Fault In Romeo and Juliet Essay

In William Shakespeare’s play, Romeo and Juliet, one of the main characters, Juliet, commits suicide near the end of the play. Friar Lawrence is directly responsible for the death of Juliet in all ways. He makes not only one, but three mistakes that all lead to Juliet’s death. He gave a poison to Juliet, he trusted someone else with a letter of great significance to deliver to Romeo, and he fled when Juliet was in the most danger at the tomb. Had he not have made these three major terrible mistakes, Juliet might not have killed herself. Friar Lawrence made a major mistake that he could have avoided himself. He trusted Juliet, an unstable teenage girl, with a fake-death poison. This rash decision was a very poor choice on the friar’s behalf. Here, the friar shows his irresponsibility by saying, â€Å"If†¦ thou hast the strength of will to slay thyself†¦ take thou this vial†¦ no warmth, no breath shall testify thou livest;† (4.1.72, 93, 98) Fr iar Lawrence’s idea for Juliet is very risky and he should have known better than to try it. Because of what happens, everyone thinks Juliet is dead and shortly thereafter, she is buried alive. This quote shows the true meaning of responsibility, because when he says this, her life rests in his hands. Capulet is even foiled by the plan, because when he says her faking her death, he said, â€Å"Death lies on her like an untimely frost.† (4.5.28) The fake death has fooled Capulet, Juliet’s father, and the rest of the family. Had Friar Lawrence not have given Juliet the poison, she would have never been put in the position that she was in, which eventually leads to her death. Trusting Friar John to send the letter, and not even telling him that the letter was urgent, was Friar Lawrence’s next big mistake. The mistake of him sending someone else to do it was inexcusable; a matter as important as faking death should be dealt with personally. Had Friar Lawrence have personally delivered the letter, the plan might have gone smoothly. Friar John shows his incompetence in the fifth act when he says â€Å"I could not send it – here it is again -† (5.2.14). Showing Friar Lawrence’s poor decision making again, this quote perfectly shows how Friar Lawrence is responsible for Juliet’s death by choosing to send the letter instead of delivering it. At that, he should not have trusted someone as mediocre as Friar John. â€Å"The letter was not nice but full of charge, of dear import, and the neglecting it may do much danger.† (5.2.18-20) Friar Lawrence trusted a complete buffoon at the most crucial of times and the price was paid for the actions of both friars. Consequently, Juliet dies because Friar Lawrence did not think through that something might arise and a situation this urgent must be dealt with personally. Friar Lawrence could have easily avoided the situation. Cowardice, plain and simple, was also another reason why Friar Lawrence was responsible for Juliet’s death. He runs away when Juliet needs him the most, and in leaving her alone, she kills herself. In the tomb scene, Friar Lawrence attempt’s to help Juliet before running away. â€Å"(Friar Lawrence): Stay not to question, for the Watch is coming. Come go, good Juliet, I dare no longer stay. (Juliet): Go get thee hence, for I will not away.† Friar Lawrence puts himself before Juliet, and worries about getting caught by the watch. He leaves Juliet when she needs him most. Friar Lawrence shows here that he really does not care about Juliet, and that he is very self-centered. He leaves her to kill herself, even though it is entirely his fault that she is even in that situation. Had the friar not have left the tomb, then Juliet might not have had the opportunity to kill herself, as you can see she does in the following quote. â€Å"Yea, noise? Then I’ll be brief. O happy dagger, [taking Romeo’s dagger.] this is thy sheath; [stabs herself.]† (5.3.169) Juliet says these final words before killing herself. We see here what results directly from Friar Lawrence leaving the scene when he should have stayed. Had he stayed, he could have at least attempted to wrench the dagger from her hand, or comforted her until she let go of the knife. Instead of staying to help he chose to run away from the watchmen for his own safety, and because of this final, terrible choice, Juliet ends up dead. Friar Lawrence makes many bad choices throughout the play; choices that are inexcusable. When he made such terrible choices, he inevitably doomed Juliet to her death. His irresponsible choices, trusting Juliet with poison, giving the letter to Friar John, and running away at the tomb, were awful choices. He consistently shows that he is an awful decision maker, and he is entirely responsible for Juliet’s death. One could even say he is more responsible for the death than Juliet herself.

Mine Accident

The Sago Mine Accident in January, 2006, left the world wondering how things were so bungled.   Communication in the incident was almost as large a disaster as the mine explosion itself. Many questions still hound the company and the families of those who died. If the mine had been cited for numerous safety violations, why was it not shut down until those were repaired?   Why had the safety violations not been address by company, union or mine safety officials? Reports indicate it was nearly an hour and half after the explosion before rescue crews were brought in. Why?   Furthermore, when rescue workers began to receive information about the fate of the trapped miners, why was the information released to the families and the news media before it could be verified. While there was nothing the company could do to change the fate of the miners, being told they were alive and then learning that they had died, except for one survivor, demoralized the nation and the families, compounding the tragedy. The question remains why did the company not have better emergency communication procedures in place and why, once rescue workers were in place, were facts no verified before being released to the waiting families? At first glance, it appears that simple communication preparation could have helped the entire incident to be handled more smoothly.   If the union, the company and mine safety officials had better documented the infractions and the response to those refractions, they would have been spared the negative attention from the national media. If the company had had a designated procedure for dealing with crisis communications it might better have been able to reach rescue workers and get them to the mine sooner. The timing of the incident contributed to the communications errors because people were on vacation and the mine had to find other ways to communicate with mine safety officials. Finally, the communication problems during the mine rescue could have been avoided if all information were channeled through one person and then distributed accordingly.

Are Trickle-Down Economics a Viable Theory in Today's Economy Research Paper

Are Trickle-Down Economics a Viable Theory in Today's Economy - Research Paper Example The people, in turn, will have more money to spend in the economy.†2 Therefore, are trickle-down economics a viable theory in today’s economy? The average person has no concept of why anyone would give huge tax breaks to the wealthy. This argument has been prevalent since the rich has taken advantage of economic freedoms to increase their profits. It seems only fair to the ordinary taxpayer that they should give back a larger share than those who are not wealthy. This theory is the basis for the progressive income tax within the United States. The government taxes the higher tax brackets when their income increases in excess. The trickle-down theory promotes that tax breaks for the higher income sectors will benefit all. The average income earner cannot begin to fathom the reasoning behind this. Looking at history and the principles of supply and demand, some economists would say that efforts should be made to increase the supply or production of goods and services. Othe rs would argue that a slow demand for goods and services is the problem, and efforts should be made to increase demand. The 19th century French economist Jean-Baptiste Say argued that economic growth will grow naturally if you boost production. This has become known as Say’s Law. ... Therefore, there has to be a demand that is not being satisfied. What they desire is either too expensive or not being made. Making products that are in great demand will, in turn, drive down the cost and create profits for the producer or seller. This process satisfies the need or demand and turns the wheels of the economy. In the 19th century this theory was a viable way to access the situation. Thomas Jefferson even stood by the theory. When the Great Depression began in the 1930s, some economists’ views began to change. The British economist, John Keynes, argued â€Å"that there are such things as overproduction and lack of demand, and the key is to increase demand rather than supply.†4 It was his understanding that consumer demand should be promoted instead of production, and this would create jobs and production through higher consumption. Keynes introduced many theories in order to stabilize the economy on a short-term or immediate basis. He introduced policies t o adjust interest rates, which adjusted available money. He also introduced policies that encouraged government spending and taxes, which would boost demand. A major part of these adjustments were to increase taxes on the rich and reduce taxes on the poor. It was his contention that the rich would invest their money producing more products and the lower income people would more than likely spend. Therefore, the oversupply of goods would be taken care of on its own, which was the source of the problem. Keynes’ philosophy of economics continued for at least three decades. By 1970 Say’s Law began to emerge again as a viable theory. Once again, trickle-down ideas were gathering support of some economists. If we think of trickle-down economics as a catalyst to boost production, it uses Say’s

Stengart Assignment Example | Topics and Well Written Essays - 250 words

Stengart - Assignment Example 2. The above decision will have an impact on the company when planning to form policies concerning personal communication. This will include the fact that the company will find it difficult to regulate and monitor the use of computers in the workplace as the employees would use only part of the policy for their own advantage. The company may also find it hard to enforce policies that would protect the company and at the same time the welfare of the employees (Brandeis & Warren, 2014). 3. Such a state statute that prohibits pornographic, terroristic, and false emailing should not withstand constitutional scrutiny because vices like fraudulent emailing sent to millions of online users slow down the progress of the site and waste a lot of time. Pornography and other unwanted emails on the recipient’s side are not protected by the U.S law. 4. Spam is far much not good. According to Casey, E. 2011, it violates the law because it causes a number of potential issues for the servers that belong to a specified company. Spamming can cause huge problems to the entire company staff and machines that depend on the network in all operations, thus causing a waste in time and

Operations Management Definition Essay Example | Topics and Well Written Essays - 2000 words

Operations Management Definition - Essay Example According to Westland (n.d., pp. 1), project is defined as to perform certain activities for the completion or execution of work which is planned to get delivered within a specific time. Projects have specific characteristics. For example, they are unique i.e. every project is different from the other. Another example is that there is certain amount of money in which they have to be completed in a specific time. Operations:According to Shim and Siegel (1999, pp.2), operations can be defined as the labor undertaken for making goods and services available. They have to be completed in time set by the customer and the manufacturer.Project and Operations ManagementAccording to Shim and Siegel (1999, pp.2), project and operations management is the management of all the processes or in other words, activities which are associated to the manufacturing of goods and services. According to Westland (n.d., pp.1), the project can be completed with the help of certain apparatus and dexterity. Wit h the help of talented people and good management project can be completed with success. With the help of dexterity, cleverness and skill the risks associated with in a project can be reduced. Experienced people are hired in management for this purpose. The tools or apparatus used to complete a project related to building a house may include pens, gauges, nails, wood, budgeting, CAD software and checklists etc. Methods or processes used for completing a project are divided in different and small tasks.

