human parts† will increase substantially, â€Å"employee computer crime† will be on the rise with

Report about an Accounting Information Systems Disaster Essay

Report about an Accounting Information Systems Disaster - Essay Example Issues include: â€Å"Cost and errors associated with manual creation and reconciliation of documentation. Lack of transparency in inventory and cash positions, when goods are in the supply chain. Disputes arising from inaccurate or missing data. Fragmented point solutions that do not address the complete end-to-end processes of the trade cycle† (Ramaswamy et al. n.d., p. 38). All the areas of business operations need to be considered, and a meeting of the team members needs to be arranged to inform them about the changeover. The changeover is made in such a way that it does not interrupt the functioning of the organization, and that which doesn’t increase time and money. System integration helps in attaining the goals of the organization by raising transaction process effectiveness, and in the excellence of the choice made. â€Å"Integrated Accounting Systems give you the ability to seamlessly transfer data between your different systems and from your business account ing system† (Accounting Systems Integration 2001). It involves the integration of various areas of the business, with the accounting information system. The areas include finance, management, and marketing. The financial management and the marketing personnels need to be very directive in their decisions, and they should be informed about the importance and functioning of the new system, as they are all involved in the new accounting information system. End-User Involvement: The ideas and suggestions of the managers, accountants, auditors, and the operations personnel should be considered in implementing the new accounting information system. â€Å"No single quality of management practice is more highly correlated with success than employee participation. The question then becomes how to structure this participation to best ensure its success for the employee, the project and the organization† (Vaughan 1876, p. 2). Upgrading of the new system results in a similar proces s, and the end users carefully evaluate the changes, promote in an effective manner, and get trained. Appropriate training should be given to the users who lack technical practices by enabling them to avail the services of the software technicians, to perform the accounting system in a more successful way. More concentration should be given to the accounting area. As end users, the accountants must be given a clear idea of their requirements to the professionals, who outline the system. The main reason for design fault and that which makes system disaster is the lack of end user involvement. Consideration of Off-the-Shelf or Tailor-Made Packages: Tailor made package is identified as a 'bespoke' method. â€Å"These packages are normally produced by a specialist computer software firm who has experience in producing accounting packages. Technically, these packages are available for any firm, but given the expense of a bespoke system and the general low cost of a 'off the shelf' syste m (one that can be used by any firm), most firms will simply purchase a general package† (Computers in Accounting n.d.). An accounting information system is a method of collection, storage and processing of accounting and financial data is utilized by decision makers. It is normally a computer-based method for

Criminology 1 question future crime Essay Example | Topics and Well Written Essays - 500 words

Criminology 1 question future crime - Essay Example However, contrary to the thought that development would also make man wiser, it becomes clear that man is losing his insight of moral values. This fact is evident from the ever increasing crime rates all over the world. Man has proved to be capable of committing heinous crimes that are beyond the understanding of certain individuals. What one cannot even imagine, the other is capable of executing, this emphasizes the fact that every man is different from the other. With the advent of the computer age, criminal activity has escalated to another level. In the past, various crimes known to exist were those such as theft, homicide, human trafficking, child and women abuse, juvenile delinquency and so on. However, now with the invention of internet, computer and such other electronic devices, people have left the realm of real world. Whatever they do now, it is always encompassed within the digital world. Therefore, there emerges a whole new possibility of crimes in the modern day as well as in the future. Since the emergence of internet, various crimes have started taking toll on unaware victims and these crimes are known as cyber crime. Therefore, it can be said that future crimes will definitely be directed towards the digital world. The different types of crimes in this field are insider crime, hacking, spam, fraud, cyber terrorism, drug trafficking â€Å"telecommunications fraud, online pedophilia, high-tech espionage† etc (Hagan, 2011). Though the present data provides an insight into the trends of crime to a certain extent, â€Å"they are limited in forecasting crime† (Schafer, 2007). However, various researches and studies based on criminology as well as the modern lifestyles have led to different predictions of future crimes. It is predicted that â€Å"illegal marketing of human parts† will increase substantially, â€Å"employee computer crime† will be on the rise with

