Education Is Key A Comprehensive Approach to Sex...

Sex education is about informing students about sex so that they can make educated decisions when the time comes to have sex. Sex education helps students protect themselves from unintended pregnancies, STDs, and HIV/AIDS. Students should leave a sex education course with the right tools so they make informed decisions about their sexual health and well-being. The goal of sex education is to provide a student with as much information as possible so that they can use the skills they learned in class for the rest of their lives. However, for some time now, sex education has been a hot button issue in the United States. The debate is over which form of sex education is best for students. In recent years there has been much debate†¦show more content†¦In my opinion, the best form of sex education for a student in my high school would have to be comprehensive sex education. Comprehensive sex education can reduce behaviors that put young people at risk of HIV, STDs, and pregnancy. I see sex education as being about providing students with enough information so that they can protect themselves against the dangers that come along with having sex. Without access to information about all aspects of not only sex, but also sexuality, teenagers will not be able to make the right decisions when it comes to their bodies. The best form of sex education is comprehensive sex education. Comprehensive sex education would be best for high school students because it lets students make their own choices about sex. If they want to save sex for marriage, it should be their decision. The good thing about a comprehensive approach to sex education is that although classes may touch on the subject of abstinence, students also learn about how to protect themselves from infections and pregnancy if they decide to engage in sexual activity. The Henry J. Kaiser Family Foundation conducted a series of national surveys of students, parents, teachers, and principals, and found that â€Å"students who have sex education – regardless of the curriculum – know more and feel better prepared to handle different situations and decisions than those who have not.† There are numerous organizations that supportShow MoreRelatedComprehensive Sexual Education Of The United States1219 Words   |  5 PagesSmith refers to the inadequate sexual education of teenagers in the United States. Sexual education is the instruction on issues about bodily development, sex, sexuality, and relationships. Comprehensive sex education teaches about abstinence, condoms, and contraceptives to avoid sexually transmitted diseases (STDs) and unplanned pregnancies. As well as, the skills needed to help young people explore their own values and options. Comprehensive sexual education should be taught in the United StatesRead MoreSex Education : Which Is Better? Essay1718 Words   |  7 PagesAbstinence or Comprehensive Sex Education: Which is better? Sex is in the air, everywhere. It is seen when the television is turned on in the morning, it is used to sell hamburgers and cereal, and is the cornerstone by which we gauge our success. Sex is everywhere and the youth of today need to be equipped to handle it safely. There are two primary paths that can be taken when referring to sexual education: Abstinence or a more comprehensive education. Abstinence education is the promotionRead MoreComprehensive Sexual Education Should Be Taught1240 Words   |  5 PagesWELL.† SMITH REFERS TO THE INADEQUATE SEXUAL EDUCATION OF TEENAGERS IN AMERICA. Sexual education is the instruction on issues about bodily development, sex, sexuality, and relationships. Comprehensive sex education teaches about abstinence, condoms, and contraceptives to avoid sexually transmitted diseases (STDs) and unplanned pregnancies. As well as, the skills needed to help young people explore their own values and options. Comprehensive sexual education should be tau ght in public schools in theRead MoreSex Education Is An Important, Emotional And Controversial1645 Words   |  7 PagesSex education is an important, emotional and controversial topic to teach youth in today’s world. The question is, what is the best information, and the best way to teach them? Comprehensive sex education is teaching teens how to practice safe sex, providing teens with types of protection, and how to use it, as well as services and resources available to help them in making decisions to practice safe sex. Abstinence-only programs teach teens to not have sex, or anything â€Å"arousing† until marriageRead MoreKirsten Spears. Mrs. Hohl/4. English 112. Classical Argument.1404 Words   |  6 PagesArgument 9 March 2017 Sex Education: Is Abstinence Really the Only Option? Sex education for American youth has been a topic of discussion across the nation since the early 1980s. Teen pregnancies and sexually transmitted disease are two major problems throughout the U.S.. Sexually transmitted infections have been an ongoing problem for American people since World War I. To combat the growing teen pregnancy and STI rates, the U.S. established organized sex education. Since sex education has been integratedRead MoreTypes Of Integrative Review784 Words   |  4 PagesScholar and CINAHL; the keywords searched were â€Å"teen pregnancy† or â€Å"sex education† or â€Å"STI Prevention† and â€Å"digital† or â€Å"theory†; and, the years searched were inclusive of five years due to the limited research articles found otherwise. Using the guided questions as a foundation, the search strategy focused on (a) the effects of differing types of sex education taught to adolescents; (b) the use of a theoretical approach within sex ed ucation; and, (c) the use of technology in health promotion among adolescentsRead MoreSex Education And Sexual Education991 Words   |  4 PagesCountless avenues shape our knowledge of sex; whether its teachers, parents, media, or other sources. At some point most individuals receive an account of sex education. These lessons, connections, and knowledge we acquire impact our ideas about sex. The subject of my interview, whom we’ll refer to as Jessica, was no exception. Jessica is a 21-year-old, who grew up in a small, conservative North Carolina town. The public schools she attended taught sex education from an abstinence perspective and usedRead MoreA Research Study On Sex Education808 Words   |  4 Pagespeer reviewed journal Sex Education, investigates childism, or systematic discrimination against children, which stems from conservative beliefs that parents have high authority and children belong in the private sphere. Within the context of sex education, childism is a primary factor in programs that place the values of parents and society over the needs and rights of the child. While including discussions about the importance of personal and family values in sex education is reasonable, it is unreasonableRead MoreSexual Education : Teenage Pregnancy And Teen Pregnancy1509 Words   |  7 PagesSexual Education In the future Sexual Education courses will prevent teen pregnancy and teen abortions as well as educate students about factors that can affect life such as the deadly disease AIDS and other STD’s, inform youth about making smart choices about sex now and in the future, prevents accidental pregnancies, and assist in empowerment and awareness against sexual violence. According to the article â€Å"State Policies on Sex Education in Schools† only 15% of states offer sex education. That’sRead More Abstinence-Only vs. Comprehensive Sex Education Essay2397 Words   |  10 PagesHIV/AIDS epidemic began in the U.S. in the early 1980s the issue of sex education for American youth has had the attention of the nation. There are about 400,000 teen births every year in the U.S, with about 9 billion in associated public costs. STI contraction in general, as well as teen pregnancy, have put the subject even more so on the forefront of the nation’s leading issues. The approach and method for proper and effective sex education has been hotly debated. Some believe that teaching abstinence-only

The Change in Psychological Behavior in Act 2 Scene 2 of...

In Shakespeare’s, Macbeth Act 2 Scene 2 is a crucial part of the play, because of the off staging of Duncan’s murder shifts the focus onto Lady Macbeth and Macbeth, as well as revealing the psychological behavioral changes and how the scene affected these two characters. The scene eventually leads to the deterioration of Lady Macbeth and Macbeth. In this scene Macbeth kills Duncan and almost immediately after the deed is done, he starts to develop a guilty conscience. Also throughout this scene Lady Macbeth shows her confidence because she takes control and shows that she is the dominant figure in their relationship. In addition, this scene shows Lady Macbeth’s Humanity which becomes a key factor in understanding her†¦show more content†¦However, in the scenes that follow Macbeths character becomes ruthless and uncontrollable. Macbeth is deranged and no longer cares or feels compassionate. After his killing spree against Banquo and Macduffs family he no longer cares for his wife. When he is speaking with the doctor about Lady Macbeth he refers to her as your patient, doctor? (Shakespeare 5.3.38) which shows he no longer considers her as his wife but rather a problem or illness that he asks the doctor to cure her of that. Canst thou not minister a mind diseasd, Pluck from the memory a rooted sorrow, Raze out the written troubles of the brain, and with some sweet oblivious antidote Cleanse (Shakespeare 5.3.41-45) her. When Lady Macbeth has died it is very clear that a major role reversal has happened in the play. At the beginning she was very motivated in reaching her goals for her and her husband. She was ambitious which is shown by her immediate persistence and determination for Macbeth to become king. Lady Macbeth was also manipulative. She knows that Macbeth is too good to commit murder so she manipulates him by attacking his manhood by asking him Was the hope drunk wherein you dressed yourself? Hath it slept since? And wakes it now, to look so green and pale, at what it did so freely? From this time such I account thy love. (Shakespeare 1.7.36-39) and these actions make her appear cold.Show MoreRelatedWilliam Shakespeare and Macbeth8813 Words   |  36 Pagesambitious pride, or  hubris. To the Greeks, such arrogance in human behavior was punishable by terrible vengeance. The tragic hero was to be pitied in his fallen plight but not necessarily forgiven: Greek tragedy frequently has a bleak outcome. Christian drama, on the other hand, always offers a ray of hope; hence,  Macbeth  ends with the coronation of  Malcolm, a new leader who exhibits all the correct virtues for a king. Macbeth  exhibits elements that reflect the greatest Christian tragedy of all:Read Moreshakespeare influences16068 Words   |  65 Pages SR.NO. CONTENTS PG.NO 1. ABSTRACT 1 2. INTRODUCTION 2-3 3. LITERTURE REVIEW 4-15 4. RESEARCH QUESTION 5. SIGNIFICANCE AND RATIONALE 6. ANALYSIS 7. 8. 9. 10. 11. ABSTRACT This thesis analysis the textual and symbolic similarities between Shakespeare s tragedies Macbeth and Hamlet and William Faulkner s the sound and the furry and Absalom, Absalom!. FaulknerRead MoreGender Roles Of Shakespeare s Taming Of The Shrew 2030 Words   |  9 Pagesin 1564 and died in 1616. He was also a poet with more than one hundred sonnets and two long poems. Many of Shakespeare’s dramas illustrate various forms of domestic and social problems. He was a playwriter of some famous plays, such as Hamlet, Macbeth, Romeo and Juliet, and Taming of the Shrew. Taming of the Shrew is a comedy, written from 1590 to 1592. The characters in the play detail romance mixed with humor. The play talks about gender roles of males and females in society and in their livesRead MoreTeaching Violent Behavior Through TV Essay examples2905 Words   |  12 Pages1990, a study by Nielsen Media Research revealed that children between the ages two and five watch approximately four hou rs of television per day.   According to the American Psychological Association, if children watch two to four hours of TV a day, they will have witnessed about 8,000 murders and more than 100,000 other acts of violence by the time they finish elementary school. (Bergenfield)  Ã‚   So basically, children are being taught through repetition to be aggressive and violent.   PsychologistsRead MoreAmerican Literature11652 Words   |  47 Pagesdetermined by God all people are corrupt and must be saved by Christ Rationalism / Age of Enlightenment period of American Literature - 1750-1800 Content: ï‚ · ï‚ · ï‚ · ï‚ · national mission and American character democratic utopia use of reason history is an act of individual and national self-assertion Genre/Style: ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · political pamphlets travel writing highly ornate writing style fiction employs generic plots and characters fiction often tells the story of how an innocent young woman is testedRead MoreProject Managment Case Studies214937 Words   |  860 Pagespublication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, (978) 750-8400, fax (978) 750-4470, or on