Fiscal and Monetary Policy Essay Example | Topics and Well Written Essays - 1250 words

Fiscal and Monetary Policy - Essay Example From the study it is clear that  in the United States, moreover, the existing mandate to the Federal Reserve Board emanating from Congress is for the former to promulgate fiscal policy decisions that will push employment numbers to the maximum as well as achieve stability in prices of goods and services.As the paper highlights  separate from this general two-component mandate, however, the US Central Bank has autonomy with regard to the operational aspects of achieving those mandates, and that means that the US Federal Reserve Board has the independence to chart monetary policy without intervention from the US Congress. In contrast, when one talks about fiscal policy, one talks about things that relate to the way government raises revenues through taxation, in order to finance its activities in terms of government expenditures.  As the name implies monetary policy refers to the policy, as controlled bank, pertaining to the amount of money in circulation in the economy. The mech anisms of control of the monetary supply, or the effecting of monetary policy include tweaking interest rates for loans, as well as tweaking monetary reserve requirements for banks. The end result is that the central bank can calibrate the amount of money n circulation by controlling these monetary policy levers.  In times of recession, mostly, the central bank will try to lower interest rates to spur borrowing and also relax controls on money to increase the overall supply of money in the economy.

Globalisation and Mass Media Essay Example | Topics and Well Written Essays - 2500 words - 1

Globalisation and Mass Media - Essay Example Mass media has always acquired a prominent position in the first world countries like the United Kingdom and the United States. ‘Marketplace of Ideas’ is the term which is often applied to mass media. This media includes video, film, recorded materials, books, newspapers and magazines. The United Kingdom, like many of the other developed countries, is flooded with communities from almost all the continents. Therefore, much like the USA, a heterogeneous population has been formed automatically in this country. Mass media is a huge political and social motivator and history has proved its unparalleled power time and again. In today’s scenario, the actual influence of mass media in the era of globalisation is particularly noticeable on the field of marketing. Internationalization of marketplaces has considerably influenced the electronic mass media in the United States of America, so also in other first world countries. We can support this argument by keeping a track of revenues generated from film and television industries. In 1991, bulk of revenues came to the capital flow in the US marketplace through film and television industries. Crossing the national borders, it has been possible for the media corporate to reach out for markets in other countries. With the rapid advent of technology, mass media has captured the attention of international audience through services like cable television, multichannel radio and video outputs. Moreover, cultural industries in the US have crossed the linguistic and geographic barriers to reach out to an audience which is heterogeneous in characteristics. (Globalization of the Mass Media, p. 3) Global economic liberalization, deregulation and privatization in recent times have initiated changes in the context of communication. This liberalization is also involved with intellectual property laws. Trademarks, copyrights and legal privileges have been made flexible keeping the issue of international business as the

International Business Management Case Study Example | Topics and Well Written Essays - 3000 words

International Business Management - Case Study Example Wal-mart is also considered as one of the highest grossing Public Corporation all over the world. The model which Wal-mart uses are "low cost always" is been highly successful in USA's market where people value their hard-work and money. Although this model has been successful in most of the countries it operates in, this model didn't work-out in Japan. Japanese people were not ready to compromise presentation for low-cost and this corporation faced their first hurdle since its incorporation. This company is managed by Americans and they reflect typical American thinking of low-cost for everything. This resulted in their first failure in Japan, as already discussed (Fortune, August 2007). The huge disparity in cultures of various nations may tempt wal-mart to change its strategy from implement a global strategy to start using a multi-domestic strategy. Multi-domestic firms usually develop separate strategies for their different subsidiaries in different parts of the world. One such c ompany is Uni-Lever, which uses a multi-domestic strategy (Daft, 1997). Their advertising policies and products are usually varied from one country to another. Similarly, McDonald in the recent years has also used multidomestic strategies. It developed a new product McKofta for Middle-Eastern market just to suit their taste buds. Pizza Hut has also introduced Chicken Tikka Pizza for Pakistani and Indian markets.(Cluster Flock, 2009) Thus it can be established from the above discussion that those businesses which have used multi-domestic strategies are more successful than those who follow a one rigid policy for their businesses in all countries. Even companies like Dell are also going more towards customization and this shows how important being flexible is in current business situation and recessionary times. So, it is imperative for Wal-mart to change their strategy immediately and should try to make strategies on the basis of different culture of different countries. This will im prove the standing of Wal-mart not only in Japan, but also in other countries like Brazil, Mexico and United Kingdom.(Bruce Kogut , 1985) The domain of businesses now covers the entire planet due to recent advances in Globalization which was brought about by development of modern technology. Due to these advances it has become very easy for firms to control their operations in more than one country. As a result, more and more businesses now exist in more than one country. Wal-Mart is one of the largest chains of departmental stores in USA and fourteen other countries. It has been estimated that Wal-Mart's annual net income amounts to around $12 billion. Despite being a large company, Wal-Mart is just been in some South-American and European countries. It is either underestimating or not planning to exploit to the huge potentials of Asian Market. Asian Markets are known as the business hub for International businesses and all major businesses usually conduct their operations in Asia Countries, but Wal-Mart has been quite indifferent to the huge potential that Asian Economies offer. Wal-Mart exists in the tertiary sector (service sector) offering retail service to its clients. Since, Wal-Mart has large customer base, it usually purchases items in bulk and obtain large discounts and passes on these discounts to

Evolution Research Paper Example | Topics and Well Written Essays - 1000 words

Evolution - Research Paper Example Natural selection refers to a process in which species compete and struggle for their survival according to the limited resources and conditions of their natural environment with different adaptive abilities. As individuals in a population are not the same due to difference in inherited characteristics, nature only selects those individuals that are best suited to the environmental conditions, and thus rest of the population dies over time (Starr et al., 2012, p. 263, 264, 265). As all the offspring in a population acquire characteristics from their ancestors, produced more than nature can support and have different reproductive characteristics, only those organisms will survive that are better adapted to the living conditions. This means that organisms with higher reproduction ability will survive due to higher probability of their descendants to survive, and others will eventually become extinct due to less survival rate of their offspring with the passage of time. Since environmen tal conditions are different from place to place, there will be variation in characteristics of species at different locations. Darwin concluded that populations extending over large areas or through migration might have been isolated resulting in variation of their characteristics according to varying environments. Over long periods of time, they may have diverged or evolved into different species. For instance, Darwin found that finches on the Galapagos Islands were more similar to each other than to finches of the mainland. He also noticed that some varieties were only existent on the archipelago islands. So, he proposed that all species might have descended from a common ancestor and increase in number of species occurred through evolutionary natural selection over time rather than special creation (Strickberger, 2005, p. 22, 23). Darwin and other naturalists believed that variations among individuals of a species were due to mixing of traits from both the male and female. He wa s not aware of the heredity mechanism and different traits were regarded to be the result of blending of characteristics through generations over time. However, the concept of blending inheritance failed to describe the survival of variety as they descended through generations with time. It also failed to describe the maintenance of specific characteristics in varieties and how new species would emerge through blending. It was 1866, when Gregor Mendel published his experimental findings on garden peas. To experiment with pure seeds, he selected a self pollinating plant. He experimented with garden peas that were different from each other in many characteristics such as their flowers were either red or white, had green or yellow seeds, and tall or dwarf. After cross-breeding generations having different characteristics, he observed that descendants from each cross possessed characteristics of only one of the parents and blending did not happen. Mendel concluded that instead of blendi ng of certain fluids, heredity from parents was passed on to offspring through independent discrete units, particles or factoren, which were later termed as genes. The characteristic that appeared in a descendant after cross breeding was termed

What Is Teaching Essay Example for Free

What Is Teaching Essay Teaching is to provide instructions and knowledge to someone. The term teaching is commonly used to name the set of activities which someone intentionally undertakes to guide someone to learn something. The overall purpose of teaching is getting someone to truly understand what it is that is being taught. An example of teaching is my mother teaching me how to properly cook curry chicken her goal was to teach me how to cook the curry without burning it; she used to say â€Å"burnt curry ruins the pot†. Learning is the acquiring of knowledge, skills, values and behaviors by study, experience of instructions. The imparting of knowledge is known as teaching, but when the teaching is introduced in a formal setting it becomes education. Therefore, they all go hand-in-hand. Teaching should be about listening, questioning, being responsive and remembering that everyone learns differently. It is about presenting concepts to be clearly understood by all, not just facts. A good teacher should help his/her students see the connections between the facts. It should peak the interest of the learner. Often times students are asked to memorize a lot of information in order to pass a test, sounds crazy right; but it is true. Students today are more focused on only what they need to know to pass the class. The question is have they really learned anything? If the test is passed does that ensure the student has learned the material or merely just memorized it? J. S. Atherton (2011) wrote that â€Å"students are also learning from other sources including colleagues and the sheer experience of being in the educational system†. In my own personal experience it was how the subject was presented that determined the extent of my learning. I remember one day in science class my teacher was telling the class about clouds and tornadoes and to be honest I really wasn’t paying attention until he said today we are going to make OUR own tornadoes. It was from that time on that I learned that I learn best by hands on experiences and examples. My teacher was effective in his teaching but he reached more of his class because he knew that some of us would do better by being shown the lesson. According to Bloom’s Taxonomy (1956), there are three domains in the learning process: cognitive, affective and psychomotor. The cognitive domain involves the knowledge and development of intellectual skills. The affective domain is concerned with growth in feeling or emotional area. The psychomotor domain involved manual or physical skills. An educated person must show mastery in each of these categories. Therefore, to me teaching is the passing of knowledge to students (cognitive) to help them better themselves thru motivation and learning (affective) so that they may improve the future. J. S Atherton (2011) also wrote that â€Å"learning is about change in behavior. † Does this mean that when we know better we automatically do better? Does this change come from learning or teaching? In summation teaching should encourage questions on what is being taught, it should encourage students to think outside the box and it should peak the interest of those who are learning. A good teacher is basically the key that can unlock a mind of hidden treasures.