Demonstrate how to carry out a patient-centred systematic assessment Essay

Demonstrate how to carry out a patient-centred systematic assessment of a patient with palliative care needs & use your findings - Essay Example Symptom management plan which is comprehensive involves a number of considerations. These are: An in-depth and holistic assessment Based on the assessment, there should be identification of the probable based on the assessment The execution of the intervention The continuous evaluation of the measures of intervention Effective management requires various things. These include: i. Amalgamated approach: this involves symptom assessment which is multidimensional. For instance, in the case of the management of pain, may require both patient education on how effectiveness of relation, and opioid. This is helpful as it teaches the patient the method of relieving oneself from anxiety. ii. The specific and targeted approach: this is directed to find out the exact factors contributing to the problem of a specified problem. For instance, pharmaceutical agents could be required to investigate various causal factors to a specific disease or ailment. iii. A tailored approach: this method is suite d for some circumstance. For example, a patient who does not have caregivers or adequate financial capabilities may have to get support from other caregivers. Evaluation It is very vital for one to investigate and find out the level of the underlying symptoms and to determine the progress of the disease. This is important as it helps in determining whether the disease can be reversed or if one is advancing to the terminal stage of their illness. The investigation may be done purposefully to: alleviate the root cause of a symptom and deliver one from the effects of the symptom. Patient Issues related to Symptom assessment and management plan There are various issues with different patients, which may affect the assessment. There this paper presents an elaboration of literature review, which singles out the interconnection of of areas focus in relation to the pain one is undergoing. These include communication, the spiritual life of a patient, and their relationships. Relationships an d Communications Health practitioners and hospitals should conduct and facilitate individual patient support to empower patients to talk effectively health professionals any other person. In addition to this, heal professionals should be trained adequately to enable them to learn the dynamics of communicating to patients, their informal caregivers and how they can communicate with other professionals. The major issue of concern that has been of concern all along is the importance of communication among and between various groups of persons involved. For instance, patients, health care professionals and the informal caregivers. For the case of patience, good communication, trust, and planning are the major concepts in the control of major symptoms that may have been found to develop in a patient. Patients should constantly be assured of wellness not sufferance and disaster after the treatment. The patients should be told of the side effects that are related to some diseases and treat ments. The fear that may engulf a patient about a specific treatment like cancer should be attended to and well addressed. The type of relationship that exists between a patient and health professionals matters a lot in the health improvement of a patient. The type of rela

Books And Reading Essay Example for Free

Books And Reading Essay Topical Vocabulary 1. Categorisation: Children’s and adult’s books; travel books and biography; romantic and historical novels; thrillers; detective stories; science fiction/fantasy; non-fiction; pulp fiction. absorbing; adult; amusing; controversial; dense; depressing; delightful; dirty; disturbing; dull; fascinating; gripping; moralistic; obscene; outrageous; profound; whimsical; unputdownable. 2. Books and their parts: paperback and hardback; binding; cover; jacket; title; epigraph; preface; the contents list; fly leaf; bookplate; blurb; a beautifully printed book; a tome bound in leather; a book with dense print/ with loose pages. 