Miller dramatic Essay Example For Students

Miller dramatic Essay Examine the end of act one in The Crucible. Consider its importance of this scene to the rest of the play and analyse how Miller makes it dramatic. The Crucible was written in 1952 by the twentieth century American playwright Arthur Miller (1915-. ) Miller was born in New York and educated at the University of Michigan where he began to write plays. Most of Millers plays are set in contemporary America and on the whole offer a realistic portrayal of life and society and the theme of self-realization is re-current e. g. John Proctor in The Crucible. The Crucible was the third play Miller wrote. It is a play about the Salem Witchcraft Trials of 1692 in Salem, Massachusetts. It was used as a parable for McCarthyism in America in the 1950s. Millers play The Crucible has recently been made into a hugely successful film that stars Hollywood actress Winona Ryder showing its enduring themes. The play concentrates on key figures of the trials: Abigail Williams, Mary Warren, John Proctor, Elizabeth Proctor and Reverend Samuel Parris. These were all real people trapped in the devastation of the time. The disturbing storyline powerfully depicts people under pressure and certain issues involved, Senator Joseph McCarthy; an important figure in the USA in the 1950s is mentioned somewhat in The Crucible. For instance; a certain similarity between the Salem Witchcraft Trials and McCarthyism was the fact that they both failed to make a plausible case against anyone, both their colourful and cleverly presented accusations drove people out of their jobs (and in The Crucible) and their towns and brought popular condemnation to others. The persecution of innocent souls is apparent in both Senator Joseph McCarthys work and of The Crucible. McCarthyism was when all left wing views were arraigned for un-American activities during the 1950s. The Crucible has much strength, its main and most imminent being its deeper meaning relating to America in the 1950s. The play explores the themes of witchcraft, the struggle between good and evil and a fear of individuality. At the end of Act One Reverend Hale of Beverly, an authorative on witchcraft arrives at Reverend Parriss house. He is trying to awaken Betty from her bed, as she has not woken since Parris caught Betty and some other girls from the wood with Tituba, Parriss Negro slave. The atmosphere is tense due to the fact the scene is taking place in the dark, upstairs room of Bettys bedroom. Its homely state and the close proximity of the characters add suspense and tension. The locals have no explanation for Bettys behaviour other than that she is bewitched. More local disturbances were likely to be blamed on witchcraft, and the hunt for witches began. The community in Salem was all Puritan settlers who had fled from persecution in England and hoped to have found a city of souls. The town was deeply religious as a result of a close relationship between the church and the law, it was, in fact a theocracy. Bettys supposed bewitching would have become very prominent within the village and struck terror into the very core of such a community. Hale begins the scene with suspense. His persona is re-iterated as a brave and fearless man when he alarms the audience with the words, if the Devil is in her you will witness frightful wonders in this room. He scares Mr. Putnam and asks him to stand close in case she flies. Witches were believed to have certain powers that were given to them by their master: the Devil. It was believed that they could make themselves invisible, or change themselves and others into animals, birds or other creatures, and that they could fly. The audience immediately expects a climax to the act, tantalised by the prospect of Hale now casting out the Devil. We watch breathlessly as Hale observes her. Hale is authorative towards Betty and concentrates fully on trying to wake her. Tension increases. .ua154a2cffae9f8dd3f0dc768425bbff8 , .ua154a2cffae9f8dd3f0dc768425bbff8 .postImageUrl , .ua154a2cffae9f8dd3f0dc768425bbff8 .centered-text-area { min-height: 80px; position: relative; } .ua154a2cffae9f8dd3f0dc768425bbff8 , .ua154a2cffae9f8dd3f0dc768425bbff8:hover , .ua154a2cffae9f8dd3f0dc768425bbff8:visited , .ua154a2cffae9f8dd3f0dc768425bbff8:active { border:0!important; } .ua154a2cffae9f8dd3f0dc768425bbff8 .clearfix:after { content: ""; display: table; clear: both; } .ua154a2cffae9f8dd3f0dc768425bbff8 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua154a2cffae9f8dd3f0dc768425bbff8:active , .ua154a2cffae9f8dd3f0dc768425bbff8:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua154a2cffae9f8dd3f0dc768425bbff8 .centered-text-area { width: 100%; position: relative ; } .ua154a2cffae9f8dd3f0dc768425bbff8 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua154a2cffae9f8dd3f0dc768425bbff8 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua154a2cffae9f8dd3f0dc768425bbff8 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua154a2cffae9f8dd3f0dc768425bbff8:hover .ctaButton { background-color: #34495E!important; } .ua154a2cffae9f8dd3f0dc768425bbff8 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua154a2cffae9f8dd3f0dc768425bbff8 .ua154a2cffae9f8dd3f0dc768425bbff8-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua154a2cffae9f8dd3f0dc768425bbff8:after { content: ""; display: block; clear: both; } READ: Eva's home EssayParris breaks the atmosphere of suspense, which once again expresses his insecurity of his good name and reputation. This theme is demonstrated throughout the play. How can it be the Devil? Why would he choose my house to strike? His fear of reputation and a despairing plea is reinforced and Hale cleverly answers Parriss queries. This demonstrates Hales strength of belief in the evil plague. It is the best the Devil wants, and who is better than the Minister? The audience immediately is taken aback by Hales quick intelligence. Strangely however, Hales words are nai ve because there are many people within the village who are better than the Minister. Hale uses these words as alleviation. Hale believes it is more of a conquest for the Devil if he uses Parriss house to strike, Parris is somewhat flattered. Hale continues to thoroughly examine Betty and as briefly mentioned before on page thirty-one, The Devil is precise: the marks of his presence are as definite as stone. He asks Betty is someone afflicts her. There is a speculation that Hale is putting ideas into the young girls heads. He questions Betty and enquires, perhaps some bird invisible to others comes to you- perhaps. A little further on in the play, when the girls are being interrogated in court, they declare that a yellow bird- invisible to others, if flying nearby. (Page 74) Holding his hands out, Hale undertones in Latin, the phrase, In nominee Domini Saboath sul filique ite ad infernos. The effect on the audience is awe and the characters are bewildered because of the fact that no-one actually knows what he has just said. Although, as a result of his action this reflects on the character of Hale, and the fact that he has a very scientific and religious approach to an issue which is moral and about the soul. You can therefore relate Hales behaviour to that of Senator Joseph McCarthys in American court cases. Betty does not stir. His attention is drawn to the vigilant Abigail. He is quite severe towards Abigail and his eyes narrow. The atmosphere becomes oppressive. Facts are revealed gradually and Parris admits he saw a kettle in the grass where they were dancing. The concise conversations between Abigail, Hale and Parris become quick and short utterances, due to the severity of the case. Hales questions have become more explicit as he has become more impatiently suspicious. Miller now increases the tension with the speed of the dialogue between Abigail, Hale and Parris. There are very few stage directions required during this particular scene because the action is carried purely through the language. Abigail is clearly thinking on her feet, with hesitant pauses in between words particularly evident. Hale puts more ideas into Abigails head and suggests a frog, a mouse or perhaps something else jumped into the kettle that was found by Parris. Parris fearfully remembers he thought he saw some movement in the soup. Jumping to her defence Abigail screams, that jumped in, we never put it in! She does this because she knows that good evidence to show that something was moving in the kettle could produce a suspicion of witchcraft leant upon her. Jumping to her defences in such a way could make an opposite reaction to what she wants and Hale may think that the way she is carrying out this investigation is very belligerent and aggressive. She would not want to be thought of as that because it could make her look even more suspicious.

Who Speaks The Voice Of History Essays - E. H. Carr,

Who Speaks The Voice Of History Who Speaks The Voice Of History The facts of history in the eyes of Americans have been viewed in many lights. The Smithsonian exhibit entitled, "American Encounters" is no exception. This multimedia exhibit focuses on American Indians, Hispanics and Anglo-Americans in New Mexico. Although the exhibit contains many noteworthy facts about the culture and lifestyle of the Indians, in my opinion, many other aspects of Native American history were left in the shadows. The Smithsonian did not clearly illuminate the struggle and oppression which the Indians endured during the European settlement. This obscured information raises the issue of which historical facts are selected as notable. E.H. Carr, an historian, explains this argument with a very prominent quote from the first chapter of his book What is History. The quote states, "The facts speak only when the historian calls on them: it is he who decides to which facts to give the floor and in what order or context" (Carr 9). As stated above, Carr believes that "facts only speak when the historian calls on them. . ." (Carr 9). In the "American Encounters" exhibit, the facts concerning Indian tribulation and European domination could not be heard. By all means I believe that their situation was more than just an encounter. From the statement on the plaque, one could interpret that the Europeans were given the land, or that the Europeans established forts, trading posts, and colonies to live as one with the Indeginous peoples; however, that was not the case. Consequently, Carr's statement holds true. The authors of the exhibit choose how to present this portion of history. They decide in what context to display the facts. Obviously the authors feel that a blurb on the wall is enough to express years of struggle and strife. If visitors to the Smithsonian had no previous knowledge about the conflict between Native Americans and the Spaniards, does this excerpt explain the real situation? From this plaque I am taught nothing of the hardships that the Natives endured. I do not learn that thousands of Indigenous lives were taken at the hands of the Spaniards simply to acquire land that wasn't theirs. I do not learn that families and tribes were broken up in order to teach the Europeans how to survive. To my dismay no artifacts, pictures or any other type of visual display told this side of the story. It is the responsibility of the authors of this exhibit to accurately convey the facts and clearly elaborate on them. However, the Smithsonian has dedicated a large section of the exhibit to the lifestyles of current American Indians. As previously stated, Carr is certain that, ". . . it is [the historian] who decides to which facts to give the floor. . ." (Carr 9). In the section allotted to the Kha p'on, Indians of Santa Clara, there is a plaque mounted on the wall which is, to my surprise, accompanied by an assortment of visuals. Among many items, the display includes numerous examples of pottery, a Pueblo Indian-shaped mirror, and a traditionally set dinner table. Beside this manifest is an extremely eye-catching photograph of a typical Pueblo Indian family. All of these wonderful artifacts are presented in order to show how the American Indians of today continue to prosper despite their distressing history. Once again the "American Encounters" exhibit confirms Carr's statement. The authors of this exhibit choose which aspects of history to amplify. I don't completely understand why the modern lifestyle of an American Indian is uplifted, yet acknowledgement of their burdened past is vague. Visuals and artifacts provide an understanding of the exhibit that a plaque alone cannot equally produce. It is imperative that the presentation of historical facts are appealing, explicit and powerful.