Site visit report

Site visit report [1]Site Visit Report During the site visit, I have been introduced to a numbers of scaffolds that include suspended, aluminum, mobile and etc. that are currently commonly found on construction site or factory. As stipulated under the Factories (Scaffolds) Regulations, a scaffold is any temporary structure on and from which a person performs work in any factory, construction site or shipyard or; which enables a person to obtain access to work at that location or which enables materials to be taken to any place at which such work is performed. I have observed quite a few areas of the erected scaffolds that will lead to potential hazards to the workers getting injured by working on it and in worst case might lead to scaffold collapsing. Hazard (1) Scaffold leg was sitting on red brick, uneven ground, soft soil and different height and sizes of plank was use as base support. First of all, red brick is not strong enough to take the load of the scaffold. When worker start working on the scaffold, the increase load will just cause the red brick to give way cause the scaffold to collapse. 2nd, the uneven ground and the non-uniform block which the scaffold is erected on will definitely cause the weight distribution to be concentrate more on a side than the other. In the case where the scaffold is raise higher, the whole structure might start to sway and might just topple off the ground. Control measure Sole plate of the same height and good strength is being used. It provides better base foundation for soil and ground condition that is not that good. For event when the ground selected for erecting a scaffold has to be done on a uneven ground, Adjustable base plate are being use to cater for the height different, this will ensure that the weight of the scaffold are being evenly distributed among the legs. Base plate should be made of metal so as to carry the strength to hold the standards in it. Things to note that is that the base plate should not be placed protruding out of the sole plate cause the load will not be evenly spread on the sole board. Approved scaffold contractor should be around when the scaffold are being erected as under the FACTORIES (SCAFFOLDS) REGULATION, it is the duty of them to ensure the[2]requirement are being carried out. We can also increase scaffold stability by tying it to a supported structure. Hazard (2) The working platforms are also a problem cause some of it are seen with just a single timber plank or metal decking, Firstly timber planks were observed to have crack around it, a sign it might give way when excessive load is exerted on it. Metal decking also show sign of corrosion. Due to the lack of decking or planks, the working platform become having limited space to work or walk, which might led to worker falling down. Even for platform that are closely deck or plank, materials, debris and tools were notice to been place on it as a convenient way for the workers to work and storage their thing they might need for few task to prevent walking up and down the scaffold. Sometime more than the allowable workers were working on the same bay. All this is just creating more chances for worker to trip and fall, due to the item lying on the platform and also worker have lesser space to work around. It also cause the load and weight exerted on the platform to increase which mos t properly will exceed the amount of load that the platforms are able to hold. Decking or planks are also observed to just being laid over without being secure so it has the tendency to topple. The plank and metal decking consist of different thickness and length which create mismatch along the side of the decking or plank, which will cause the worker to trip. Control measure Metal decking and timber planks are used according to the same thickness and length to ensure the platform being laid will be flushed. In the event where it need to be overlay to the other, the overlapping area should be beveled or chamfer so that it wont be at right angle to avoid tripping by the workers. Metal decking with locking device and anti-skid surface are used to firmly secure the platform to the scaffold to prevent any tipping or uplift during usage, it also lower the chances of workers skidding happened at the platform. The Housekeeping shall be carried out regularly to clear off any debris (i.e. building material, concrete etc) waste, left on the platform to ensure safer walking or working. This process is a must based on factories regulation 13 so as to reduce the hazard of working in it and additional unwanted loads is being [3]reduced. Inspection have to be carried out on the platform periodically, so that plank that [4]have start to warp or crack and metal decking that have start to corrode or stiffener that are wearing out will be removed and replaced with a new one. In the event of repairing the damage scaffold, no one shall be allowed to on it except for the approving contractor who is carrying out the task. The numbers of worker working at any one time are restricted so as to prevent exceeding the working load limit. Not more than 3 workers with tools and materials should be allowed on the platform at any one time, also the platform should be at least be 500mm width so as to create the footing space under mom regulation. Hazard (3) No ladder or stair was installed in the scaffold, which indicated no proper mean of access to the higher level or travel to another scaffold. Workers will just climb the frame of the scaffold as the mean to get to the upper level or another scaffold. This will induce a potential case of workers falling off from it as there are no protections or anything to secure them. Control measure Ladder and stair are installed for scaffold erected above 2 meters. It is also built in a way that it does not run from the bottom to the top in great height as worker will mostly falls with fatal injury, instead it is level by level. It is also built within the scaffold. When stair and ladder are available, it provide a safe and easy mean of traveling up and down, thus reduce the intention of workers climbing as a mean of traveling between the scaffold. It should be installed on a firm base that is level ground Under Regulation (17), MOM makes it a must to have ladder or stair installed for scaffold but it should never be use on a bay to gain extra height. If the access bay is part of the working platform, a trap door is to be provided. Strict controls are to be implemented to ensure the trap door remains closed while working from the platform according COP 2009 AU. Hazard (4) Scaffold platform was not built with toe-guard and guard rail and the side are being exposed to open area. Worker working on the platform have a increased chance of falling off the platform. Tools, material and debris that are placed on the platform are likely to fell down the platform due to worker will just kick over it. Workers working or walking around the bottom of the scaffold area might get injured. [5]Control measure Toe guard are built at the sides of the platform to prevent item on the platform to fall down to the[6] ground. It should be built right from the bottom and no opening so as prevent even small object to fell through it. The height should not be too low as thing will still topple off it. The standard requirement is toe guard should not be less than 90mm in height. Guardrails are installed to prevent worker from falling off from the platform when stretching out to work. Guard rail height should not be less than a meter from the platform cause installing too low would not serve the purpose of minimizing worker from falling and Minimum of 2 guardrails is to be installed on any platform with opening above 2meter according to regulation 18. Hazard (5) Some scaffold come with tag to declare it serviceability to use but some did not have tag available attached to it. So one could not tell whether it is safe for using or not. Some tags only indicate with a tick or a cross. Even if we want to check when the scaffold will be repaired or whether the serviceable tag is still valid, there is no information on the company or the approved scaffold contractor/supervisor to follow up with. Some part of the scaffold was found to be tampered. Control Measure Ensuring that every scaffold must have a tag marked clearly attached at the designated entry point so every workers using can see it clearly before using. There should be detail like the company name and the supervisor who carried out the inspection to promote ownership in the site. Contact number should also be included to cater for any issue regarding the scaffold. It also good to include the date the last inspection was done and the next inspection due date. In case that the supervisor forgot to come and inspect, worker can base on the information at the tag to determine whether the scaffold can still be use for working. Usually at site consist of workers from different country, so if able to display in a language or signboard that are easily understood would be helpful to them and thus reduced unwanted assumption. There should also be at least one designated access onto the scaffold. Lastly to add on, the ensuring of approve scaffold supervisor after every inspec tion immediately place a notice on the scaffold to certified whether it safe to be use should be enforced. Regular inspection can also identify unauthorise tampering of the component of the scaffold. [7]Hazards (6) Scaffold erectors were working without any protective gear or safety harness. Some of them wore unsuitable PPE (incorrect size of gloves, boot, helmet etc.).This will affect their griping strength their ankle protection. In this situation, they become more prone to get into accident or suffer more serious injuries when thing were to strike them. Control measure Safety boot should be provided to prevent tools or material dropping on the workers leg and also it also can act as a protection for it ankle and anti slip surface against slippery area. Helmet should be worn to prevent object falling from the above to hit the head directly. Glove can protect from burns and chemicals. When working on scaffold from 2 meter height and above, erectors should always equip themselves with safety harness with shock absorber. With the hook, the erector will able to secure them to the structure of the scaffold to prevent them from falling down. In the case where the worker fall down the platform, he would be held by the harness which will prevent him from hitting the ground and the shock absorber will minimize the chances of them injuring their spine due to the impact of the fall. Correct sizing and the appropriate type of PPE related to their work area must be issue to the workers. Hazards (7) Overlay and screening net was not secure tightly and the anchored point are tied to the scaffold. In the event of strong wind and rain, it would not serve as a protection for the workers in the building. There are also chances that it will be blown away. If it dislodged and fly out of the site, it may cause injury to the passer-by. The dragging effect of unsecured netting will cause the scaffold to experience more stress and load to it. Scaffolds might collapse as a result. Some areas of the netting are torn with holes. Debris will be able to through the net and hit the people below and more dust will be exposed out to the environment. Counter measures The net or overlay shall be tied the building structure, the top of the building structure is preferred as a anchored point. As the structure of scaffold are not designed strong enough to hold this extra load. Building structure provides better strength to counter to the wind and rain and also able to withstand load on them. Secured netting also serves to enclose the scaffold when it properly tied. Damage screening net should be [8]repaired whenever reported by workers. Netting shall be installed as close to the scaffolds as possible for the maximum effect. It should only be installed and maintains by a qualified persons. If the area always experience strong wind, more tied point shall be imposed to strengthen and secure it. It a must to fit netting or overlay for any external scaffold under MOM regulation. Hazards (8) Scaffold consist of various components which are not from the same manufacturer. Although it might look compatible to use, but often the material strength, sizes will differ. Due to different manufacturer have their own design, having different manufacturer components will usually lead installation difficulties. Forcing to install it will lead to increase wear of the component, loading capacity might be reduced. For e.g. mixing of aluminum and steel component, by using a couple which is made of steel will tend to crush the aluminum component as their strength is different. It will cause the structure to be weakened. Counter measured Always try to buy the whole set of component from the same manufacturer as their own design will often created for easy installation and able to provide the adequate strength as promised. In the event of the need to use different manufacturer component, A Professional Engineer should certified that the sizes, fixing device are compatible and most important it does not lessen the strength, stability, rigidity or suitability of the scaffold under COP 2009.au From here I end my report, the below website or file is where I took reference from www.mom.gov.sg , www.gov.pe.ca/law/regulations/pdf/O01-01-2.pdf, app.wshc.gov.sg/cms/Portals/0/Technical Advisory for Scaffolds.pdf, COP 2009 AU.