3. Reading habits: to form a reading habit early in life; to read silently/incessantly/avidly/voratiously; to read curled up in chair; to read a child/oneself to sleep; to be lost/absorbed in a book; to devour books; to dip into/glance over/pore over/thumb through a book; to browse through newspapers and periodicals; to scan/ skim a magazine; an avid/alert/keen reader. 4. Library facilities: reading rooms and reference sections; the subject/author/title/on-line catalogue; the enquiry desk; computer assisted reference service; to borrow/renew/loan books; CDs and video tapes; rare books; to keep books that are overdue; books vulnerable to theft; to suspend one’s membership; to be banned from the library. I. Use the thematic vocabulary in answering the following questions: 1. Which books are you reading now? 2. Where is your favourite place to read? 3. Who is your favourite novelist? 4. Who is your favourite character? 5. Which contemporary author do you most admire? 6. Which is the first book you can recommend reading? 7. Which school text did you most enjoy? 8. What is your favourite children’s book? 9. Which book would you like to see filmed? 10. What is the most difficult book you have ever read? II. Work in groups. Find out about the last book each of your partners has read and make notes on these points: Author and title Type of book and what’s it about Reason for liking it Reason for recommending it to others III. Work in pairs. Choose the best alternative to complete these sentences: 1. Oliver Twist is a classic work of English . Literature non-fiction letters editions 2. The plot of the story was very exciting, but I didn’t find the . Persons people characters figurers 3. This book is a special edition for foreign readers, so there’s a(n) . Appendix glossary introduction preface table of contents 4. A novel is usually divided into several . Chapters units sections passages 5. If you need to find some information in a non-fiction book, look in the . Atlas blurb catalogue diary index review 6. Cambridge University Press is the of the book you’re reading. Author editor printer publisher 7. A great novel has a good plot and a strong . Communication meaning message significance 8. The book was marvelously and it was a joy to read. Stylistic tedious well-written wonderful 9. Ernest Hemingway is one of my American writers. Best favourite ideal most popular 10. The thriller was so exciting that I couldn’t . Let it down look it up pick it up put it down 11. Even the characters in the book are really interesting. Less minor small tiny 12. I’d like to that book when you’ve read it. Borrow hire lend loan IV. In these sentences three alternatives are correct and two are wrong. Choose the best three alternatives for each: 1. The character in the book is called Oliver. Central main principal principle top 2. I enjoy her books because her style is so very . Dull entertaining readable tedious true-to-life 3. I found that the characters in the story were very . Amusing believable informative likeable thrilling 4. There were so many twists in the plot that I didn’t really think it was . Accurate authentic convincing realistic true-to-life 5. She doesn’t read any fiction because she prefers reading . Biographies short stories textbooks non-fiction science fiction 6. I can’t books like those – they just send me to sleep. Bear carry enjoy stand suffer V. Fill in the gaps in these sentences with suitable words: 1. You can borrow books from a or buy them from a . 2. A writer can also be called an . 3. I can’t afford to buy the book in hardback, so I’ll wait till it comes out in . 4. I can’t remember the of the book, but I know it had a yellow . 5. A book that tells somebody’s life story is called a . VI. Match each word in the column with the explanation: Ballad, biography, novel, drama, poem, fairy tale, poetry, story, rhyme, novelette a) a story in prose, long enough to fill in one or more volumes, about either imaginary or historical people; b) piece of creative writing in verse form, especially one expressing deep feeling or noble thought in beautiful language, composed with the desire to communicate an experience; c) simple song or poem, especially one that tells an old story; d) the art of a poet, poems; e) tale about fairies of imaginary origin; f) branch of literature dealing with the lives of persons; g) play for the theatre, radio or TV; h) verse for small children characterized by sameness of sound of the ending or two more words at the ends of lines of verse; i) short novel (story in prose); j) account of past or imaginary events. VII. Read the following extract and make with your groupmates the list of the books you would like to read while travelling: The Book- Bag Some people read for instruction, ad some for pleasure, but not a few read from habit. I belong to that company. Let us admit that reading is just a drug that we cannot get along without. Books are necessary to me and I never traveled far without enough reading matter. But when