Gang activity editorial Essays - Crime, Criminology, Gang

Gang activity editorial Essays - Crime, Criminology, Gang Today, there is a great concern about gang activity and youth violence. Every day, we can open a newspaper or turn on the evening news and see that another child or victim was killed in gang or youth related violence. Teenage crime and violence has existed for many years. Many people have become more aware of the violence committed by today's youth because of the media coverage of the viciousness of these crimes. The public is also aware of the new breed of criminal. Juvenile gangs have existed for many years. In the past, gang members fought with fists, brass knuckles and sticks. Today's gangs have better weapons, including sophisticated automatic weapons and they are prepared to use these weapons. The gangs usually come from the poorer areas of the inner cities, which was the case for even the earliest known gangs. Gangs and youth violence has always existed, but the increased interest and concern in their activities has emerged because of the increasing violence and death toll on our youth. New York City was the first city to have serious problems with gang- related activity because it was the first stop for many new immigrants entering the United States. Search of a better way of life immigrants created gangs. Even back then people joined gangs to feel a sense of safety even though it was the total opposite. Gangs attacked people who ventured into their neighborhood and attacked, robbed or pick-pocketed them and more risking their life every time. After immigrants entered the United States more youth gangs were formed. The poorer neighborhoods have became a breeding ground for these gangs. . In the 1920's there was a decrease in gang activity. Many factors contributed to the decrease in gang activity, but the main reasons were the police put many gang leaders in prison, immigration started to slow down, and opportunities for better jobs allowed recent immigrants to move out of the slums to better neighborhoods. Today, we see an increase in gang activity. Some of these gangs are still running. we are seeing violence by large groups of teenagers that have joined together, sometimes not even knowing each other and a kind of mob psychology takes over, where there is sometimes a frenzy of violence. In 1989, a sixteen year old black youth was beaten by a gang with bats in Bensonhurst, Brooklyn, when he went to purchase a car. In 1986, Howard Beach, Queens, eleven white youths beat and yelled racial epithets at two black men that had entered their neighborhood. One black was beaten by the group and the other was chased onto a highway were he was struck and killed. My point is gangs are very much alive and they will do anything to get what they were taught across. One big reason why these youths get caught up in this loop is to receive a sense of power but there are other ways then joining a gang.

5 Free Alternatives to Microsoft Word

5 Free Alternatives to Microsoft Word 5 Free Alternatives to Microsoft Word Microsoft Word is the undisputed champion of modern word processing. Sure, some Apple fans are loyal to Pages. And Corel WordPerfect is still a thing. But Microsoft Word is the world’s most widely used word processor, found in homes, schools, and offices everywhere. What if you can’t afford or don’t like Word, though? Good news! There are other word processors available, so check out our list of five free alternatives to Microsoft Word to find a program that suits your needs. 1. Google Docs If any program can challenge Microsoft Word for its crown, it will be Google Docs. All you need is a Google account in order to write, format, and share documents. It’s also simple, free, and lets you download documents in multiple file formats, including DOC and DOCX. Google Docs is linked directly to Google Drive, too, so it autosaves your work with every keystroke. Another advantage of being online is collaborative working, as multiple users can edit a single shared document at the same time, saving the hassle of sending drafts back and forth. 2. LibreOffice Writer If you have used Microsoft Word for a while, LibreOffice Writer should feel reassuringly familiar. And if you’re one of those people who really hate the ribbon in MS Word, you may even prefer it! LibreOffice is, after all, a set of open-source programs that mimics the general appearance and functions of the Microsoft Office suite. Except it’s free. Which is always appealing. Currently, LibreOffice Writer offers most of the features and formatting options you find in MS Word. It uses the OpenDocument Format (ODF) file extension by default, but it also supports other documents formats, including DOC, DOCX, and RTF, so compatibility shouldn’t be an issue. 3. WPS Writer Part of the WPS Office suite, WPS Writer offers more in-built features than any other free word processor. The user interface is also closer to the modern version of Microsoft Word than most open-source word processors. Consequently, WPS Writer is ideal for those who want something as close to MS Word as possible without the hefty price tag. One notable downside is that the free version comes with adverts. These won’t bother you most of the time, but they will pop up when you use certain features (e.g., printing or exporting files). To get rid of the adverts in WPS Writer, you will have to upgrade to a paid version. 4. Apache OpenOffice Writer For Apache OpenOffice Writer, we can mostly point to the description of LibreOffice Writer above. They are similar in most respects, such as the user interface and features they offer. And this is because LibreOffice was originally based on the OpenOffice source code. Nowadays, some consider OpenOffice limited in some respects (e.g., it will let you save a document as a DOC file, but not as a DOCX file). But OpenOffice Writer remains one of the most popular, cost-free alternatives to Microsoft Word that you should try if LibreOffice isn’t quite to your liking. 5. Microsoft Word Online The last of our free alternatives to Microsoft Word is†¦ Microsoft Word. Well, to be specific, it is Microsoft Word Online, a free version of Microsoft’s word processing giant accessed via your web browser. This is great if you just want the basics, but it is a very limited version of MS Word. It doesn’t include advanced formatting options such as adding a table of contents, for instance. And while it supports DOC, DOCX, and even ODT files, it does not work with RTF files or other document formats. As such, this is mainly useful for existing MS Word users who need to work on a document when they’re away from their computer, as you can switch between the online and desktop versions easily. But if you’re looking for a professional word processor, you may need to pay for the full version.

Negoiation in Management Essay Example | Topics and Well Written Essays - 250 words

Negoiation in Management - Essay Example In the third scenario, assuming the stores stay closed for the first week before negotiation and then ought to alternate, a single store will incur a profit of sixty thousand after the entire period and other will lose twenty thousand with the city gaining none as levied fine. In the fourth scenario, when the store are all closed in the first week and stay closed for the remaining weeks, they will all profit one hundred and twenty thousand after the entire period, and the city will gain four hundred and eighty thousand as fine. Therefore, for the store to maximize the profits I will go for the first and the fourth scenario. When the store remains closed, the current profit will be kept and the city will gain profit in case the other store remains open before the negotiation. Therefore, when the two stores remain closed, profits will be recorded. The ultimate option will be for the store to demonstrate against the city claiming they will generate two hundred percent increase in revenue (Kim,

Challenges of International Apparel Brands in Penetrating China Essay

Challenges of International Apparel Brands in Penetrating China - Essay Example This paper further emphasises on the study of Chinese culture and its impact on the consumers’ preferences. China as a growing economy is seen as the prospect for the foreign brands to explore the country. China is said to be the land of opportunity and to analyse its true nature the paper has focused on the implication of Chinese culture and what international brands requires to be a part of the Chinese business market. Why china is an important market? How can china help international brands to extend their market share? These questions have also been the point of discussion in the paper. It can also be seen that China though offers opportunity, but for any foreign brand to expand into China would require a research on the Chinese consumers behaviour. Consumer research based on the behavioural pattern can make the international brands understand the market in a better way to implement the right strategy. A thorough research based on the analysis of data collection and other methods can play a significant role in understanding the true nature of consumer behaviour in context to the Chinese culture (Hoyer & Macinnis, 2009, p. 40). Methodology Research methodology can be defined as the process of analysing, collecting and devising the required information. Methodology is an important procedure for any company wanting to market its product in a new territory (Burns & Bush, 2007, p. 6-7). Market research methodology involves the explanation of the problem and the process to find the desired solution. The cause of problem and the research methodology plan are directly proportional to each other. The research methodology has also helped in determining the objective of paper which is to analyse the Chinese market and the consumer... The paper operates mainly based on research questions which can be stated as follows: Why China is an important market? How can China help international brands to extend their market share? It can also be seen that China though offers opportunity, but for any foreign brand to expand into China would require a research on the Chinese consumers behaviour. Consumer research based on the behavioural pattern can make the international brands understand the market in a better way to implement the right strategy. A thorough research based on the analysis of data collection and other methods can play a significant role in understanding the true nature of consumer behaviour in context to the Chinese culture. Chinese economy is one of the fastest growing economies in the world. Since, the advent of economic liberalisation in the early 1980’s the country has seen unprecedented growth. This feature of the country has made it the hotspot for the foreign brands willing to expand their busin ess and extend their market share. Chinese culture in comparison to other cultures is different and this makes the road to success multifaceted for the global brands. Chinese consumers have strong liking for foreign brands as they hardly distinguish them as different brands but rather treat each brand as an international brand and use it to maintain their status symbol. The Chinese consumers’ behaviour has always been a subject of discussion. The case is the same in context to the international clothing brands expanding in China.

First year students’ challenges Essay Example for Free

First year students’ challenges Essay Entering a collage is like entering to a new different culture for high school student. Students are not just entering a school, but they are entering an academic environment. Many challenges will be ahead for them since it is the first year of transition. Some students might need one or two semesters to adopt the new environment. The most common challenges that students will face are not only the academic challenge, but also time management and responsibility challenges. Academic challenge is the first difficulty for the freshman students. The academic workload is a lot more that they can think of. Indeed, they are required to read and research more for their homework, assignments, or research papers. For example, students are required to finish one book in one or two week in order to do their do assignment, while other classes also have much homework. Students cannot complain that they have much other homework to do, but they need to finish it one time, instead. Be able to do so, students will need to face another challenge that is time management. Time management will be the second challenge for the first year student as well. As I mentioned above, there are many workload that students need to finish, so student need to have time management. In fact, they need to plan what to do, how much time they need to spend for each of their homework, or they will not be able to finish it one time. For instance, they need to classify their work from urgent and important to important but not urgent. Form my own experience, I managed my work by considering which homework is more urgent then I did it first, and less urgent, I did it later. In addition, students will face the challenge of responsibility. After entering the college, the students will need to be on their owns. They need to have responsible for every activity they do, and every decision they make. They cannot put blame on somebody or something else. To instructor or other people, they are the mature now. If they are wake up late for school, for example, it is their fault, they cannot say because of this or because of that. In conclusion, the first year of transition can be one of the most challenges that they will have in their lives. They need to be more mature, and deal with the challenges they face by themselves.