Essay example --

Konsep pembelajaran sepanjang hayat (PSH) ataupun lifelong learning bukanlh merupakan satu perkara yang asing lagi dalam sistem pendidikan negara ekoran daripada perubahan persekitaran baru di mana sekotor ekonomi pada sekarang berasaskan pengetahuan atau K-ekonomi menjadi keutamaan. Justeru itu, institut pendidikan guru hendaklah menerapkan nilai pembelajaran sepanjang hayat dan kemahiran untuk berfikir pada aras tinggi (KBAT). Budaya ilmu ini sangat penting, oleh itu, pengamalan budaya membaca dalam kalangan guru pelatih telah lama dipraktikkan oleh warga IPG malah ia sudah menjadi sebahagian intipati budaya oleh IPG. Di samping itu pelajar-pelajar di IPG bukan sahaja diterapkan dengan nilai pembelajaran sepanjang hayat sahaja, malah guru-guru pelatih di IPG juga telah dilatih untuk meningkatkan teknik pengajaran dalam bilik darjah. Keberkesanan aktiviti pengajaran dan pembelajaran dalam bilik darjah juga akan memberikan impak maksima kepada pelajar keraana persekitaran pembelajara n yang kondusif akan memudahkan para pelajar untuk lebih cekap dalam menimba ilmu. Oleh itu, bakal guru yang menuntut di IPG juga diajar dengan pelbagai jenis dan kemahiran mengajar untuk menarik minat pelajar semasa proses pembelajaran dan pengajaran di dalam kelas. Contohnya, penggunaan alat bantu pengajaran telah memudahkan lagi kerja guru dalam menyampaikan pengajarannya dan kaedah melakukan kerja dalam kumpulan juga telah mewujudkan suasana yang seronok untuk belajar dalam kalangan pelajar. Dengan ini guru bukan sahaja melahirkan insan yang berilmu tinggi malah mengamalkan budaya pembelajaran sepanjang hayat agar modal insan yang dihasilkan kelak akan dapat memacu kegemilangan negara sehingga ke peringkat global. Hal ini adalah sangat wajar kerana... ...dunia juga bermaksud kemampuan dan pencapaian cemerlang Malaysia dalam membangunkan sektor pendidikan negara agar kita dapat mempellopori perubahan dan kemajuan dinamis iaitu pembangunan tenaga manusia, kecemerlangan budaya fikir dan pembangunan teknologi dan sains. Jika system pendidikan disusun dengan dirangka dengan telus dan terbaik, maka negara kita akan dapat mengurangkan lagi kadar buta huruf yang berlaku kepada pelajar terutamanya kepada mereka yang bersekolah di kawasan luar bandar. Pendidikan bertaraf dunia juga merupakan satu komitmen dan usaha Kementerian Pendidikan bagi memperbaik kualiti pendidikan negara agar ia dapat dilonjakkan kepada satu standard yang tinggi dan mampu menyaingi negara-negara maju yang lain, pendidikan juga merupakan salah satu langkah penting untuk mengangkat martabat dan status Malaysia salam dunia pendidikan di peringkat global.

Charlotte Smith’s Elegiac Sonnets Essay -- sensibility, nature, emotion

In Charlotte Smith’s Elegiac Sonnets, Smith uses nature as a vehicle to express her complex emotions and yearning for a renewal of her spirit. Utilizing the immortal characteristics of spring and the tempestuous nature of the ocean, Smith creates a poetic world that is both a comfort and a hindrance to her tortured soul. Even while spring can provide her with temporary solace and the ocean is a friend in her sorrow, both parts of nature constantly remind her of something that she will never be able to accomplish: the renewal of her anguished spirit and complete happiness in life once more. Through three of her sonnets in this collection, Smith connects with the different parts of nature and displays her sensible temperament with her envy over nature’s ability to easily renew its beauty and vitality. In â€Å"Written at the close of Spring,† Smith’s second sonnet, she focuses on the wonderful ability nature has in rejuvenating itself each year. Smith personifies Spring in the way it â€Å"nurs’d in dew† its flowers as though it was nursing its own children (â€Å"Close of Spring† 2). While it creates life, Spring is not human, because it has this ability to come back after its season has passed. Human beings grow old and die; we lose our â€Å"fairy colours† through the abrasive nature of life (â€Å"Close of Spring† 12). Smith is mournful that humans cannot be like the flowers of Spring and regain the colors of our lives after each year. Normally in comparing the age of sensibility with nature, we see this great appreciation of nature as a whole. In Smith’s poems, we do see this, but mostly in this sonnet we see a jealousy of nature. Smith is able to connect with the beauty of Spring on some level; it is something that brings her a small amount of... ... but she always realizes at the end that her happiness is forever gone and she only has despair to look forward to her future. While nature is a typical outlet for people with a sensible nature, like Smith, it can also just as easily create a desire in man that can never be attained. Works Cited Smith, Charlotte. "To Spring." Poem Hunter. N.p., n.d. Web. 18 Oct. 2011. . Smith, Charlotte. â€Å"Written at the close of spring .† Elegiac Sonnets. Ed. Stuart Curran. New York: Oxford, 1993. 13-14. Print. Smith, Charlotte. â€Å"Written in a tempestuous night, on the coast of Sussex.† Elegiac Sonnets. Ed. Stuart Curran. New York: Oxford, 1993. 58. Print. Smith, Charlotte. â€Å"Written on the seashore- October, 1784.† Elegiac Sonnets. Ed. Stuart Curran. New York: Oxford, 1993. 20. Print.

Human Resource Mangement Essay -- Personnel Management

Human Resource Mangement Describe and critically evaluate the key factors that shape the role and practices of the HR/Personnel function within an organisation with which you are familiar. On the basis of your analysis identify the main HR challenges currently facing this organisation. Relate your analysis to appropriate literature. Introduction People are an important and expensive resource to a business. This asset has the capacity to be highly productive and generate revenue for the firm, but it also requires much attention and maintenance. When the direct costs of employment are added to the indirect costs of recruitment and selection, training and development, the organisation's investment in an average full-time employee can exceed  £100,000 in a short space of time. Therefore one of the fundamental factors is how to attract the right employee and retain their services, gaining efficiency throughout. Before answering the first part of the question â€Å"Describe and critically evaluate the key factors that shape the role and practices of the HR/Personnel function within an organisation with which you are familiar†, the differences between HRM and the older style ‘Personnel Management’ requires defining. Human Resource Management HRM can be defined as any part of the management structure that relates to people at work. It involves everything from recruitment to training to performance appraisal and overall employee welfare. HRM is originally an American management term that has taken over from the more restrictive 'Personnel Management', and denotes a more proactive and business-focused role, with an emphasis on good communication and staff commitment, more flexible work practices, and performance-related reward systems. http://www.leavingcert.net/. Once considered a more peripheral activity, HRM has now moved to the core of the business. The author’s own perspective of this assignment is delivered from within the steel industry. An employee in middle management with a history of working from grass roots to Manufacturing Manager over a 10 year period within the Basic Oxygen Steel making plant (BOS). A plant where the iron from the Blast furnace iron is refined and then re-alloyed to be supplied at the correct time temperature and specification to the Continuously Cast plant (CONCAST) where semi-finished products are ... ...emphasis on good communication and staff commitment, more flexible work practices, and performance-related reward systems as opposed to Personnel Management These philosophies are carried out by the first line management, which begs the question, â€Å"Have the lesser experienced plant personnel carried out a process that has inherently been carried out by trained professional HR managers and got the numbers wrong, furthermore, was it implemented correctly? Overall because of the reduction in numbers within the HR department, Plant managers and Line managers are now carrying out many tasks and the HR department have a significantly lesser role in the organisation. With no forecast of any change in philosophy and increase in expenditure then the situation is unlikely to change. The input of an active Trade Union and informed official needs to be considered, there is a definite need for both and the HRM department must ensure that a relationship continues. Bibliography: Human resource Management, A Contemporary Perspective, 2nd Edition, 1997. Ian Beardwell and Len Holden. Human Resource Management, ‘Rhetoric’ and Realities’. Karen Legge http://www.leavingcert.net/