I am starting on a long journey the problem is really great. I have learnt my lesson. Once I fell ill in a small town in Java and had to stay in bed for three months. I came to the end of all the books I had brought with me and knowing no Dutch had to buy the schoolbooks from which intelligent Javanese, I suppose, got knowledge of French and German. So I read again after twenty-five years the plays of Goethe, the fables of La Fontaine and the tragedies of Racine. I have the greatest admiration for Racine, but I admit that to read his plays one after the other requires a certain effort in a person who is ill. Since then I have made a point of travelling with a large sack full of books for every possible occasion and every mood. There are books of all kinds. Volumes of verse, novels, philosophical works, critical studies (they say books about books are useless, but they certainly make very pleasant reading), biographies, history; there are books to read when you are ill and books to read when your brain want something to work at; there are books that you have always wanted to read but in the hurry of life at home have never found time to; there are books to read at sea; there are books for bad weather; there are books chosen solely for their length, which you take along when you have o travel light, and there are the books you can read when you can read nothing else. (from W. Somerset Maugham) VIII. See how many authors and titles you can match: For Whom the Bell Tolls Charlotte Bronte A Perfect Stranger Charles Dickens Airport Walter Scott Sister Carrie Dan Brown Tom Sawyer Daphne du Maurier Pride and Prejudice Arthur Hailey Martin Eden Danielle Steel Of Human Bondage Ernest Hemingway Alice in Wonderland Mark Twain Ivanhoe Lewis Carroll Rebecca Jack London David Copperfield Theodore Dreiser Jane Eyre Somerset Maugham The Da Vinci Code Iris Murdock Black Prince Jane Austen IX. Read the text and agree or disagree with the statements below: An English author once wrote: â€Å"Some books are to be tasted, others to be swallowed or digested. † This quotation tells us how to read books of different kinds. Most travel books are to be tasted; it’s enough to dip into them and read bits here and there. If you are fond of crime stories (A. Christie, G. Simenon and the rest of modern favourites) you will read them quickly, you’ll â€Å"swallow† them. And then there are books that you’ll read slowly and carefully. If a book’s on an important subject, and a subject you’re interested in, you’ll want to chew and digest it. And you’ll want to weigh what the author says and consider his ideas and arguments. 1) Reading English fiction with a dictionary is very dull. 2) If the book is very exciting, you â€Å"swallow† it. 3) Nobody reads reference books for relaxation. 4) Reading thick science fiction books is tiring. 5) Very intelligent people don’t read detective stories. 6) Non-fiction books can’t be inspirational. 7) Travel books give you a lot of useful information. 8) Unfortunately many young people are not in the habit of reading poetry. 9) Great book-lovers never lend their books. 10) Lots of people buy books for their bright and beautiful jackets. 11) Bookcases and bookshelves are the best kind of decoration for a living-room. 12) It’s of no use collecting book issues of magazines and newspapers. X. Read the following passage and say if you agree with the author: Some people think that as more and more people have their TV-sets in their homes, fewer and fewer people will buy books and newspapers. Why read an article in the newspaper, when the TV news can bring you the information in a few minutes and with pictures? Why read a novel, when a play o television can tell you the same story with colour picture and action? Why read the biographies of famous men and women, when an hour-long television programme can tell you all that you want to know? Television has not killed reading, however. Today, newspapers and magazines sell in very large numbers. And books of every kind are sold more than ever before. Books are still a cheap way to get information and entertainment. Although some books with hard covers are expensive, many books are published today as paperback books, which are reasonably cheap. A paperback novel, for example, is almost always cheaper than an evening at the cinema or theatre, and you can keep a book forever and read it many times. Books in the home are a wonderful source of knowledge and pleasure and some types of books should be in every home. Every home should have a good dictionary. Every home should have an atlas of the world, with large clear maps. It might be expensive, but a good encyclopedia is useful, too, because you can find information on any subject. In addition, it is useful to have on your bookshelves other non-fiction books such as history books, science textbooks, cookery books, books about medicine and health, etc. It is