Chivalrous Code :: essays research papers

Chivalry began in the 12th century in the form of a knightly code of conduct, with special emphasis on courtly manners toward women. Thirteenth century stories that showed the ways a warrior should behave in romance became popular . Churchmen liked the idea of high standards and made the knighting ceremony a religious occasion with a church vigil and purifying bath. Books on the subject soon began to appear. Many forms of chivalrous code can be found today, from The Cowboy’s Code to the Rules of Courtly Love. These codes are stated with the hope that people will try and follow them to some degree; yet only the perfect could adhere to them all. Considering the fact that such perfection is impossible, the authors merely set out a guideline for honorable behavior. In the context of medieval times, a knight was expected to have faith in his beliefs; for faith was considered to give hope against the despair that human failings create. I chose to use ‘The Code of Chivalry’ for my comparisons on literary characters great successes and failures. For my first example, I chose the brave and fearless Beowulf. According to the 19th code of chivalry, one must ‘Destroy evil in all of its monstrous forms,’ and also ‘Exhibit courage in word and deed.’ Beowulf proclaimed to fight the evil Grendel, saying â€Å"We shall fight for our lives, foe against foe; and he whom death takes off must resign himself to the judgment of God (1200).† After the battle, the terror-filled Grendel crept away, mortally wounded. Beowulf had upheld this particular code with valor and bravery. For my second example, I looked to Sir Gawain. The story of the Green Knight is seeped with instances of chivalry, and honorable men. â€Å"Always keep one’s word of honor,† was an obvious code for this particular story. Not only did Sir Gawain show respect for the codes of chivalry by serving his king, exhibiting courage, and fighting with honor; he kept his words of honor that had been spoken with the Green Knight. Although he was distracted in his course, he kept the appointed new year challenge with the knight. Not a perfect instance of chivalry, yet his example leads nicely into my next character assessment. Don Quixote, if nothing else, must be praised for his valiant efforts to follow the laws of the great knights. After encountering a man beating a half naked youth, he informs him that â€Å"it is a caitiff’s deed to attack one who cannot defend himself.

Public Relations Campaign American Girl Brand Essay

In a very competitive market, today most organizations are relying on public relations departments to create interest and manage the overall public perception. Publicity determines the people willingness to buy a product, invest in a company, and general interest of the association with the company in question mostly through employment. Companies use public relations to create publicity. The purpose of this paper is to explore ways in which America Girl can use PR to promote the new brand, Graceâ„ ¢ doll. American Girl brands are owned by Mattel, Inc that is registered on the NASDAQ stock exchange. The Mattel family specializes in design and production of toys and family products (Business Wire, 2015). The American Girl brand was introduced in 1986, and has been committed to products that suit girls aged 3 to 12 years such as movies, clothes, high-quality dolls, unforgettable experiences and high-quality dolls. The newest product of the American Girl is an 18-inch â€Å"doll† named Grace Thomas. She is a fanatic baker and also desires to start a baking business. She is motivated to pursue her entrepreneurial spirit. The â€Å"doll† has accessories, toys and outfits that reflect her interests including premium French Bakery set comprised of more than 60 pieces. Mattel Inc plans on producing product Grace Thomas doll for a period of one year, and the purpose of this paper is to create a publicity plan for the new product. Based on both demographic and psychographic informa tion and factors such as age, gender and interests, the target audience for this campaign is girls in the age group 3 to 12 years. The discussion in this paper focuses on reaching the target audience through the most effective means, which are screen media and social media. The target audience also has the influence on the family pocketbook and can influence the spending patterns of their families CITATION Cal08 l 1033 (Calvert, 2008). Goals                     To increase the number of American Girl Facebook followers from 947 likes to 2000 likes, targeting girls aged 3 to 12 within a period of three months To increase the number of American Girl Instagram followers from 830 followers to 2000 followers targeting the girls in the age 3 to 12 years within three months Objectives                     To increase the awareness of the Graceâ„ ¢ doll in the age group 3 to 12 years by 77% within a period of three months To increase the acceptance of the Graceâ„ ¢ by the adult population, especially parents, by 30 % within three months To motivate an action by the target audience specifically to try Graceâ„ ¢ and increase public interest by 25% within three months. The set goals and objectives can be achieved by integrating the services of traditional media. One of the most effective ways of achieving a successful campaign is through production of a pitch in a television show that promotes Graceâ„ ¢. In order to make the pitch successful, it has to be accompanied by a captivating and visually-oriented story. The story has to be pitched by a person who can effectively connect to the target audience. The pitch has to go suit the target audience’s needs, just like they way a TV producer can choose the programs that suit the target audience. The use of pitch can also be applied in the radio stations, where the radio host can help in reaching out to the target audience. Brochures, coupons, and Graceâ„ ¢ flyers are some of the traditional media that can be used in this campaign. The use of can also use direct mailing services to send promotional materials directly to the target audience. Summarily, public relation is a vital part of marketing. The goals and objectives set up in a PR campaign should be achievable. Since a public relations program is cheaper to ramp up than marketing, companies have shifted attention to public relations. A successful PR campaign needs to be unique, and entice the target audience. Traditional media can be integrated with a PR campaign to increase awareness of a product. References Business Wire. (2015). American Girl’s 2015 Girl of the Year â€Å"Bakes† a Difference and Helps Girls Find Their Own Recipe for Success. Retrieved from http://www.businesswire.com/multimedia/home/20150101005003/en/#.VOKyBCyAHK8 Calvert, S. L. (2008). Children as Consumers: Advertising and marketing. The future of children, 18(1), 205-234. Source document