Bloodlines Chapter Five

AND ON THAT NOTE, Rose left me so she could tell the others goodbye. Her words left me chilled. For half a second, I wanted to demand a reassessment of this mission. I wanted to insist that they send no less than a dozen guardians here with Jill, in the event her attackers came back. Soon, I dismissed that thought. One of the key parts of this plan working was simply not attracting attention. So long as her whereabouts were secret, Jill was safer if she blended in. A squadron of guardians would hardly be discreet and could attract notice from the larger Moroi community. We were doing the right thing. So long as no one knew we were here, all would be well. Surely if I told myself that often enough, it would become true. Yet why Rose's ominous statement? Why Eddie's presence? Had this mission really been bumped from â€Å"inconvenient† to â€Å"life-threatening†? Knowing how close Jill and Rose were, I kind of expected their goodbye to be more tearful. Instead, it was Adrian whom Jill had the most difficulty leaving. She flung herself at him in a giant hug, fingers clinging to his shirt. The young Moroi girl had remained quiet for most of the visit, simply watching the rest of us in that curious, nervous way of hers. The most I'd heard her talk was when Lee had tried to draw her out earlier. Her goodbye display seemed to surprise Adrian too, though the snarky look he'd worn on his face softened into something like affection as he awkwardly patted her shoulder. â€Å"There, there, Jailbait. I'll see you again soon.† â€Å"I wish you were coming with us,† she said in a small voice. He crooked her a grin. â€Å"No, you don't. Maybe the rest of them can get away with playing back-to-school, but I'd be thrown out on my first day. At least here, I won't corrupt anyone†¦ unless it's Clarence and his liquor cabinet.† â€Å"I'll be in touch,† promised Jill. His smile twitched, and he gave her a knowing look that was both amused and rueful. â€Å"So will I.† This small moment between them was odd. With his flippant, arrogant nature and her sweet shyness, they seemed like an unlikely pair of friends. Yet there was obvious affection between them. It didn't seem romantic but had a definite intensity I couldn't quite understand. I remembered the conversation I'd overheard between Abe and Adrian, where Abe had said it was imperative Adrian stay near Jill. Something told me there was a connection between that and what I was witnessing now, but I didn't have enough information to put it all together. I filed this mystery away for later. I was sad to leave Rose but glad that our departure meant parting ways with Abe and Keith. Abe left with his typically cryptic remarks and a knowing look for me that I didn't appreciate. I dropped Keith off at his place before going on to Amberwood, and he told me he'd keep me updated. Honestly, I wondered what exactly he had to update me on, since I was doing most of the work around here. As far as I could tell, he really had nothing to do except lounge around in his downtown apartment. Still, it was worth it to be rid of him. I never thought I'd be so happy to drive off with a vampire and a dhampir. Jill still seemed troubled during the car ride to the school. Eddie, sensing this, tried to soothe her. He peered back at her from the passenger seat. â€Å"We'll see Adrian soon.† â€Å"I know,† she said with a sigh. â€Å"And nothing else bad is going to happen. You're safe. They can't find you here.† â€Å"I know that too,† she said. â€Å"How bad was it?† I asked. â€Å"The attack, I mean. No one's getting into details.† Out of the corner of my eye, I saw Eddie glance back at Jill again. â€Å"Bad enough,† he said grimly. â€Å"But everyone's okay now; that's what matters.† Neither of them said any more, and I quickly picked up on the hint that no more details would be forthcoming. They acted as though the attack had been no big deal, that it was done and over with, but they were being too evasive. Something had happened that I didn't know about – that the Alchemists likely didn't know about – something that they were working to keep secret. My guess was that it had to do with Adrian being here. He had mentioned an â€Å"obvious reason† for coming to Palm Springs, and then Abe had hinted at some ulterior motive that Adrian himself didn't know about. It was all kind of annoying, seeing as I was risking my life here. How did they expect me to adequately do my job if they insisted on making this a tangle of secrets? Alchemists dealt in secrets, and despite my rocky past, I was still Alchemist enough to resent being denied answers. Fortunately, I was also Alchemist enough to hunt those answers down myself. Of course, I knew grilling Jill and Eddie right away wasn't going to get me anywhere. I needed to play it friendly and get them to relax around me. They might not harbor the secret belief that humans were creatures of darkness, but that didn't mean they trusted me yet. I didn't blame them. After all, I certainly didn't trust them either. It was well into evening when we arrived at Amberwood. Keith and I had scoped out the school earlier, but Eddie and Jill took it in with wide eyes. Whereas Clarence's home had seemed old-fashioned, the school was bright and modern, consisting of stucco buildings that were so typical of California and southwest architecture. Palm trees skirted along lush green lawns. In the fading light, students were still strolling, in pairs and groups, along the many walking paths that wove throughout the grounds. We'd picked up fast food along the way, but the late hour meant Jill and I had to split from Eddie. At eighteen, with a car and â€Å"parental permission,† I had a lot of freedom to come and go, but I had to answer to curfew just like everyone else when night came. Eddie was uneasy about leaving Jill, particularly when he realized how far away from her he'd be. Amberwood Prep's sprawling grounds were divided into three campuses: East, West, and Central. East Campus housed the girls' dorm while West contained the boys'. Central, the largest of the three, was where the administrative, academic, and recreational facilities were. The campuses were about a mile apart from each other and served by a shuttle bus that ran throughout the day, though walking was always an option for those who could stand the heat. Eddie had to have known he couldn't stay in the girls' dorm, though I suspected that if he had his way, he would have slept at the foot of Jill's bed like a loyal dog. Watching the two of them was kind of amazing. I'd never observed a guardian-Moroi pairing before. When I'd been with Rose and Dimitri, they'd been simply trying to keep themselves alive – plus, they were both dhampirs. Now, I was finally able to see the system in action and understood why dhampirs trained so hard. You'd have to, to remain that vigilant. Even in the most mundane moments, Eddie always watched our surroundings. Nothing escaped his notice. â€Å"How good is the security system here?† he demanded when we stepped inside the girls' dorm. He'd insisted on seeing it before going to his own. The lobby was quiet at this hour, and only a couple of students wandered through with boxes and suitcases as they finished last-minute move-ins. They gave us curious looks as they passed, and I had to quell the knot of anxiety rising in me. Considering everything else going on for me, high school social life shouldn't scare me – but it did. The Alchemists didn't cover that in their lessons. â€Å"Security's good enough,† I said, keeping my voice low as I turned back to Eddie. â€Å"They aren't worried about vampire assassins, but they certainly want their students safe. I know there are security guards that patrol the grounds at night.† Eddie eyed the dorm matron, a stout, gray-haired woman who supervised the lobby from her desk. â€Å"Do you think she has any kind of combat training? Do you think she could subdue an intruder?† â€Å"I bet she could wrestle down a guy sneaking into a girl's room,† joked Jill. She rested a hand on his arm, making him jump. â€Å"Relax. This place is safe.† In some ways, Eddie's concern was comforting and made me feel secure. At the same time, I couldn't help but think again about why he was so watchful. He'd been there for the attack that no one would tell me about. He knew the threats because he'd seen them firsthand. If he was this on edge, even now, then how much danger were we still in? The Alchemists had led me to believe that once we were hidden here at Amberwood, all would be well and it would just become a waiting game. I'd had that very conversation with Rose and tried to convince her of the same. Eddie's attitude was concerning. The dorm room I shared with Jill was small by my standards. I'd always had my own room growing up and never had to worry about sharing space or closets. During my time in St. Petersburg, I'd even had my own apartment. Still, o ur one window had a sweeping view of the dorm's back courtyard. Everything inside the room was airy and bright, with maple-finished furniture that looked new: beds, desks, and dressers. I had no experience with dorm rooms – but I could only assume by Jill's reaction that we'd gotten a good one. She swore that the room was larger than the one she'd had at her Moroi school, St. Vladimir's Academy, and was quite happy. I half-wondered if she thought our room was big simply because we had so little to put in it. Neither of us had been able to do much packing with such swift departures. The furniture gave everything a warm, golden feel, but without personal decorations or other touches, the room could've come straight from a catalog. The dorm matron, Mrs. Weathers, had been astonished when she saw us and our minimal luggage. The girls I'd observed moving in earlier had arrived with cars packed to bursting. I hoped we didn't look suspicious. Jill paused to stare out the window as we got ready for bed. â€Å"It's so dry here,† she murmured, more to herself than me. â€Å"They keep the lawn green, but it's so strange not to feel the moisture in the air.† She glanced over at me sheepishly. â€Å"I'm a water user.† â€Å"I know,† I said, not sure what else to add. She was referring to the magical abilities all Moroi possessed. Each Moroi specialized in one of the elements, either the physical four – earth, air, water, and fire – or the more intangible and psychic element of spirit. Hardly anyone wielded that last one, though I'd heard Adrian was one of the few. If Jill couldn't access her magic easily, I wasn't going to be disappointed. Magic was one of those things, like the blood drinking, that served as a slap-in-the-face reminder that these people I was laughing and eating with were not human. If I wasn't still exhausted from the drive with Keith, I probably would've lain awake agonizing over the fact that I was sleeping close to a vampire. When I'd first met Rose, I hadn't even been able to stay in the same room with her. Our hectic escape together had changed that a little, and by the end, I'd been able to let my guard down. Now, some of that old fear came back in the darkness. Vampire, vampire. Sternly, I told myself it was just Jill. I had nothing to worry about. Eventually, fatigue triumphed fear, and I slept. When morning came, I couldn't help looking in the mirror to make sure I had no bite marks or other sign of vampire harm. When I'd finished, I immediately felt foolish. With the difficulty Jill was currently having waking up, it made no sense to imagine her sneaking up on me in the night. As it was, I had a hard time getting her out the door in time for orientation. She was groggy, with bloodshot eyes, and kept complaining about a headache. I guessed I didn't have to worry about nighttime attacks from my roommate. Nonetheless, she managed to get up and around. We left our dorm and found Eddie, gathering with other new students near a fountain on Central Campus. Most of the crowd appeared to be freshmen like Jill. Only a few were the same age as me and Eddie, and I was surprised to see him easily chatting with those around him. With how vigilant he'd been the day before, I would've expected him to be more on guard, less capable of normal social interaction – but he fit right in. As we walked up, however, I caught him glance around stealthily at his surroundings. He might be playing a student, like me – but he was still a dhampir. He was just telling us about how he hadn't met his roommate yet when a smiling guy with bright blue eyes and reddish hair strode up to them. â€Å"Hey there,† he said. Up close, I could see a smattering of freckles. â€Å"Are you Eddie Melrose?† â€Å"Yes, I'm – † Eddie had spun around with that guardian efficiency, ready to take on this potential threat. When he saw the newcomer, Eddie went perfectly still. His eyes widened slightly, and whatever he'd been about to say faded away. â€Å"I'm Micah Vallence. I'm your roommate – also your orientation leader.† He nodded toward the other mingling students and grinned. â€Å"But I wanted to come say hi first since I just got here this morning. My mom pushed our vacation to the limits.† Eddie was still staring at Micah as though he'd seen a ghost. I studied Micah too, wondering what I was missing. He seemed normal to me. Whatever was going on, Jill was also out of the loop because she was regarding Micah with a perfectly ordinary expression too, no alarm or surprise. â€Å"Nice to meet you,† said Eddie at last. â€Å"These are my, uh, sisters – Jill and Sydney.† Micah smiled at each of us in turn. He had a manner about him that made me feel easy, and I could see why he'd been drafted as an orientation leader. I wondered why Eddie was reacting so strangely. â€Å"What grades are you in?† he asked us. â€Å"Senior,† I said. Remembering the cover story, I added, â€Å"Eddie and I are twins.† â€Å"I'm a freshman,† said Jill. Looking over our â€Å"family,† I noticed that Eddie and I could probably pass for siblings pretty easily. Our coloring was similar, and of course, there was the fact that we both looked human. While a human wouldn't necessarily look at Jill and say â€Å"vampire!† she still possessed certain features that marked her as unusual. Her build and paleness were definite contrasts to me and Eddie. If Micah noticed the lack of family resemblance, he didn't let on. â€Å"Nervous about starting high school?† he asked Jill. She shook her head and smiled back. â€Å"I'm ready for the challenge.† â€Å"Well, if you need anything, let me know,† he said. â€Å"For now, I've gotta get this party started. Talk to you guys later.