equally important to have some fiction on your shelves, too. Then you can relax with a good story, or from time to time you can take a book of poems off your shelves and read the thoughts and feelings of your favourite poets. XI. Choose the best answer according to the information in the passage: 1. Which is easier to get the news from? a) newspaper b) the television 2. Which is usually quicker? a) to read a biography of a famous person b) to watch a TV programme about a famous person 3. Which is usually cheaper? a) a paperback b) an evening at the cinema 4. Which is usually cheaper? a) a paperback b) a hardcover book 5. Which is it most important to have in your home? a) non-fiction books, such as dictionaries and encyclopedias b) fiction, such as novels, short stories and books of poems c) a mixture of both: good non-fiction and your favourite fiction XII. Discuss the following questions with your partners: 1. Were your parents worried that you watched too much TV when you were younger? 2. Did you find TV more interesting than anything else when you were at school? 3. Programmes on what subject do you like most of all? 4. Can you learn all you want on TV? 5. Do you think you get more information from books or TV? 6. Is it easier for you to memorize facts watching TV or reading books? 7. What do you like more to read books or to watch TV? XIII. Different people enjoy reading for different reasons. You will read five people saying why they like reading novels. Which of them says that novels a) are good for improving language skills? b) make them forget their problems? c) add some adventure to their life? d) teach them how to act in certain situations? e) increase their knowledge of other cultures? Reading Novels Ricky: Oh, I love novels, especially if they have a good plot. I started reading them when I was 12, encouraged by my parents who were hoping I’d be a writer myself. As it happened, reading so much at an early age had an effect on my studies, my compositions were always very good! And I still read at least one novel a week. My own life isn’t terribly exciting, apart from my work, which is very interesting, nothing much happens. In the novels I read there’s always a lot going on, lots of thrilling events, and I can share in the experiences and problems of the characters. Ella: Well, I used to read only short stories. That changed when I moved to a new city and found myself in a job I didn’t really enjoy. I would get back home at about 5p. m. , make some supper and sit down to read a novel for the rest of the evening. Many of them are pretty unbelievable stories, and not particularly well-written. It’s not as if you can imagine yourself in any of those situations, but the thing is they take my mind off whatever’s worrying me. I’ve had long conversations about this with friends who think I should read better quality staff, but I know what I’m doing. Sally: Why I like reading novels? I remember as an adolescent, I used to read novels just so as to see how my favourite characters solved their problems. I thought I could then apply that to my own problems! And I’m not ashamed to say that’s still the case, that’s what I’m looking for in the novels I read, and that’s my reason for reading them. I always choose novels that are in a clear style, because I find complicated language difficult. And also I like the stories to be about countries and cultures I know well, because then I can understand the characters better. Tom: I think reading novels is helping me a great deal in my studies, and although I haven’t got much spare time, I always make a point of reading a couple of hours in the evening. I’m in my last year at secondary school, and frankly, reading novels is an excellent way of learning how people live in other countries, how they communicate with each other, what problems they have. That’s why I prefer novels with characters who are true to life, not the ones who have impossible adventures. I’m very lucky because my best friend also likes reading and we can often discuss what we’ve both read. Alex: I like reading novels because they help me develop the ability to write myself. I used to have real problems in producing a good piece of writing. It wasn’t that I lacked ideas, no, my teachers always said my compositions were interesting. But I couldn’t get my tenses right. That’s where reading novels helped. I don’t think you can learn much about other things from novels, because the situations are usually so unrealistic. Some people say that’s OK, if your life’s boring, you need the excitement of fiction. Well, my life’s exciting enough, so that’s not my problem. 1. Do you like to read novels? Why? 2. Do you think that reading makes a person intelligent? XIV. Comment on the following: 1. A house looks gloomy and joyless without books. 2. If the book is worth reading it is worth buying. 3. Books and friends should be few and good.