Principle of teaching Essay

Maintaining an environment for ï ¬ rst-class higher education Nine educational principles underpin the University of Melbourne’s teaching and learning objectives. These principles represent the shared view within the University of the processes and conditions that contribute to ï ¬ rst-class higher education. The nine principles were ï ¬ rst adopted by the University’s Academic Board in 2002. This renewed edition of the document reï ¬â€šects the bold changes the University has undergone since then with the implementation of the Melbourne Model. Many elements of the nine principles are embedded in the philosophy of the Melbourne Model. The provision of a cohort experience, the breadth component, research-led teaching, attention to the physical and intellectual learning environment, knowledge transfer opportunities: these features of the Melbourne Model incorporate the nine principles on a structural level, reinforcing their importance and the University’s commitment to them. Aspects of the principles guiding knowledge transfer with regard to teaching and learning are the most signiï ¬ cant additions and while they are embedded throughout the document, they are particularly concentrated in principles two and seven. In principle two the interrelations between research, knowledge transfer and teaching and learning are described while in principle seven the practical elements of embedding knowledge transfer in teaching and learning are discussed. Nine guiding principles 1. An atmosphere of intellectual excitement 2. An intensive research and knowledge transfer culture permeating all teaching and learning activities 3. A vibrant and embracing social context 4. An international and culturally diverse learning environment 5. Explicit concern and support for individual development 6. Clear academic expectations and standards 7 Learning cycles of experimentation, feedback and assessment . 8. Premium quality learning spaces, resources and technologies 9. An adaptive curriculum The nine guiding principles are interrelated and interdependent. Some relate to the broad intellectual environment of the University while others describe speciï ¬ c components of the teaching and learning process. Together, these principles reï ¬â€šect the balance of evidence in the research literature on the conditions under which student learning thrives. Each principle has a direct bearing on the quality of students’ intellectual development and their overall experience of university life and beyond as they embark on a process of lifelong learning, regardless of whether they come to the University as undergraduate, postgraduate coursework or postgraduate research students. Generic statements of beliefs, values and practices cannot completely capture the diversity and variation present in a large and complex University. However, the underlying principles presented in this document hold true despite variations across the disciplines in traditions of scholarship and in philosophies and approaches towards teaching and learning. Indeed, the nine principles described here support the process of interdisciplinary learning encouraged by the Melbourne Model: they provide a framework under which teachers from different backgrounds and disciplines can work together to plan, develop and provide coherent interdisciplinary learning experiences for students. The ultimate objective of the University of Melbourne’s teaching and learning programs is to prepare graduates with distinctive attributes — described in the next section — that enable them to contribute to our ever-changing global context in a meaningful and positive way. The purpose of the present document is to guide the maintenance and enhancement of teaching and learning standards that serve this end. It is a statement of what the University community values. As such, it has aspirational qualities and the suggestions for good practice offered provide laudable benchmarks to which the University is committed within the availability of resources. Responsibilities The maintenance of the University of Melbourne’s teaching and learning environment is the responsibility of the whole institution. This document identiï ¬ es various University, Faculty and individual responsibilities, though not all of the detailed implications apply equally to all members of the University community. The Academic Board is responsible to the University Council for the development of academic policy and the supervision of all academic activities of the University of Melbourne, including the preservation of high standards in teaching and research. It has core quality assurance functions, including the approval of selection criteria, the monitoring of student progress, the approval of new and changed courses, and the monitoring of the quality of teaching and learning. The Provost is responsible to the Vice-Chancellor for the conduct, coordination, and quality of the University’s academic programs and the planning of their future development. The Provost provides academic leadership, working in close collaboration with the Academic Board, deans and professional staff to ensure the alignment of accountability, budgets and initiatives in the delivery of academic programs and consistent, high quality student support. The Academic Board and Provost together ensure that the University: †¢ recognises and rewards excellence in teaching through its policies in staff recruitment, selection and promotion criteria; †¢ provides extensive opportunities for professional development in teaching and learning; †¢ supports and promotes research-led teaching; †¢ develops and maintains high quality teaching and learning spaces and resources; †¢ places high importance on the place of knowledge transfer activities in making its degrees relevant and distinctive and supports its staff and students in pursuing such activities; †¢ encourages and supports innovative approaches to teaching and learning, including through the application of advancements in information and communications technology; and †¢ provides mechanisms for on-going curriculum review involving all stakeholders (students, community, industry, professional associations, and academics) of the content, structure and delivery of courses and the learning experiences of students. The University is committed to the scholarship of teaching in the belief that academic staff in a research-led environment should apply scholarly principles to teaching and to the leadership of student learning. In practice, the scholarship of teaching involves academic staff being familiar with and drawing on research into the relationship between teaching and student learning. It also involves evaluating and reï ¬â€šecting on the effects on student learning of curriculum design, knowledge transfer activities, teaching styles and approaches to assessment. The present document is designed to support consideration of the University’s obligations in terms of the scholarship of teaching and to assist in the review and enhancement of the quality of personal teaching practices. Students have responsibilities as well for the quality of teaching and learning. The effectiveness of a higher education environment cannot be expressed simply in terms of the challenge, facilitation, support and resources provided by teaching staff and the University as an institution. Students have complementary responsibilities. Students have responsibilities for their personal progress through their level of engagement, commitment and time devoted to study. Students also have obligations to contribute to the creation and maintenance of an effective overall teaching and learning environment. These obligations include: †¢ collaborating with other students in learning; †¢ contributing to the University community and participating in life beyond the classroom; †¢ developing a capacity for tolerating complexity and, where appropriate, ambiguity; †¢ respecting the viewpoints of others; †¢ being reï ¬â€šective, creative, open-minded and receptive to new ideas; †¢ actively participating in discussion and debate; †¢ seeking support and guidance from staff when necessary; †¢ accepting the responsibility to move towards intellectual independence; †¢ being familiar with the Graduate Attributes and consciously striving to acquire them; †¢ respecting and complying with the conventions of academic scholarship, especially with regard to the authorship of ideas; and †¢ providing considered feedback to the University and its staff on the quality of teaching and University services. The Attributes of University of Melbourne Graduates The University of Melbourne Graduate Attributes are more than simply an aspirational vision of what the University hopes students might become during their candidature. They can be used practically to guide the planning and development of teaching, knowledge transfer and research to ensure the University’s students acquire the experience, skills and knowledge necessary for graduates in today’s complex global environment. Graduate Attributes The Melbourne Experience enables graduates to become: Academically excellent Graduates will be expected to: †¢ have a strong sense of intellectual integrity and the ethics of scholarship †¢ have in-depth knowledge of their specialist discipline(s) †¢ reach a high level of achievement in writing, generic research activities, problem-solving and communication †¢ be critical and creative thinkers, with an aptitude for continued self-directed learning †¢ be adept at learning in a range of ways, including through information and communication technologies Knowledgeable across disciplines Graduates will be expected to: †¢ examine critically, synthesise and evaluate knowledge across a broad range of disciplines †¢ expand their analytical and cognitive skills through learning experiences in diverse subjects †¢ have the capacity to participate fully in collaborative learning and to confront unfamiliar problems †¢ have a set of ï ¬â€šexible and transferable skills for different types of employment Leaders in communities Graduates will be expected to: †¢ initiate and implement constructive change in their communities, including professions and workplaces †¢ have excellent interpersonal and decision-making skills, including an awareness of personal strengths and limitations †¢ mentor future generations of learners †¢ engage in meaningful public discourse, with a profound awareness of community needs Attuned to cultural diversity Graduates will be expected to: †¢ value different cultures †¢ be well-informed citizens able to contribute to their communities wherever they choose to live and work †¢ have an understanding of the social and cultural diversity in our community †¢ respect indigenous knowledge, cultures and values Active global citizens Graduates will be expected to: †¢ accept social and civic responsibilities †¢ be advocates for improving the sustainability of the environment †¢ have a broad global understanding, with a high regard for human rights, equity and ethics Principle 1: An atmosphere of intellectual excitement The excitement of ideas is the catalyst for learning Intellectual excitement is probably the most powerful motivating force for students and teachers alike. Effective university teachers are passionate about ideas. They stimulate the curiosity of their students, channel it within structured frameworks, and reveal their own intellectual interests. While students have strong vocational reasons for enrolling in courses of study, unless they are genuinely interested in what they are studying their chances of success are low. Pascarella and Terenzini’s (1998) meta-analysis of research on the effects of university education concluded that the evidence unequivocally indicates that greater learning and cognitive development occur when students are closely engaged and involved with the subjects they are studying. The research evidence shows that most undergraduates commence university with a strong interest and curiosity in the ï ¬ eld they have selected, providing a strong foundation on which to build. A Centre for the Study of Higher Education study of applicants for university places (James, Baldwin & McInnis, 1999) showed that intrinsic interest in the area of knowledge was among the most important inï ¬â€šuences on their choice of a university course. University of Melbourne graduates conï ¬ rm these sentiments. When asked for their views of their educational experience at the University some time after graduation, graduates consistently stress the inï ¬â€šuence of staff who were excited about ideas, and the importance to them of studying in an atmosphere of intellectual stimulation and discovery. Part of fostering an atmosphere of intellectual excitement in students includes providing them with stimulating experiences that enable them to realise the value and knowledge of their skills in external settings. Some of these experiences will involve activities in the classroom – such as problem and project-based approaches and involvement of community and industry participants in class activities – but many will take students beyond the University’s campuses, to include such activities as ï ¬ eld and industry placements or internships, on-location subject delivery and student exchange programs. As well as providing students with a vibrant intellectual experience, embedded knowledge transfer activities allow students to understand and analyse the social, cultural and economic contexts in which their own knowledge acquisition is situated as well as help them realise their capacity, responsibility and opportunity for current and future knowledge transfer. Implications for practice †¢ Subjects are planned and presented in terms of ideas, theories and concepts. †¢ Conï ¬â€šicting theories and approaches are incorporated into courses to stimulate discussion and debate. †¢ Courses are designed to foster an understanding of the legal, political, social, economic, cultural and environmental contexts for practice in national and international settings, and of codes of conduct and the ethics of practice. †¢ Knowledge is presented in terms of broader contexts — intellectual, social, political, historical — to help students understand the signiï ¬ cance of what they are studying. †¢ Students’ personal engagement is fostered by teaching which encourages them to relate their learning to their own experiences. †¢ Staff convey enthusiasm for the subject matter and work to provoke students’ curiosity. †¢ Courses and subjects are revised regularly to incorporate new theories and approaches. †¢ Staff model the excitement of intellectual exploration when working with students. †¢ Students are given opportunities to make discoveries for themselves and creativity is rewarded. †¢ Innovative approaches to teaching and learning are incorporated into existing courses so that necessary, ‘base-line’ learning is revitalised. †¢ The University provides resources and activities to allow students to develop their interests beyond the experiences provided within their courses. Principle 2: An intensive research and knowledge transfer culture permeating all teaching and learning activities A climate of inquiry and respect for knowledge and the processes of knowledge creation and transfer shapes the essential character of the education offered by a research-led University It is a basic conviction within the University of Melbourne that the University’s research activities and research culture must infuse, inform and enhance all aspects of undergraduate and postgraduate teaching and learning. Across all disciplines and across all study levels, education in a research-led university develops its distinctive character from an understanding of and respect for existing knowledge and the traditions of scholarship in particular ï ¬ elds, recognition of the provisional nature of this knowledge, and familiarity with the processes involved in the ongoing creation of new knowledge. Historically, research and teaching have always been considered in symbiotic relationship at the University of Melbourne; however, the Melbourne Model introduced a crucial third strand to this relationship: knowledge transfer. In the context of teaching and learning, knowledge transfer experiences â€Å"underpin the development of high levels of skill and ï ¬â€šexibility in problem-solving, in creative contributions in the workplace, in understanding, assessing and initiating innovative contributions to community needs and in promoting and developing egalitarian ideals and social, civic, ethical and environmental responsibility† (Curriculum Commission 2006: 35). Research thus lays the foundations for knowledge transfer, but knowledge transfer, in turn, elucidates the signiï ¬ cance of research by placing the knowledge it produces in context. The process of knowledge transfer is also inherently two-way: as students engage in activities such as substantial ï ¬ eld-based projects or placements and internships, so too they engage with industry, the professions and the broader community, taking their knowledge – which has its origins in research – and experiences to the world. Not all students are directly involved in research activity, but the University has a strong commitment to the teaching-research nexus, and aims for all undergraduate and postgraduate students to beneï ¬ t from being taught or supervised by active researchers, from studying a curriculum informed by the latest research developments, and from learning in a research-led environment. Training in research skills is fundamental to students acquiring the skills of critical thinking. As Baldwin (2005) has shown, there are myriad opportunities and methods for teachers to incorporate research in teaching, a process fundamental to students ’learning how to learn’; that is, how to effectively process and apply both their present understandings and giving them a framework and skills for using the knowledge they will acquire in future. It is essential, therefore, that teaching staff are learners too and that their teaching is infused by their learning and their love of research and scholarship. The particular beneï ¬ ts for undergraduate students of an intensive research culture derive from experiencing the ‘latest story’ — curricula underpinned not only by the corpus of human knowledge in the particular ï ¬ eld but also by the latest research and scholarship — and from learning in an educational climate in which knowledge claims are viewed as fallible, ideas are questioned and inquiry-based learning is given a high priority. Knowledge transfer adds yet another dimension, giving students the opportunity to see knowledge at work in social, economic and cultural context. Interdisciplinary learning and teaching can also provide students with unique perspectives and solid understandings of how knowledge is created and used. However, while interdisciplinarity should be embraced — underpinned by the maintenance of established quality assurance and evaluation processes — a strong disciplinary focus should, nonetheless, be preserved (Davies and Devlin 2007). A climate of respect for ideas and spirited inquiry in which theories and ideas are actively contested supports the development of critical thinkers and heightens student sensitivity to the history of the evolution of knowledge, the provisional nature of knowledge and the processes of knowledge renewal. Knowledge transfer adds a signiï ¬ cant new dimension to curriculum design and delivery, encouraging innovation and dynamism in approaches to teaching. It is essential, however, that the overriding principles of coherence and appropriateness – within both a subject and the broader course of study itself – are maintained; that is, that knowledge transfer activities are embedded, relevant and targeted to the overarching goals of the degree. Ultimately, exposure to the interdependence of research, learning and teaching and knowledge transfer provides students with the opportunity to acquire the graduate attributes (see page 4), and to use them in practice. Implications for practice †¢ Teachers model intellectual engagement in the discipline, including an approach of analytical scepticism in the evaluation of all research. †¢ Current research and consultancy experiences are directly incorporated into teaching content and approaches. †¢ Teachers demonstrate that they value lifelong learning, and foster in students an awareness that it will be essential in their professional and personal lives. †¢ Students are trained in the research skills of particular disciplines, but that they are also aware of the possibilities for and challenges in interdisciplinary and multidisciplinary research; †¢ Students are made aware of the traditions of scholarship in particular ï ¬ elds, the history of knowledge development, and the body of existing knowledge. †¢ Teachers keep abreast of current developments in their own and related disciplines and incorporate this knowledge into their teaching. †¢ Evidence-based or scholarship-informed practice is emphasized, and students gain experience in critically evaluating and contributing to the evidence base, or in critically assessing and contributing to the scholarly discourse on practice. †¢ Research students are exposed to current research through involvement in staff seminars and conferences. †¢ Students are made aware of the questioning of paradigms that is central to the development of knowledge. †¢ Staff demonstrate a commitment to professional values and ethical practice in the conduct of research. †¢ Students conducting research are made to feel part of the community of researchers while they are being trained in its procedures and values. †¢ Staff adopt a scholarly, evidence-based approach to the decisions made about curriculum design, teaching approaches and assessment methods. †¢ As appropriate, staff conduct research into the effects of teaching on student learning. †¢ Staff demonstrate a willingness to revise their own views and admit error, and encourage this attitude in students. †¢ Students are enabled to see the relevance of research to current practice through exposure to experienced practitioners, e-enabled case experiences, ï ¬ eld trips and other in situ learning experiences.