† From the way his attention focused solely on her, it was obvious that the â€Å"if you need anything† was directed at Jill, and her blush showed that she knew too. She smiled, holding his gaze a moment, and then looked away shyly. I would've found it cute, if not for the alarming prospect it presented. Jill was in a school full of humans. It was absolutely out of the question for her to date one, and guys like Micah couldn't be encouraged. Eddie didn't appear to care about the comment, but it seemed to be more because he was still troubled about Micah in general. Micah called our group to attention and began the orientation. The first part of it was simply a tour of the grounds. We followed him around, in and out of air conditioning, as he showed us the important buildings. He explained the shuttle system, and we rode it up to West Campus, which was almost a mirror of East. Boys and girls were allowed in each other's dorms, with limitations, and he explained those rules as well, which caused some grumbling. Recalling the formidable Mrs. Weathers, I felt sorry for any boy that tried to break her dorm rules. Both dorms had their own cafeterias, where any student was welcome to eat, and our orientation group had lunch while we were still on West Campus. Micah joined my â€Å"siblings† and me, going out of his way to talk to each of us. Eddie responded politely, nodding and asking questions, but his eyes still looked vaguely haunted. Jill was shy at first, but once Micah starting joking around with her, she eventually warmed up to him. How funny, I thought, that it was easier for Eddie and Jill to adapt to this situation than it was for me. They were in a strange environment, with a different race, but were still among familiar things, like cafeterias and lockers. They slipped right into the roles and procedures with no difficulty. Meanwhile, despite having traveled and lived all over the world, I felt out of place in what was for everyone else an ordinary setting. Regardless, it didn't take me long to figure out how the school ran. Alchemists were trained to observe and adapt, and even though school was foreign to me, I quickly picked up on the routine. I wasn't afraid to talk to people either – I was used to striking up conversations with strangers and explaining my way out of situations. One thing, however, I knew I would have to work on. â€Å"I heard her family might be moving to Anchorage.† We were at orientation lunch, and a couple of freshmen girls sitting near me were discussing a friend of theirs who hadn't shown up today. The other girl's eyes widened. â€Å"Seriously? I would die if I had to move there.† â€Å"I don't know,† I mused, moving my food around my plate. â€Å"With all the sun and UV rays here, it seems like Anchorage might actually provide a longer life span. You don't need as much sunblock, so it's a more economical choice as well.† I'd thought my comment was helpful, but when I looked up, I was met with gaping stares. It was obvious from the looks the girls were giving me that I probably couldn't have picked a weirder comment. â€Å"I guess I shouldn't say everything that comes to mind,† I murmured to Eddie. I was used to being direct in social situations, but it occurred to me that simply saying â€Å"Yeah, totally!† would've probably been the correct response. I'd had few friends my own age and was out of practice. Eddie grinned at me. â€Å"I don't know, sis. You're pretty entertaining as you are. Keep it up.† After lunch, our group returned to Central Campus, where we parted ways to meet with academic advisors and plan our class schedules. When I sat down with my advisor, a cheery young woman named Molly, I wasn't surprised to see that the Alchemists had sent along academic records from a fictitious school in South Dakota. They were even fairly consistent with what I had studied in my homeschooling. â€Å"Your grades and tests have placed you in our most advanced math and English classes,† Molly said. â€Å"If you do well in them, you can receive college credit.† Too bad there's no chance I'll get to go to college, I thought with a sigh. She flipped through a few pages in my file. â€Å"Now, I don't see any records of foreign language here. It's an Amberwood requirement that everyone learn at least one language.† Oops. The Alchemists had messed up there in faking my records. I'd actually studied a number of languages. My father had made sure I had lessons from an early age, since an Alchemist never knew where he or she might end up. Scanning Amberwood's list of offered languages, I hesitated and wondered if I should lie. Then I decided I really didn't want to sit through conjugations and tenses I'd already learned. â€Å"I already know all of these,† I told Molly. Molly regarded me skeptically. â€Å"All of these? There are five languages here.† I nodded and added helpfully, â€Å"But I only studied Japanese for two years. So I suppose I could learn more.† Molly still didn't seem to buy this. â€Å"Would you be willing to take proficiency tests?† And so, I ended up spending the rest of my afternoon laboring over foreign languages. It wasn't how I wanted to spend my day, but I supposed it would pay off later – the tests were a breeze. When I finally finished all five languages three hours later, Molly hurried me out to get fitted for my uniform. Most of the other new students had long gone through already, and she was concerned that I might have already missed the woman doing the fittings. I moved as fast as I could without running down the halls and nearly bumped into two girls rounding a corner. â€Å"Oh!† I exclaimed, feeling like an idiot. â€Å"I'm sorry – I'm late for my fitting – â€Å" One of them laughed good-naturedly. She was dark-skinned with an athletic build and wavy black hair. â€Å"Don't worry about it,† she said. â€Å"We just walked past the room. She's still there.† The other girl had blond hair a shade lighter than mine that she wore in a high ponytail. Both of them had the easy assurance of those who knew their way around this world. These weren't new students. â€Å"Mrs. Delaney always takes longer than she thinks she will with the fittings,† the blond girl said knowingly. â€Å"Every year, it's – † Her jaw dropped, her words freezing up for a few moments. â€Å"Where†¦ where did you get that?† I had no clue what she meant, but the other girl soon noticed and leaned closer to me. â€Å"That's amazing! Is that what they're doing this year?† â€Å"Your tattoo,† explained the blonde. I must have still looked clueless. â€Å"Where'd you get it?† â€Å"Oh. That.† My fingers absentmindedly touched my cheek. â€Å"In, um, South Dakota. Where I'm from.† Both girls looked disappointed. â€Å"I guess that's why I've never seen it,† said the dark-haired girl. â€Å"I thought Nevermore was doing something new.† â€Å"Nevermore?† I asked. The girls exchanged silent glances, and some message passed between them. â€Å"You're new, right? What's your name?† asked the blond girl. â€Å"I'm Julia. This is Kristin.† â€Å"Sydney,† I said, still mystified. Julia was smiling again. â€Å"Have lunch with us at East tomorrow, okay? We'll explain everything.† â€Å"Everything about what?† I asked. â€Å"It's a long story. Just get to Delaney for now,† added Kristin, starting to move away. â€Å"She'll stay late, but not forever.† When they were gone, I continued on my way – much more slowly – wondering what that had been about. Had I just made friends? I really wasn't sure how one went about it in a school like this, but that whole exchange had seemed pretty weird. Mrs. Delaney was just packing up when I arrived. â€Å"What size do you wear, dear?† she asked, catching sight of me in the doorway. â€Å"Two.† A number of articles were produced: skirts, pants, blouses, and sweaters. I doubted the sweaters would see much wear, unless a freak apocalyptic blizzard hit Palm Springs. Amberwood wasn't particularly fussy about which ensemble students wore, as long as it came from the approved pool of fashion. The colors were burgundy, dark gray, and white, which I actually thought looked kind of nice together. Watching me button a white blouse, Mrs. Delaney tsked, â€Å"I think you need a size four.† I froze mid-button. â€Å"I wear a two.† â€Å"Oh, yes, you can fit into them, but look at the arms and the skirt length. I think you'll be more comfortable in a four. Try these.† She handed over a new stack and then laughed. â€Å"Don't look so mortified, girl! A four's nothing. You're still a twig.† She patted her ample stomach. â€Å"We could fit three of you into my clothes!† Despite my many protests, I was still sent away with the size-four clothing. I rode back to my dorm, dejected, and found Jill lying on her bed and reading. She sat up at my arrival. â€Å"Hey, I wondered what had happened to you.† â€Å"Got delayed,† I said with a sigh. â€Å"Are you feeling better?† â€Å"Yeah. A lot.† Jill watched as I put away the uniforms. â€Å"They're pretty terrible, right? We didn't have uniforms at St. Vladimir's. It's going to be so boring wearing the same thing every day.† I didn't want to tell her that as an Alchemist, I might have worn an outfit like this anyway. â€Å"What size did you get?† I asked, to change the subject. I was kind of a glutton for punishment. â€Å"Two.† A twinge of annoyance shot through me as I hung my uniforms in the closet beside hers. I felt huge by comparison. How were all those Moroi so skinny? Genetics? Low-carb blood diet? Maybe it was just because they were all so tall. All I knew was that whenever I spent time around them, I felt frumpy and awkward and wanted to eat less. When I finished unpacking, Jill and I compared schedules. Not surprisingly, considering the difference in grades, we had almost nothing in common. The only thing we shared was a multi-grade PE class. All students were required to take it every semester, since fitness was considered part of a wellrounded student's experience. Maybe I could lose a few pounds and get back into my normal size. Jill smiled and handed my schedule back. â€Å"Eddie went and demanded to be in our PE class since it's pretty much the only one we could share. It conflicts with his Spanish class, though, and they wouldn't let him. I don't think he can handle going the whole school day without seeing that I'm alive. Oh, and Micah's with us in PE.† I'd stalked off to my bed, still irritated about the uniforms. Jill's words caught my attention. â€Å"Hey, do you know why Eddie seemed weirded out around Micah?† Jill shook her head. â€Å"No, I didn't get a chance to ask, but I noticed it too – especially at first. Later – while you were testing – and we were waiting for uniforms, Eddie seemed to chill out. A little. Every once in a while, I'd see him giving Micah a strange look, though.† â€Å"You don't think he thinks Micah's dangerous, do you?† Jill shrugged. â€Å"He didn't seem dangerous to me, but I'm no guardian. If Eddie did think he was some kind of threat, it seems like he'd be acting differently. More aggressive. He mostly seems nervous around Micah. Almost – but not quite – afraid. And that's weirdest of all because guardians never look scared. Not that Eddie's technically a guardian. But you know what I mean.† â€Å"I do,† I said, smiling despite my grumpy intentions. That cute, rambling nature cheered me up a little. â€Å"What do you mean Eddie's technically not a guardian? Isn't he assigned to protect you here?† â€Å"Yeah, he is,† said Jill, toying with one of her light brown curls. â€Å"But†¦ well, it's kind of weird. He got in some trouble with the guardians for helping Rose and for, um, killing a guy.† â€Å"He killed a Moroi that attacked Vasilisa, right?† It had come up at my interrogation. â€Å"Yeah,† said Jill, lost in her own memories. â€Å"It was self-defense – well, and defense of Lissa, but everyone was shocked at him killing a Moroi. Guardians aren't supposed to do that, but then, you know, Moroi aren't supposed to attack each other either. Anyway, he was put on suspension. No one knew what to do with him. When I got†¦ attacked, Eddie helped protect me. Later, Lissa said it was stupid to keep him off duty when he could be helpful and that considering Moroi were behind this attack too, she said everyone was going to have to get used to the idea of Moroi being the enemy. Hans – the guardian in charge at Court – finally agreed and sent Eddie here with me, but I think officially, Eddie's not restored yet. It's weird.† Jill had delivered the whole speech without pausing and now stopped to catch a breath. â€Å"Well, I'm sure it'll be sorted out,† I said, trying to be reassuring. â€Å"And it seems like he'll get points for keeping a princess alive.† Jill looked at me sharply. â€Å"I'm no princess.† I frowned and tried to remember the complexities of Moroi law. â€Å"The prince or princess is the oldest member of a family. Since Vasilisa's queen, the title rolls over to you, right?† â€Å"On paper,† said Jill, looking away. Her tone was hard to read, an odd mixture of what seemed like bitterness and sorrow. â€Å"I'm not a princess, not really. I'm just someone who happens to be related to the queen.† Jill's mother had briefly been mistress to Eric Dragomir, Vasilisa's father, and had kept Jill's existence a secret for years. It had only come out recently, and I'd played a big role in helping Rose track Jill down. With all the fallout in my own life, as well as the emphasis on Jill's safety, I hadn't spent much time wondering how she had adapted to her new status. That had to be a serious lifestyle change. â€Å"I'm sure there's more to it than that,† I said gently. I wondered if I was going to be spending a lot of time playing therapist to Jill during this assignment. The prospect of actually comforting a vampire still seemed so strange to me. â€Å"I mean, you're obviously important. Everyone's gone to a lot of trouble to keep you safe here.† â€Å"But is it for me?† asked Jill. â€Å"Or is it to help Lissa keep the throne? She's hardly spoken to me since she found out we were sisters.† This conversation was steering into uncomfortable waters, into interpersonal matters that I didn't really know how to deal with. I couldn't imagine being in either Vasilisa or Jill's place. The only thing I felt certain of was that it couldn't be easy for any of them. â€Å"I'm sure she cares about you,† I said, though not really sure at all. â€Å"But it's probably strange for her – especially with all the other changes in her life too. Give it time. Focus on the important things first – staying here and staying alive.† â€Å"You're right,† said Jill. She lay back on her bed and stared up at the ceiling. â€Å"I'm nervous about tomorrow, about being around everyone, in classes all day. What if they notice? What if someone finds out the truth about me?† â€Å"You did fine at orientation,† I assured her. â€Å"Just don't show your fangs. And besides, I'm pretty good at convincing people they didn't see what they think they saw.† The grateful expression on her face reminded me uncomfortably of Zoe. They were so alike in many ways, shy and uncertain – yet intensely fierce and desperately wanting to prove themselves. I'd tried to protect Zoe – and only failed in her eyes. Now, being here for Jill made me feel conflicted. In some ways, I could make up for what I hadn't been able to do for Zoe. Yet even as I thought that, some inner voice kept saying, Jill is not your sister. She's a vampire. This is business. â€Å"Thanks, Sydney. I'm glad you're here.† She smiled, and the guilt only twisted further inside me. â€Å"You know, I'm kind of jealous of Adrian. He thinks it's so boring at Clarence's, but he doesn't have to worry about meeting new people or getting used to a new school. He just gets to hang out, watch TV, play pool with Lee, sleep in†¦ it sounds amazing.† She sighed. â€Å"I suppose,† I said, a little surprised at the detail. â€Å"How do you know all that? Have you†¦ have you talked to him since we left?† Even as I said that, the idea seemed unlikely. I'd been with her most of the day. The smile dropped from her face. â€Å"Oh no. I mean, I just figure that's what's going on. He mentioned some of it earlier, that's all. Sorry. I'm being melodramatic and rambling. Thanks for listening to me†¦ it really does make me feel better.† I smiled tightly and said nothing. I still couldn't get over the fact that I was starting to feel so warmly toward a vampire. First Rose, now Jill? It didn't matter how likable she was. I had to keep our relationship professional so that no Alchemist could accuse me of getting attached. Keith's words echoed in my head: vamp lover†¦ That's ridiculous, I thought. There was nothing wrong with being nice to those in my care. It was normal, a far cry from â€Å"getting too close† to them. Right? Pushing my worries aside, I concentrated on finishing unpacking and thinking about our new life here. I sincerely hoped tomorrow would go as smoothly as I'd assured Jill it would. Unfortunately, it didn't.