The Ebl Concept Essay Nursing Essay

The Ebl Concept Essay Nursing Essay The purpose of this essay is to elaborate on the Enquiry Based Learning presentation and discuss in depth the given concept. The concept given to my group is empathy to support this concept relevant literature will be used along with example experienced during my clinical placement. To maintain patients confidentiality pseudonym name will be used in the example. This is in line with the Nursing and Midwifery council code of conduct guideline (2010), which states that the people in our care have every right for their privacy and confidentiality. The EBL process will be reflected upon with supporting literatures and critically discussed using Gibbs (1988) model of reflection followed by a conclusion. Critical discussion Empathy is widely accepted as a basic component of all helpful relationships, including relationships in nursing practice (Williams Stickley, 2010). Walker Alligood (2001), criticised empathy in nursing as a concept borrowed from the Carl Rogers field of counselling psychology. Despite all these criticisms, it suggests that empathy will continue to be a fundamental concept in the nursing practice. According to Carl Rogers (1980) as cited by Vincent (2005), empathy can be describe as entering the private perceptual world of another person and becoming completely at home in it, being sensitive, moment by moment, to the changing felt meanings which flows in this other person, to the fear or whatever the person is experiencing. More specifically empathy forms part of the Carl Rogers core conditions along with genuiness and positive regard that are vital for the formation of relationships in counselling. According to Rogers (1980) as cited by Vincent (2005), being empathic is a complex, demanding and strong yet also a subtle and gentle- way of being. This is in contrast with the interpretation of empathy nursing literature. In nursing literature, empathy seems to be valued as a concept to be used alone rather than within a relationship that contains all the core conditions as used in counselling literature. In the nurse patient relationships, empathy is theorised as having therapeutic value and, as such, is promoted to nurses as being desirable ( McCabe, 2004). Empathy within the nursing relationship is defined as the ability to understand the patients situation, perspective and feelings, and to communicate that understanding to the patient (Coulehan et al. 2000 cited by Mercer and Reynolds, 2002). This definition emphasises that empathy is a way of perceiving, as well as a way of communicating. It has shifted the emphasis from a personality trait that individual possess to a form of interaction. This definition of empathy would also appear to be congruent with the cognitive and behavioural components of empathy alluded to by Morse et al. (1992). Following an extensive review of the literature, Morse et al. summarised the components of empathy under four key areas: moral, emotive, cognitive and behavioural. The moral element shows an internal altruistic force that motivates the practice of empathy, the emotive element shows the ability to subjectively experience and share in anothers psychological state, the cognitive element show the intellectual ability to identify and understand another persons feelings and perspective and the behavioural element shows the communicative response to convey understanding of anothers perspective. This shows that clinical empathy can be seen as a form of professional skills rather than personal characteristic (Mercer and Reynolds, 2002). Similarly, Rogers (1975) as cited by Vincent (2005) who tended to view empathy as an attitude highlighted the communicative part of the construct. This suggests that when attitudes and understanding are shown to the patient, empathy is skilled behaviour. Also Zoske et al. (1983) views empathy as an interpersonal skills, rather than being an instinctive quality possessed by individuals. In addition, Yu and Kirk (2008) also suggest that empathy can be taught as a skill and developed with practice and experience. In this context empathy is not only a way of being with another as stated by (Rogers, 1975) but it also communicates to the patients the professionals understanding of their world so that this perception can be validated by the patient. In effect, both are necessary and one without the other is rather hollow. Despite the differences between counselling and the nursing practice, what the empathy outcome research have shown is that even if nothing else happens with a patient, being exposed to an empathetic person who can accurately communicate that empathy can have a healing outcome on the patient health (Williams Stickley, 2010). Therefore, empathy can be a vital component of any nursing plan of care. For example, La Monica et al. (1987) explored the effect of nurses empathy on the anxiety, depression, hostility and satisfaction with care of clients with cancer. They found less anxiety, depression and hostility in clients being cared for by nurses exhibiting high empathy. Reynolds (2000), says to achieve above outcomes is dependent on the ability of the nurses to offer high levels of empathy to their patients. In addition Moore (2006) suggests that the connection between the patient and practitioner that facilitate a positive influence in treatment is empathy. According to Tschudin (1995), some people communicate their understanding of empathy through action, others might use words, and still others might use both to communicate empathy to the patient. For instance, a nurse can explain medical diagnosis and results