Tourism and Nepal Tour Essay Example

Tourism and Nepal Tour Essay Example Tourism and Nepal Tour Essay Tourism and Nepal Tour Essay Nepal has given the plentiful tourism resources to Nepal. The natural scenery, high mountains, incomparable cultural heritage and numerous specialties have made Nepal a well known destination in the world of tourism map. The center for numerous adventure activities such as trekking, mountaineering, rafting, mountain biking, Paragliding, Jungle Safaris etc. Nepal is widely famous for adventure tourism activities among the visitors from around the world. Almost a million visitors turn to Nepal to perceive the miraculous mountains each year. To primarily focus on the tourism sector and to promote Nepal internationally, government of Nepal has declared the year 2011 is to be celebrated as Nepal Tourism Year-2011. The prime objective of this campaign is substantial growth of the tourism industry attracting more than a million tourists. The concept of Nepal Tourism Year 2011 envisions harnessing these opportunities and strengths and bringing together the commitment of the government for further tourism development in the country. SPECIAL TAVEL PACKAGE FOR NTY-2011 Trekking in Nepal Nepal Tour Rafting in Nepal Adventurous Sport Sightseeing Place Annapurna Trekking Kathamdnu Valley Tour Trishuli River Bungy JumpingKathmandu Everest Trekking Lumbini Tour Bhote Koshi River Paragliding Bhaktapur Langtang Trekking Art and craft Tour Kali Gandaki River Mountain BikingPatan Mustang Trekking Bird watching Tour Marshyangdi River Motor Gliding Dhulikhel Manaslu Trekking Kailash Tour Seti River Mountain FlightNagarkot Kanchanjunga Trekking Lhasa Tour Karnali RiverKakani Dhaulagiri Trekking Photograph Tour Tamor RiverKirtipur Ganesh Himal Trekking Arun RiverHelambu Dolpo Trekking Bheri RiverNamo Buddha Short TrekkingCharikot Other Trekking Manang Chepang Village Chitwan Lumbini Gorkha Janakpur Tansen Tibet Damak Pokhara Gosainkunda Muktinath Bandipur Namche Bazzar

How to Answer the Question Whats Your Desired Job Title

How to Answer the Question Whats Your Desired Job Title It may seem like the most obvious thing in the world: your desired job title on your resume is the job you are applying for†¦ duh, right? Turns out, it’s not quite so simple. It’s true that every time you send your resume in for a job application, you should tailor it to match the position you’re applying for. But that doesn’t necessarily mean you should put, verbatim, the job title of the position you’re applying for. Seem counter intuitive? Here are a few things to keep in mind.1. Help the hiring manager out.Remember that your resume is just one of hundreds or thousands the HR department is filtering through. Listing the job title you want at the top of your resume helps them sort you into the right search and get your materials seen by the right people. Don’t leave the hiring manager guessing as to what job you are after.2. Reference your target job.Be a little ambitious and list the position title for the job you really want at the c ompany. Not CEO or anything, but perhaps a rung or two up from the position you might be applying in with. This shows your ambition and your commitment to growing and moving forward- hopefully at this company.3. Reference your old job.Unless you’re trying to move up or laterally or between fields, you might find it easiest to list your current job title. This only really works if you’re going for the exact same job at a different firm or company. But can be very helpful because your experience ought to match the position title perfectly.4. Don’t play it safe by trying to keep your options open.You might think listing a job title on your resume will limit your options- say the company doesn’t have that position open, only one below it? But the risk is much higher if you keep HR in the dark. And you just might get considered for a higher-up position.5. List multiple titles.If you qualify for more than one open position, you might feel the urge to list both. As long as these positions are similar enough- or at least in the same department, with different level gradations, this is fine. Just note, if this is for a resume, write it like this: â€Å"Software Developer/Web Programmer,† separating the two titles with a slash. (If you are really applying widely, try not to apply for two drastically different positions at the same company to avoid having to say: â€Å"Front Desk Manager/CPA.† That just makes it look like you are taking lazy shortcuts and/or don’t know what you want to be when you grow up.6. Be realistic, but strive for the best.Again, you don’t want to list a position three pay-grades away from anywhere you could possibly hope to be. But do set your sights on something a little better than your current position, especially if your skills and experience aren’t far off from reaching that level and you believe you’d be well up for the challenge.

Battles fought by Ancient Greeks and their neighbors Essay

Battles fought by Ancient Greeks and their neighbors - Essay Example The total weight of a hoplite's equipment and armor was 50-60 pounds. Generally, only the wealthy and upper-middle class served as hoplites due to the high costs of the equipment. At first, the spears were about seven feet long, and the formation was about six to seven ranks deep. In combat the phalanx would move towards the enemy in unison, forming a thick wall of spears. When two phalanxes fought, one would attempt to either break the formation of the other or occasionally push the soldiers in the opposing phalanx over. Eventually some more advanced tactics were developed, such as sudden attacks on a certain point in a phalanx. The phalanx was a strong formation that had high shock power and could defend against charging heavy cavalry. However, the formation was also slow, and it needed to be set up before battle. Light infantry was also used often by Greek city-states. Types of light infantry included peltasts, or javelin throwers; archers; and slingers. Peltasts were the most common type of light infantry. They fought with swords and javelins, and they wore only light armor and shields. Archers carried a bow and arrow, and slingers carried a sling that could be used to hurl small stones or lead slugs at an enemy. The equipment carried by the light infantry was cheaper than that carried by the hoplites, and many poorer citizens fought as light infantry. While light infantry could not withstand a charge of heavy infantry if it was trapped, it was more mobile, and could wear down the enemy from afar. Cavalry was also occasionally used by the Ancient Greeks. Originally light cavalry that threw javelins was used, but the Macedonians developed a type of heavy cavalry known as The Companion Cavalry. These cavalrymen carried nine to twelve foot lances and wore heavy armor. Light cavalry was used fo r reconnaissance and harassment, and the companions were used to make a decisive charge that would overrun an enemy force and win the battle. Ancient Greek naval forces used a type of warship called the trireme. This ship was propelled by three rows of oars. The rowers were slaves in many states, and poor citizens in Athens. Triremes carried marines for boarding an enemy ship, archers, a battering ram and some small ballistae and catapults. One common tactic that was used was ramming, which is where a ship would speed up and try to collide with another ship with its battering ram so that a hole would be broken in the other ship. The other major tactics were boarding and a tactic where a ship would brush against another to try to break the oars in the other ship. The first major battles that the Greeks fought against opponents from outside Greece were in the Persian Wars. These wars lasted from 499 BC to 448 BC. The Persians used different tactics than the Greeks. Persian forces were mostly made up of light infantry that used bows, spears, and swords. Persian infantry had only light armor and wicker shields. Persian tactics involved the use of large amounts of archery. Usually, only the front ranks of the Persian infantry would engage in melee combat, while the other ranks showered the enemy with arrows. The Immortals were an elite unit that consisted of only the best warriors. Only Medians, Elamites, or Persians could serve in this unit. The Immortals always kept their strength at 10,000 men, and they served as the

Professional Practice in Bioscience Assignment Example | Topics and Well Written Essays - 1750 words

Professional Practice in Bioscience - Assignment Example Secondly, working with the professional staff of doctors, I expect to learn from their vast experience. They also have a variety of devices and medical technology such as an X-ray machine all, which I will become proficient at using making me a better future veterinary practitioner. As an intern at the Burwood hospital, have had to work as part of a team mostly with my fellow intern's assigned duties by the doctor in charge. One of the first duties we were assigned as interns was to carry out an inventory of the facility; we were divided into two teams of 3 each. One was assigned to the laboratories while the other (mine) was to inventory the equipment in the whole hospital. The first team finished a day before mine but accidentally one of them deleted the data they had collected and they were unable to recover it. I proposed we work together and help them redo their work in time, members of my group were however against the idea since it meant they would have to sacrifice their entire free Saturday to clean up someone else’s mess. I, however, convinced them to agree and assisted the other team for at least half the day. The doctor in charge had given us the Job as a team of six so he was not aware we were divided in two, therefore I knew if we delivered half complete work and blamed the other team it would reflect negatively on the whole team. However, even after our efforts to help them, their part of the inventory came up short after submission. It turned out that in the hurry to complete the job in time, they had overlooked tens of items, which resulted in the whole inventory inclusive of our part being canceled, and the team was asked to repeat the process under the supervisor of a senior veterinary doctor.

Public presentation thru Communication Essay Example | Topics and Well Written Essays - 500 words

Public presentation thru Communication - Essay Example Public speaking can be a powerful tool to use for purposes such as motivation, influence, persuasion, or simply ethos. Becoming good at public presentations entails a number of principles, that one needs to grasp. It is important to know that presentation goes hand in hand with communication skills. Good communication skills lead to a nice public presentation. One needs to put into practice some of the principles of effective communication skills if he or she has to come out as a good orator. For an effective public presentation, one needs to plan effectively the presentation. Planning entail was writing down an objective statement of what one needs to achieve because of the presentation. The objective statement usually answers the question â€Å"who is my audience and what is the purpose of the talk.† Next, one needs to write down what he thinks he will tell the audience. It is crucial to note that public speaking not only share information but also move people’s minds and hearts and provokes them into changing their behavior. Additionally, research on the topic of discussion is also very important. The second principle entails one overcoming his or her public speaking fear. Most people become nervous at the thought of standing before people and presenting a given speech. In America, for instance 43% of adults rank public speaking as a major block bringing about fear compared to death. Being bold during a public presentation enhances information flow and the way one influences the audience’s emotional balance. Overcoming this fear is a choice that one can decide to take. Confidence eventually leads to an improved public presentation. Finally, it is crucial to note that a practice makes perfect. By so doing, one boosts his or her communication skills and the ability to stand before the public and offer a good presentation. Continuous repletion of something until it becomes second nature is important in ensuring that perfection is