Does repositioning a patient every two hours prevent pressure ulcers?

Pressure ulcers are a common problem in all health care settings. Risk factors associated with increased pressure ulcer incidence have been identified. Activity or mobility limitation, incontinence, abnormalities in nutritional status, and altered consciousness are the most consistently reported risk factors for pressure ulcers. While evidence based protocols are in place are we doing enough to prevent pressure Ulcers?In the first Article I read, Developing a Protocol for Intensive Care Patients at High Risk for Pressure Ulcers it states That â€Å"National Database of Nursing Quality indicators report that facility acquired pressure ulcer rates for critical care units range between 7.14% and 14.5%† (Critical Care Nurse June 2012 Vol 30 no.3 77-80). The article goes on to say this number is still too high of an incidence. Before any protocol will be effective all personnel involved in direct patient care need to be trained to ensure continuity of care.The second article I read , Does Regular Repositioning Prevent Pressure Ulcers, states that â€Å"Despite gaps in our knowledge of optimal positions for specific patient groups, the ideal frequency of repositioning, and the complex relationships among support surfaces, repositioning practices and tissue interface pressures, contemporary clinicians and scholars continue to assert that repositioning is an essential component of a pressure ulcer prevention†.(Journal of Wound, Ostomy and Continence Nursing Nov 2008 Vo1 35 Number 6) The article goes on to say that repositioning every 4 hours along with alternating air mattresses are just as effective in preventing pressure  ulcers.The third article I read Preventing Pressure Ulcers in Hospitals: A systemic Review Of Nurse-Focused Quality Improvement Interventions stated that â€Å"pressure Ulcer prevention may reduce overall incidence of hospital-acquired pressure ulcers†. (The Joint Commission Journal on Quality and Patient Safety June 2011 Vol 3 7 Number 6) The article goes on to talk about the gaps in research and the need for more studies as well as the need for documenting details (where the ulcer is, what unit the pt is in, how long they have been in the hosp., pt’s co morbidities).Pain, infectious complications, prolonged and expensive hospitalizations, persistent open ulcers, and increased risk of death are all associated with the development of pressure ulcers. The tremendous variability in pressure ulcer prevalence and incidence in health care settings suggests that opportunities exist to improve outcomes for persons at risk for and with pressure ulcers. In doing this research I learned that even though we have made a lot of progress towards preventing pressure ulcers we still have a long way to go. I will be using the protocol of turning my patients every two hours and when they are at a higher risk I will initiate the alternating air mattress for them.