to the patient in lay terms so that the patient can understand and feel in control of the situation. Researchers agreed on the positive role empathy plays in interpersonal relationships when providing health care. However, Hills Knowles (1983) reported that nurses do not show empathy by actually blocking clients expressions by changing the subject. It could be argued that nurses lack the skill to communicate empathy with their patient. Although, William (1992) said hospital systems seem conducive to flattening the humanity of its employees. Also Wong (2004), have questioned the importance of seeking to develop empathetic nurse patient relationship within busy acute healthcare settings. This suggests it might be difficult to develop an empathetic relationship in this setting. However, Yu and Kirk (2008) asserted that empathy can be taught as a skill and developed with practice and experience. Clinical placement example This example was when I had the opportunity to experience working as a student on a breast unit. The patient that are seen in this unit are those with breast cancer and those with family history of breast cancer. Joan came to the hospital for an appointment following her GP referral due to a painful lump on her breast. Joans both family have a history cancer, her mother died fourteen months before the day of her appointment and she lost her mothers younger sister 3 years ago to cancer also the fathers side have a history of bowel of cancer. I was chaperon the doctor whom Joan came to see and my mentor asked me to follow her up throughout her treatment. She has not seen the doctor before, but was so kind to her and understands how devastated Joan was. The doctor did physical examination on her breast and discovered the lump; he said it could be benign or cancerous. She realised that this was the same thing the doctor told her mother the first day she was diagnose. All the feelings of anxiety and distress came to her. The doctor requested her to for Scan and mammogram same day and come back to see him. Joan went to the nurse that book patients for investigations and the nurse quickly said sit down and continue looking at the computer screen. Joan sat in the chair facing the nurse, who still did not look up to see the anxiety on this patient. After sometime, she told Joan I will be with you in a minute; Joan sat still, waiting, but feeling apprehensive more and more. It became worse for the fact that she want to go for these investigations because she is having that gut feeling it could be cancer. I could see her anxiety levels rising and considering that she has history of panic attacks and depression. And hope she really she could hold it all together at that moment. The nurse been on her own and seems to have a lot of paper work to complete and feels that the paperwork got in the way of her relationship with patients at times. The nurse told Joan I need to ask some quick questions about her health and family history with a frown face. The nurse started with family history without still looking up to her patient and asked about her parents history. Joan said her father is alright and was silence when asked about her mother. The nurse looked up and was surprised to Joan crying and the anxiety on her face. Before the nurse realise what is happening Joan had run out from the room, saying she could not stay any longer. The nurse had no idea of what had just happened or why Joan was dismayed and felt that she must have done something to hurt her, but could not understand what she did to Joan. Discussion Judging from the above example, it is clear that the nurse was not able to form an empathetic relationship and unable to deliver empathetic care. Is not as if the nurse does not want to deliver an empathic care, but she was so preoccupied and focused on the paper work and also considering the fact she is the only one at that moment. The nurse did not communicate to the Joan as she should and did not even look up to see the anxiety on Joans face. According to La Monica et al. (1987) explored the effect of nurses empathy on the anxiety. They found out that patient exhibit less anxiety, depression being cared for by nurses exhibiting empathy. As stated by Moore (2000) cited by Chambers and Ryder (2006), if the clinician is in a bad mood, this may put the client in a bad mood as well; basically, it is like looking into a mirror. In Joans case, it was not the fact that the nurse was necessarily in a bad mood that was the issue. However, the nurse frowning during the short time they had together, which could have been seen as her being in awful mood. Joan so felt that she was not interested in her, and possibly that she was causing a problem by just being around. In addition, Reynolds (2000) raised a concern that low level of empathy in professional relationships can make the recipients of help may not perceive that their situation is understood. As nurses, we need to be aware that if seem unconcerned or stressed it will have a negative impact on the relationship with patients. Cowdell (2010) refers empathy as feeling into anothers world to comprehend that persons world experience. The nurse was not able to form a relationship with Joan, and was totally unable to sense her anxiety and distress. Furthermore, McCabe and Timmins (2006) say that if nurses fail to empathise with their patients then they cannot help them to understand effectively as individual with their illness. In other words, it was certainly the case in the lack of effective interaction between the nurse and Joan. In addition, Vincent (2005) says that nurses find it more difficult to sustain empathy