Pathology And Laboratory Medicine Organisation Health And Social Care Essay

Pathology And Laboratory Medicine Organisation Health And Social Care Essay My aims of this section will be achieved through independent research, reading and reviewing articles, books, newspapers and accredited websites which will be demonstrated throughout this process of reflection. State the activities that you have carried out to help you to achieve your learning goal? To build a basic understanding in pathology and laboratory medicine organisation several activities were carried out to reflect the learning goals. Initially, through the attendance of lectures, the basic understanding of the five major disciplines such as microbiology, histopathology, cytopathology, clinical chemistry, Haematology and transfusion science was developed which enabled me to appreciate the various roles in pathological science. In supplementation to the notes taken, a variety of books related to the learning objectives of each lecture, were analysed in order to build upon the knowledge gained. This was done through the use of taking notes after actively processing information absorbed. Subsequently, detailed research was undertaken to gain up to date information on the quality standards laid by accredited governing bodies such as IBMS and HPC. To demonstrate, focused learning took place that reflect individual learning goals by looking at relevant journal articles, webs ites, government reports and newspaper articles. Furthermore, peer group discussion helped in expanding knowledge beyond the scope of the module content by discussing the financial factors which influenced the delivery of pathological and laboratory medicine. To conclude, a continual process of reflection will take place to appreciate setbacks, changes and developments in the learning process. How have these activities helped you with your learning? Activities undertaken have had a varied impact on my learning and development of the subject matter. Attending lectures and listening has enabled me to actively process the information by writing down notes. Notes have enabled me to have a basic understanding of the subject matter for example, one of my learning goals was to understand the different disciplines involved in pathological and laboratory medicine. Subsequently, learning objectives were used as a basis for further research in literature. For example, one of my learning objectives was current and future settings for the delivery of pathology and laboratory medicine organisation. The relevant chapters within and beyond the recommended reading lists was read and further notes were taken to supplement my notes thus, further developing my understanding. Moreover, a more complex understanding of certain aspects with in the subject matter was achieved through the activity of reading and analysing current journals and government reports for instance, the Carter Report on National Health Service (NHS) pathology services. Furthermore, examining peered reviewed websites, which were easy to access, gave me valid and up to date information on the quality standards lay down by different governing bodies such as the Health Professional Council (HPC). This enabled me to gain a more focused understanding of the subject content as required. Another activity which aided my learning was taking part in peer group discussion in tutorials. This provided me with knowledge beyond the subject content. For instance, financial impacts on the role a biomedical scientist undertakes. Finally, rigorous reflection has supported my learning by allowing me to change and adapt my learning goals and developed my thought processes. Describe your progress with this topic during the previous three weeks Development within each week was made in accordance to the learning goals I set myself in that week. I created a logical sequence in order to meet aims set within each week, as demonstrated below: Week 1: Learning goals: 1, 5 and 7 To achieve my first learning goal, I attended week 1 lecture on What is pathology and laboratory medicine. This lecture and written notes gave me the understanding of the five major disciplines and sub-specialities and the professional roles associated such as doctors and clinical scientists. Moreover, the relevant books were read to gain a more detailed understanding, these were biomedical science practice: experimental and professional skills and articles such as general pathology helped in consolidating and extending my understanding of the subject. Subsequently, learning goal five was accomplished through lecture 1 and, again, written notes which were highlighted and condensed gave me a broader understanding into quality standards laid down by different governing bodies such as CPA and MHRA and how stringent guidelines, which are followed by pathological laboratories, enable quality and accurate service to be provided. In addition, books and articles such as biomedical science practice: experimental and professional skills chapter 19 were read. Moreover, specialist website such as www.CPA.org.uk and www.mhra.gov.uk/index.htm was looked at to gain an idea of the specific guidelines that need to be followed by laboratories. Finally, learning goal seven was achieved through lecture 1 and written notes gave me and understanding of the current and future settings for the delivery of the pathological medicine and how the current hospital based lab may become a factory warehouse to maximise space and meet the demands of the workload. To supplement this goal, articles such as the Carter Report was read to further focus my learning on how changes such as Hub and Spoke working could increase effectiveness of the delivery of pathological medicine. Week 2: Learning goals: 2 and 3 The second learning goal was achieved through attendance of the second lecture on pathology and laboratory medicine organisation. This lecture and written notes, again, enabled me to gain the understanding of the services provided by pathology and how it is split into core and specialists services. Furthermore, e-books such as An introduction to biomedical science in professional and clinical practice and from NHS specialised services website, information on specialist services was looked at to supplement my learning. Lastly, learning goal three was accomplished by the end of week 3 through the combination of lecture two and notes taken from e-books and articles such as Pre-analytical Variables in the Chemistry Laboratory helped to further enhance and focus my learning; presenting to me different prospective on the same matter thus, allowing me to reach my own conclusion Week 3: Learning goals: 4, 6 and 8 To attain learning goal four, lecture three in pathology and laboratory medicine allowed me to gain an understanding of the different professional bodies within pathology and their purpose. Notes and further reading in the relevant materials allowed me to actively process the information presented to me and develop my knowledge. To help supplement by progression towards achieving this learning goal, I looked at specialist websites created by the governing bodies in pathology medicine, such as www.cpa.org.uk to enable me to gain a specialist insight for instance, the role the professional bodies play in the successful delivery of BSc (Hons) in Biomedical science degree. Moreover, lecture three also allowed me to achieve learning goal six which was to understand the overall contribution of pathology medicine on healthcare. It demonstrated to me how the work undertaken by pathology laboratory is vital to the success and treatment of many diseases such as Tuberculosis (TB). Also, further research in to books like Biomedical sciences: essential laboratory medicine allowed me to gain appreciation of the broad spectrum of work carried out by biomedical scientist and their influence on healthcare. Finally, goal eight was also, achieved in lecture three as it gave me an brief insight into the role of private health care, NHSBT and pharmaceutical companies on pathology medicine. Furthermore, notes and further reading in newspapers such as the Guardian allowed me to understand that Private Finance Initiatives (PFI) is a way of creating Public Private Partnerships (PPPs) to alleviate the financial constraints on the NHS as it cannot afford to do all the tests that is required of them however, in return for their funding, the repayments on the debt owed, is more than what was put in. Describe any setbacks that you have encountered in trying to achieve your learning goal. I believe the word setback can be seen as a positive step in achieving my goals in academia because they are not setbacks but, steps I should avoid when trying to achieve other goals. Setbacks came in many different forms when accomplishing goals in this section. To begin with first setback that I encountered was that my goals didnt reflect the objectives of the lectures. This meant that it was harder to come into the lecture prepared with a brief understanding as I had prepared for different learning goals which were in accordance with my plan. To overcome this I will try to create a plan that can adapt to change and try not to let this have too much of an impact or have an effect on performance within the lecture. Furthermore, another setback was that different array of resources were available in trying to achieve each learning goals. For example, for my first learning goal a wide array of resources was available such as books to articles to newspapers whereas, for some goals not all the types of resources were available. To overcome this I will try to allow more time for researching a particular goal and then while I am gathering information on the topic, I wi ll research again to look at more focused learning sources such as articles. Moreover, on some occasions, when I did locate the necessary articles the abstract was only available. This gave a brief insight, it would have been easier to draw valid conclusions and understand the subject content proposed, if the whole information was available. This was only a slight setback as to overcome this just meant refining my research so that I could locate the complete articles. Another setback was that we did not have a tutorial after the first lecture in pathology and laboratory medicine organisation this meant this impeded my ability to test whether the information that was taught in the lecture was understood and tutorial were also used to provide me with any further detail. However, this was no fault of mine but I just felt a tutorial after the first lecture would have been beneficial in testing the understanding of the lecture. Simply, for this setback I will continue to attend all futur e tutorials. Lastly, another setback was to try and complete the necessary section in time with the interim deadlines that I set myself, to effectively complete the learning log to a decent standard. This was because I did not anticipate the duration of which some the sections of the learning log will take. For example the section where it stated explain what you have learnt took longer than expected due to the further reading that I did. To overcome this I will set myself more realistic interim deadlines which are more reflective of ability to achieve them. Explain what you have learnt Gain an understanding of the different disciplines involved in pathology, for example, microbiology and histopathology, and the professional careers associated. As defined by Bezabeh et al. (2004) [online]), pathology is the scientific study of disease. It is derived from the Latin words patho meaning disease and logy meaning study. Therefore, pathology is the study of disease using scientific methods for example a haematologists will examine blood content by taking a blood test. There are five major disciplines and sub-specialities under pathology: Microbiology and Virology Histopathology Cytopathology and immunology Clinical Chemistry Haematology and Blood Transfusion Microbiology It is the study of pathogens that penetrate the bodys defences and cause disease. A microbiologist will understand the mode of function of a variety of different fungi, bacteria and parasites; they will identify the correct pathogen that has infected the host and recommend the correct antibiotic treatment to eliminate the disease. Many pathogenic diseases identified by microbiologists include tuberculosis, tetanus and meningitis. Virology This is the study of viruses and their mode of action in terms of penetration and infectious ability. Viral diseases that are commonly identified are human immunodeficiency virus (HIV), chickenpox and German measles. Virologists also have major roles in the production and efficiency of vaccines. Histopathology This is the study of tissue structure and components which can relate to the establishment of disease. Common samples are from living individuals during surgery or deceased individuals in a post mortem. Sample size ranges from small samples such as biopsies to whole organs to identify the ailment afflicting the individual (Glencross, 2011). Moreover, histologists will look at abnormal features or functions of tissue to establish which disease is infecting the individual. Many types of tumours such as benign or malignant ones which lead to cancerous diseases such skin cancers are identified due to their appearance on the skin. Cytopathology This is the study of cells not tissues and abnormal features or components in cellular material will allow cytologists to identify the infecting disease. The samples are from a wide variety of sources such as cervical smears or natural shedding in the mouth when a swab is taken (Glencross, 2011). This is then studied under a microscope. Clinical cytopathologists, medical staff and biomedical scientists work closely together to interpret the results from a patient and administer the correct diagnosis to the affected individual. Immunology It is the study of the immune system and its role in inhibiting infectious diseases such as tumours, parasitic infestations and allergies. Their samples come from a wide array of sources such as blood samples and urine samples. Variety of tests which are carried out by immunologists on samples can be either automated or manual (Glencross, 2011). A disease of the immune system is acquired immunodeficiency syndrome (AIDS) which is the result of a HIV infection. AIDS disables the immune system thus, allowing infected individual to become more prone to diseases and without a defence mechanism the individual dies. Clinical chemistry Tests on blood or other biological materials such as urine are carried out to understand and diagnose diseases such as diabetes which renders a person unable to absorb sugar properly which can lead to dangerously high blood-sugar levels in the blood plasma which leads to a Hyperosmolar Hyperglycaemic State (HHS) which is life threatening (Diabetes UK, 2012) [online]). Toxicology studies on the liver and kidney are also carried out and tests can be done to monitor the development of disease. Haematology This is the study of the physiology of blood samples taken by nurses. Samples are required by medical staff such as doctors to identify diseases such as anaemia or leukaemia. Haematological tests will identify in the blood sample, the amount erythrocytes or haemoglobin is present so that medical staffs and biomedical scientists can determine if the patient is anaemic so that treatment can start immediately. Transfusion science Transfusion science involves the sorting, identification and administration of blood and blood products to individuals that require it. For