Early childhood educators Essay

Theorist What contribution to the field of ECE did this theorist make? When and Where? Identify historical issues and current trends in the early childhood care profession. Share an example of how the theorists work is used today. Rousseau Rousseau was the author of several education books; he proposed that children be educated in moral, harmonious environments free from adult dominance (Follari, 2011). Rousseau was influential in both Europe and America in the mid to late 1700’s. Rousseau emphasized out of the home schooling and viewed children as innately good. Rousseau reduced the importance of learning by reading and emphasized learning by experience. An example of his work is seen today as children learn through play. Pestalozzi Johann Heinrich Pestalozzi published a book in 1801 that helped influence the development of seeing his theories put into action. The â€Å"Pestalozzi method† was put into practice in 1805 at his school in Yverdon (Johann, n. d. ) Johann Heinrich Pestalozzi was an education reformer who was very passionate about getting education to poor children and teaching methods designed to strengthen the students own abilities. He wanted children to be taught as a whole ( Follari, 2011). An example of Pestalozzi’s work can be seen through field trips, puzzles, blocks, and physical exercise. Froebel Froebel made Kindergarten spread like wildfire through Europe and eventually to the U. S. He created what is known as Froebel gifts. He designed balls, wooden block, tiles, sticks, and rings to demonstrate that children could learn while at play (Follari, 2011). Froebel based his beliefs in teaching children on rationalism. He thought children could gain knowledge by logically thinking through concepts from a given premise. He started by giving his gifts and having the children work through them (Follari, 2011). An example of Froebel’s work can been seen through Kindergarten (Follari, 2011). Peabody Elizabeth Peabody opened the first English speaking kindergarten in Boston, MA in 1859(Follari, 2011). She also created the American Froebel Society to provide some regulations and originality of kindergarten programs. (Follari, 2011). Elizabeth Peabody was against the hands-on objects method of instruction. She liked individualized instruction instead. She thought children needed careful direction to develop properly (Follari, 2011). An example of her work is the acceptance of kindergarten as an accepted institution in U. S. education (Today, n. d. ). Piaget During the 1970’s and 1980’s, Piagets theories inspired the transformation of European and American education (Follari, 2011). Piaget believed learning occurs as a result of experience, both physical and logical. He thought knowledge could not truly be formed until the learner has matured to the mental status that the learning is specified to. He believed that children made moral judgments based on their own observations of the world (Follari, 2011). Piaget’s theories were used in the developing of the Dynabook programming system (Jean, n. d. ) Vygotsky. Lev Vygotsky proposed a theory of the development of higher cognitive functions in children that saw the emergence of the reasoning as emerging through practical activity in a social environment. Most of his work was influence in Eastern Europe in the 1920’s and later on in America (Lev, 2013) Vygotsky believed that children organized their thinking by private speech. His theory suggests that children have developmental rages which the child can be assisted in operating at higher levels than are possible alone (Follari, 2011). An example of his work would be scaffolding (Follari, 2011). Gesell. Dewey John Dewey’s education philosophy helped forward the progressive education movement, and spawned the development of experiential education programs and experiments (Follari, 2011). John Dewey believed that education should be based on children’s interests and should involve them in active experiences. He thought an active curriculum should be integrated rather than divided into subject matter segments(Follari, 2011). Problem solving activities. References Follari, L. M. (2011). Foundations and Best Practices in Early Childhood Education: History, Theories and Approaches to Learning (2nd ed., pp. 24-47). Upper Saddle River, NJ: Pearson Education. Jean Piaget. (n. d. ). Jean Piaget. Retrieved from http://www. nndb. com/people/359/000094077/ Lev Vygotsky. (2013, November 17). Wikipedia. Retrieved from http://en. wikipedia. org/wiki/Lev_Vygotsky Johann Heinrich Pestalozzi: Pedagogy, education and social justice. (n. d. ). Infedorg. Retrieved from http://infed. org/mobi/johann-heinrich-pestalozzi-pedagogy-education-and-social-justice/ Today in History. (n. d. ). : May 16. Retrieved from http://memory. loc. gov/ammem/today/may16. html.

Police Officer Essay

* Police officers work in partnership with the communities they serve to maintain law and order, protect members of the public and their property, prevent crime, reduce the fear of crime and improve the quality of life for all citizens. They use a wide range of technology to protect individuals, identify the perpetrators of crime and ensure successful prosecutions against those who break the law. Police officers work closely with members of the criminal justice system, social workers, schools, local businesses, health trusts, housing authorities, town planners and community groups to provide advice, education and assistance to those who wish to reduce crime or have been affected by crime. I chose to research this job because I like to help people and the best way I can imagine doing this is becoming a cop. * Many police departments require that applicants be high school graduates; an increasing number expect some college education. Applicants usually must be at least twenty-one years of age and U.S. citizens. In many communities, applicants must meet minimum requirements for height, weight, eyesight, and hearing. Because most police departments fall under civil service regulations, applicants must pass written tests that measure their analytical skills. Rigorous physical examinations and background checks are also required. New recruits often participate in formal classroom training in police academies. After graduating they continue to train on the job with experienced officers for three to twelve months. In small communities there may be no formal training program. Officers are usually encouraged to continue their education by taking college courses in criminal justice. Police Officers usually wear a uniform while on duty. Police work can be dangerous and stressful. Officers often deal with violent criminals and may be injured or killed. They must make quick decisions while on duty, yet be tactful and patient with people who are in trouble or have been victims of terrible crimes and abuse. Police protection is provided twenty-four hours a day, so officers may work outdoors in all kinds of weather. Work shifts are usually rotated; however, officers are on call at all times for emergencies. Overtime may be required. Earnings vary, depending on location. In 2004 the median salary for police officers was $45,210 per year. As officers advanced through the ranks, wages increased. The average minimum salary for police sergeants was $49,895 per year, while the average minimum for lieutenants was $56,115 per year. The following are some of the benefits provided to police officers: Family/Domestic partner health and dental plans for active employees and their eligible dependents. Sick leave disability benefits – Sworn employees receive twelve days of 100 percent paid sick leave, five days at 75 percent, and five days at 50 percent, upon hiring. Employees may accumulate up to 100 days at 100 percent, 75 percent, and 50 percent paid sick leave. Employees are eligible for a service-connected disability retirement from the date of graduation from basic training.

Complaints and litigation Essay Example | Topics and Well Written Essays - 2750 words

Complaints and litigation - Essay Example Under the system, an individual has the right to file a complaint regarding any aspect of the analysis of the NHS using the NHS complaints system. To use the system, an individual must normally be a patient or former patient of the practitioner or the institution concerned, although it is possible to protest on behalf of someone else. According to Clare (2006) if, an individual wants to protest on behalf of another person, hospital or application must agree that the individual is a qualified representative.Time for filing a complaintThe individual should make your problem as soon as possible after the incident problem. The period for complaints is usually six months from the instance of the incident, or within six months, the person discover that the person has reason to complain but not more than 12 months after the event. However, if a hospital or practice is not aware of the complaint, the six-month period begins to run when they first know about it too long as it is within twelve months after the time the incident occurred.There is sensitivity to waive the time limit where it would be contrary to expect of the person to have complained in time, for example, because of pain or sadness. It must be meaningful to investigate the complaint.The financial compensationIf the person seeks financial retribution for harm to health resulting from medical malpractice, the individual will need to obtain independent legal action. If   the individual is looking for financial compensation.... ual must normally be a patient or former patient of the practitioner or the institution concerned, although it is possible to protest on behalf of someone else. According to Clare (2006) if, an individual wants to protest on behalf of another person, hospital or application must agree that the individual is a qualified representative. Time for filing a complaint The individual should make your problem as soon as possible after the incident problem. The period for complaints is usually six months from the instance of the incident, or within six months, the person discover that the person has reason to complain but not more than 12 months after the event. However, if a hospital or practice is not aware of the complaint, the six-month period begins to run when they first know about it too long as it is within twelve months after the time the incident occurred. There is sensitivity to waive the time limit where it would be contrary to expect of the person to have complained in time, for example, because of pain or sadness. It must be meaningful to investigate the complaint. The financial compensation If the person seeks financial retribution for harm to health resulting from medical malpractice, the individual will need to obtain independent legal action. If the individual is looking for financial compensation, perhaps, lost their property, damaged goods or loss income, it would be helpful to ask the NHS complaints team how to complain as NHS Boards have the ability to give financial compensation. NHS complaints procedure Step One - Local Resolution If the person needs to place a complaint concerning any aspect of NHS system, an individual has to received or refused, the individuals goes to practice, or hospital concerned and request a copy of the complaints process. This

Analysis of moral problem or case in business Essay

Analysis of moral problem or case in business - Essay Example It has been discussed, that the point these college students start receiving monetary benefits from college they would no longer play like amateur players or athletes, but become professionals. Moreover, after receiving cash compensation, the student athletes might lose their sportsman conduct and start playing only for money. The student athletes are compensated by allowing scholarship for their tuitions, meals, books, etc. They are also provided extra tutoring assistance, and their absences are also excused. Many sports enthusiast support the view that the student athletes should be given monetary compensation because the college and the universities earn huge amount of money through these sport tournaments and do not pay even a small percent of those wining amount to those for whom the college has received the prize money. By paying them money, the college or university authorities can motivate the students to stay in the college and play for them. This means it would act as motiv ating factor. Many even claim that the colleges are exploiting the athletes by making money, while these student athletes does not have enough money to afford the dinning, lodging or educational expenses. Exploitation would be a strong word to accuse the colleges, because the students are not forced to play for the college, and the scholarship program designed for the athletes provides solution to the problem of dinning, logging or educational expenses for any student athlete (Bilas â€Å"Players Should Be Compensated†). Critics have supported that the level of the student athletes is much higher than that of those students who play club games. The best athletes in colleges get the exposure to build professional contacts. However, the low grades in their education may lead to cancellation of their permission to play under NCAA, and also lead to an uncertain future. So paying them monetary compensation may be a motivating factor for them. If we judge it from the studentâ€℠¢s point of view then we can see that for a student athlete it is better to play for a college rather than playing for any minor club. This is because minor clubs are not well-equipped with resources and sponsorships, while if a student plays for the college, he/she can also avail the education and a college degree along with an exposure to elite athlete environment. The educational alternative would provide security to a student and assist in diversifying his/her career in future. If we view the compensation issue of the athlete from this scenario, we can understand that paying the young student athlete who plays for their college is not necessary, and by not paying them monetary compensation, they are not exploiting the students. However, the college or the university must ensure that the future career opportunities for such student athlete are bright in the sport field. They should arrange job opportunities for those athletes who do not want to pursue their career or cannot conti nue their career in sports in future. This needs to done because it goes without saying that the student-athletes are generally weak in studies and also do not get time to concentrate on academics because of their busy sports schedules from colleges. So this draw back needs to be compensated and the responsibility should be taken up by the college to set their future career (The Economist â€Å"Time for professional student athletes?†). According to National Collegiate Athletic Association (NACC), the student athlet