if they are extremely tired or distracted. As already stated it could be because the nurse was the only one attending to the patients. This could hinder her ability to perceive and reason as well as to communicate understanding of Joans feelings. Reflection According to Johns (2005), reflection is a fusion of sensing, perceiving, intuiting and thinking related to a specific experience in order to develop insights into self and practice. Reflection promotes actions that transform individuals practice so they resolve contradictions, to build on their strengths. According to Sully and Dallas (2010), reflection also allows for the structured exploration of the knowledge, skills, attitudes and perceptions tacit and overt- that underpin professional practice. Gibbs (1988) reflective cycle will be used as indicated in my introduction. It was used because the reflective cycle encouraged me to think systematically about the phases of the EBL process. Description; my group subgroup was the video group and everyone was allocated a role play. My role was to act as the ward sister who showed no empathy to her junior staff who came to ask her for information regarding the patient she is looking after. Feeling; The EBL process gave me the opportunity to know what it feels like to be the nurse in charge were you have to use your management skills effectively. Also a nurse in charge not shown empathy could send wrong message to the junior staff. I think the whole process promotes my personal research skills and made me becomes more familiar with the various resources at my disposal, such as databases and e-journals. Evaluation; During the EBL process my sub-group were very supportive to each other, listen to other peoples opinion and communicated with other as professionals. As stated by Sully and Dallas (2010), that through effective communications, information sharing and partnership nurses can deliver excellent care. We were able to achieve our aim through effective communication between the team. The EBL experience becomes one of interchange where we shared our opinions, research and experience in order to achieve an end result. However, we faced some challenges with fixing the time and getting the right venues for the recording, sometimes we have to travel the main campus even when we do not have lectures over there. On the first day our equipment disappointed us, but we stayed positive and rearranged time. We had criticisms of ideas but we accepted it and created room for improvement. For example I did not support the video from YouTube by Hepburn and Astaire that was included in the presentation. Cottrell (2008) says that, if you disagree with another persons idea in a positive way and suggest ways forward for improvement rather than criticising. Analysis; the EBL process gave the group the opportunity to improve their wide range of skills: knowledge creation; presentation; creative skills; problem-solving skills and team-working. The EBL made us gain extra perspective and point of view about the given concept, which otherwise we might not have considered. It has been shown in Cottrell (2008), group working create the opportunity to tap into a wider pool of experience, background knowledge and styles of work. Conclusions; looking back at the EBL presentation, we should have explained the video we used. Also recognise that I need to develop the confidence to challenge ideas that I do not agree to, as well as how it could be improved. I could have used other strategies to get my point across to the group. Action plan; In future, I will aim to develop my assertive skills when working in a group, in order to ensure that we are awarded great marks. I will make this a goal for my learning, and work out strategies for how I can achieve this in future. As suggested by Sully and Dallas (2010) that using assertive skills is an essential component of working in a proficient manner. Conclusion In conclusion, empathy whether borrowed from the counselling literature or derived from nursing practice (Walker Alligood 2001), empathy is widely considered as a crucial component of multiple helping professions, including nursing practice. How empathy is portrayed in nursing literature seems different from its portrayal within counselling literature. The concept of empathy in nursing literature is separated from the core conditions of congruence and unconditional positive regards, so therefore it is presented as tool. As stated by Yu and Kirk (2008), empathy can be taught to healthcare professionals and also be taught how to improve their level of empathy through experience rather than formal instructions. Empathy is crucial to a non-defensive relationship and can facilitate satisfactory and productive outcomes for patients. Lack of empathy could mean that patient who needs to be understood, may not be understood, or feel understood. Lack of empathy in nursing could prolong healing process in a patient. In addition, the EBL process played an important role in promoting the group interaction, we shared opinions and experience. All this suggest that, empathy is a vital part of caring in nursing practice and especially critical to the provision of quality nursing care. Thus can be effectively taught to student and experienced nurses. REFERENCES Chambers, C. and Ryder, E. (2009) Compassion and caring in nursing Oxford: Radcliffe. Cottrell, S. (2008) The Study Skills Handbook. 3rd edn. Basingstoke: Palgrave MacMillan. Gibbs, G. (1988) Learning by doing: A guide to teaching and learning methods. Oxford polytechnic: Oxford. Hills, M., and Knowles, D. 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