example, anaemic patients, patients suffering from blood loss or individuals involved in a road traffic accident. The primary source of blood is from blood donors who can donate their blood which is then stored and prepared for re-administration to individuals that require it (Glencross, 2011). Blood is regarded as a product so, it is highly regulated by the MHRA which makes sure that hospitals and other organisation follow EU directives which were transferred into UK law through the Blood Safety and Quality Regulations 2005 in UK Blood transfusion and tissue transplantation service (UKBTS), 2012) [online]. There are many professional careers that are in pathology. They are: Doctors Clinical Scientists Biomedical Scientists Assistant Practitioners Cytoscreeners Medical Laboratory Assistants Anatomical Pathology Technicians Administration and Clerical staff There are many routes to each of the professions for example, to become a biomedical scientist, who can specialise in any of the five departments of pathology after further training, a Bachelors of Science (BSc) degree in biomedical science must be obtained and state registration on the Health and Care Professional Council (HCPC) register is also required to be able to practice as a biomedical scientists in the National Health Service (NHS) or other organisations. To understand the organisation within pathology and laboratory medicine including the variety of specialist services provided. There are services in pathology and laboratory medicine that can be classified under: traditional, core and specialist services. The five major departments within pathology are categorised under these three services. As stated by Beastall (2008) the NHS laboratories have always provided twenty-four hour services in clinical biochemistry, haematology and blood transfusion. However, services in microbiology and histopathology have been provided by core laboratories may that be not always on a daily basis. The above services cover the five major departments which should be provided to everyone and at most if not every NHS hospital. Specialist services as defined by (NHS specialised services, 2012) [online] is a service that has a planning population of one million which means that it will not be available to everyone or by every hospital, typically, it is provided by less than 50 hospitals. Such services relate to rare disorders or conditions such as mutations in lymphomas and leukaemia s which require specialist equipment in pathology laboratories for diagnosis and treatment. There are a variety of services of specialist services that have developed for example Ophthalmic Pathology Services which diagnoses and provides advice on eye conditions. Services include diagnosis for malignant and non-malignant conditions for a variety of specimens including eyelid, conjunctiva and cornea. Moreover, a more recent development of specialised services in histopathology and haematological oncology services is molecular pathology which looks at genetic analysis for the diagnosis and prognosis of tumours in breast cancers, lymphomas and leukaemias. A demonstration of good practice is the Fluorescent in-situ hybridization (FISH) testing human epidermal growth factor receptor 2 protein (HER2) in breast cancer to select patients suitable for Herceptin  ®. Herceptin  ® is the first monoclonal antibody which binds onto the HER2 receptor blocking human growth factor from binding thus preventing the chance of uncontrolled replications which lead to tumours. To determine whether patients require Herceptin  ® patients are tested using immunohistocompatibility (IHC) test which detects HER2 proteins through staining tumour cell membranes (Breastcancer.org, 2012) [online]. Many other specialist services are provided by the pathology laboratory medicine departments in the NHS to treat complex disorders that your average NHS hospital cannot deal with such as Bone Marrows, Colourimetric in Situ Hybridisation (CISH) and Polymerase Chain Reaction (PCR) tests. To understand the process that takes place when the samples arrive in pathological lab to when it leaves There are three stages in the processing of samples from when it arrives to when it leaves, these are: Pre-analytical Analytical Post-analytical Pre-analytical It is a phase in the process which deals with the request for a sample to be taken to when it is ready for the analytical phase in a laboratory. In this phase nearly 32 75% of errors occurs which delays and makes the job of a biomedical scientist harder (Magee (2005) [online]). There are many types of errors than can occur, these are: Patient Identification: this is important as you need to take the sample from the correct patient. If it is done incorrectly then this can contribute to laboratory error Patient Preparation: this is again very important because if one needs to take a blood sample to test glucose level, the patient has to fast prior to the sample collection so that when the sample is taken it will not give an inaccurate reading Proper Tube Mixing: once the blood sample has been taken correctly then good mixing needs to occur to distribute the clotting factors in the tube evenly so that the sample does not clot in anyway Correct Specimen Volume: this s essential as each specified volume on the tube has the correct additive and if too much is added to a tube which is above the specified, it will distort the blood-additive ratio thus contributing to a lab error (Magee (2005) [online]) There are many other errors that could occur, above is a synoptic view of the wide variety of errors that could occur. Analytical phase This phase is when the specimen that has been taken, for example, a blood sample is tested in an auto analyser or other analytical machines to get a full blood count of red blood cells, white blood cells and platelets. This is done electronically and there is a very low error rate. The possibility of error only occurs with human intervention during reading and recording result or when the specimen is put into the machine. An error could also occur if the machine is faulty and that its fault is not picked up in time. Post-analytical phase This phase involves the time form when it has been fully analysed to when it arrives back at the organisation from where it came from. This phase also can have a lot of errors in it which again reduces the accuracy of results. There are many errors that could occur, for example: If an analyst is under pressure to produce test results required urgently, he or she may be tempted to present the results which look credible but has been achieved through the breach of Westgards rules which is identified through internal quality control (Pitt and Cunningham, 2009, pp. 111) [online]). This error or factor may highlight someone as ill when they are not, which is very serious. Post analytic data entry error: this is dangerous as it can highlight someone as ill when they are not Oral miscommunication of results Error in reporting to downstream printer and fax Provider fails to retrieve test result: this causes further delays and the sample has to be searched and retrieved Failure to communicate critical value Provider misinterprets lab result: this and the above error again could harm the patient as they could be given drugs that they do not require There are many other errors that could occur in this phase and these errors are a direct result of human error. To make the system more efficient the pre and post-analytical phase should become more automated to reduce the risk of human error however, this action may reduce the number of jobs available to medical laboratory assistants which again is another factor to consider when trying making pathology medicine more efficient. To find out about the different professional bodies within pathology and their purpose There are four main professional bodies that governs pathology, they are: Institute for Biomedical Science (IBMS) Health and Care Professions Council (HCPC) Clinical Pathology Accreditation (CPA) The IBMS is a professional body for biomedical science in the United Kingdom. It was founded in 1912 and has 16000 active members. The body aims to promote and develop biomedical science and its members. It has three primary roles in biomedical science: General This involves setting standards of practices for biomedical scientists to protect patients. Also, the institute represents the interests of biomedical science to the universities, media and government. Furthermore, they promote public awareness and advises government departments on all matters relating to biomedical science Educational The institute accredits university degrees and assess qualifications for registration with the HCPC. Also, they assess the competence for biomedical scientists to practice and they award Chartered Scientists status. Scientific They update members through meeting and professional events and organise continual professional development schemes. Furthermore, they publish scientific research and professional development documents. They help part fund critical research in the development of medicine. Also, they can be assessors for senior job interviews The role of the IBMS is not explicitly narrowed down to the above as they also, work closely with the institute of HCPC to help develop and accredit competent biomedical scientists. The HCPC is a UK-wide regulatory body which is responsible for setting and maintaining standards of proficiency, professional training, performance and conduct of healthcare professionals. The purpose of imposing regulations is to protect the patient, the professionals and to prosecute anyone who breaks their rules and regulations. Moreover, the HCPC publishes a wide variety of documents to help registered scientists to understand exactly what is required of them when practicing. Also, in the documents on the HCPC website, there are several rules on how to act in the best interest of your patient and how to keep high standards of personal conduct. For example, one of the rules is that you should be aware that conduct outside your programme may affect whether or not you are allowed to complete your programme or register with us (HCPC (2012) [online]). This means that the conduct of a biomedical scientist regulated in and out of the work place and any wrongdoing of a biomedical scientists will be referred to the HCPC for conduct unfitting for a professional outside of work and although this does not mean they will be struck of the register, there is still a possibility of this happening (Ricketts, 2012). Moreover, to continue to remain on this register, it is obligatory to sign a personal declaration every two ye ars, confirming that he or she meets their standards of proficiency and competence to practice. Also, evidence for Continual Professional Development (CPD) is required to prove the validity of the personal declaration document (Glencross, 2011). The CPA originated in 1992, from a collaboration of four institutes: the Royal College of Pathologists, the Association of Clinical Pathologists, the Institute of Biomedical Science, and the Association for Clinical Biochemistry. CPA primarily accredited medical laboratories but now they have extended their accreditation to External Quality Assessment (EQA) schemes. The CPA is a non-profiting distributing institute that act in the best interest of the public (CPA (2012) [online]). Moreover, the CPA evaluates and declares the capability of the medical laboratories and External Quality Assessments (EQA) schemes in the UK and overseas. This will give the public the confidence that there specimens, are sent to laboratories that adhere to the strictest regulations and will be treated properly. Although this registration for laboratories is voluntary, if they do enrol it will demonstrate that they have been assessed against the accepted standards and will ensure that there is the highest standards in the NHS laboratories (CPA (2012) [online]). There are many other governing bodies such as the Medicines and Healthcare products Regulatory Agency (MHRA) which regulate the blood products in a pathological laboratory. This is essential in pathology as peoples lives are at stake and the results are needed to be accurate as it can determine whether a patient is critically or not. This gives the public confidence that the tests are carried to the highest accuracy and that the laboratory abides by the strictest rules to provide highly quality outcomes. To learn about the quality standards laid down by different governing bodies which all biomedical scientists and pathological laboratories are obliged to follow. The environment of healthcare is very controlled, with internal and external quality control checks to ensure that the highest standards are maintained at all times. To assess this conformation, there are formal standards to comply with also there are clinical and non-clinical checks by independent assessors of the laboratory from the CPA, if the laboratory is registered with them. This will ensure a high standard is maintained in every individual associated with the laboratory. There are many governing bodies, United Kingdom Accreditation Service (UKAS), CPA, Human Tissue Authority (HTA) and MHRA, which assess clinical laboratories against a wide variety of standards. This is done through professional quality inspectors and peer assessors from within the profession. The CPA which is a part of UKAS works to accredit medical laboratories to standards laid down in ISO 15189, Medical laboratories Particular requirements for quality and competence which incorporates ISO 9001 which are adhered to by the CPA. In these international standards, they cover eight major areas: Organisation and quality management system (A standards) Personnel (B standards) Premises and environment (C standards) Equipment, information systems, and materials (D standards) Pre-Examination process (E standards) Examination process (F standards) Post examination process (G standards) Evaluation and quality assurance (H standards) CPA assessment will take place every four years by three assessors, two from UKAS and one peer assessors which are normally clinical experts in specific fields such as immunology (Glencross, 2011). All of this is done to ensure that patient specimen examinations are done accurately, to a high standard and conform to high health safety standards to give the patient the highest confidence that the tests will be carried out properly and the results will be accurate. The Medicines and Healthcare Products Regulatory Agency (MHRA) regulates medicines, medical devices and equipment used in healthcare and investigates harmful incidents. Also, they regulate blood and blood products to ensure that when administered to patients that the blood sample has been treated, stored and administered in accordance with the rules set down by the Blood Safety and Quality Regulations (BSQR) (MHRA (2008) [online]). MHRA inspection takes place when a laboratory fills in an online compliance report to the MHRA, they will then assess the report in accordance to the BSQR and then if any further action is required, MHRA will send an inspector who will check the traceability, quality and storage of blood to ensure the laboratory is complying to the MHRA standards, this will normally take about a day to complete (Glencross, 2011) Also, MHRA publish standards on medicine and medicinal devices to ensure that any medical product has been stringently regulated to ensure highest patient safety. They regulate a variety of thing such as new biological compound or chemical compounds, new forms of existing medicines and r