Importance of Risk Management in the Adventure Leisure Industry

Critically illustrate the importance, and societal context of risk management within the adventure leisure industry In recent decades the emphasis on risks and risk management within the adventure leisure industry has been has been escalating and is now greater than ever. This emphasis is due to the introduction of more stringent legislation from the associated governing bodies, threatening more severe consequences if businesses do not practice within the regulated guidelines.The objective of this essay is to analyse risks within adventure activities and to determine the importance of the management of risk within this field of outdoor leisure. This will be achieved by researching past occurrences in the leisure industry that have resulted in accident or death, which could have been avoided had a thorough risk assessment been constructed. In addition, by exploring the motivation behind participating in such activities, this essay will uncover the degree to which risk is actually requ ired in order for an adventure activity to occur.As written by (Barton 2007:2) â€Å"We are exposed to risk from the moment of our conception to our death†. If this is the case, then undoubtedly there must be forces set into place in order to manage and assess these risks that we are subjected to in day to day life. If a risk is able to be assessed, the severity of it is able to be calculated. Consequently, the hazard that resulting from that risk is able to be determined and prevented. When planning a leisure activity, it is imperative that the organising party carries out an incredibly thorough and informative risk assessment.Hazards in adventure activities include falls from height, drowning, falling objects, lightning strikes, equipment failure, assault, cold injury, and many more (Barton 2007:12). The reason why a complete and logical risk assessment is necessary is so that leading personnel are able to provide proof that everything in their power has been done in order to prevent the activity resulting in any hazards or injuries to those participating.This will not only supply the organising body with a sense of comfort that the activity they are planning and instigating is safe so as to protect them from any potential legal involvement, but also the availability of a risk assessment is likely to be an appealing factor to prospective partakers‘. Risks are identified by reviewing historical information and industry standards; interviewing subject matter experts; conducting brainstorming sessions with the organising team, vendors, and key stakeholders; and some times through simulation and scenario forecasting (Silvers 2004:52).Wilks and Davis (cited in Swarbrooke, 2003) explain how all discovered risks are able to be rated in order to decide the way in which they should be tackled. This can be done by comparing the predicted frequency of a hazard, by its severity. Frequent incidents with slight consequences can, in most situations, be conside red an entirely tolerable risk, we might even say a trivial risk (Barton 2007:12). By rating a risk, it can be differentiated between a risk that has great potential to cause injury of death, and a risk that can easily be tackled and therefore will barely be influential in the construction of an activity.In March of 1993 four teenagers were killed in a canoeing accident in Lyme Regis whilst on a school trip. The deaths of the young students was widely put down to lack of supervision and negligence which consists in â€Å"the duty of care and consequent injury† (Scott 1993:45). When carrying out such potentially dangerous activities â€Å"One cannot overemphasize the importance of supervision† (Hronek et al 2002:255). The evidence that supported the Llyme Bay legal battle that followed was that ‘the coastguard owed the kayakers a duty of care and that they had conducted the search and rescue operation negligently’ (Fulbrook 2005:27-28).Being careful and pre pared are not only sensible attributes for activity co-ordination, it is ever more important for the organising personnel. This is progressively more significant as the management of risk is increasingly regulated into legislation and policy (Silvers 2004:170). The law is becoming much more focused upon the adventure leisure industry after such events as Lyme Bay illustrated above. Bradford (2000) explains that during the early 1990‘s, organisers of outdoor adventure activities were able to volunteer to abide by codes of practice set up by a variety of independent organisations.A company may have wished to have done so in order to improve their business. By stating that they were operating within an organisations health and safety regulations, they would have been able to project a sense of reassurance across to their customers. Following the tragedy in March 1993, the attitude of many changed dramatically and there was a wide spread belief that more needed to be done to encou rage safer organisations. This would help to prevent any further disasters and deaths. The first development of more enforced regulations being placed into practice was in 1993.The English Tourist Board brought together a group representing most of the voluntary approval bodies and other interested parties, who issued a code of practice for outdoor adventure leisure activities (Bradford 2000). Followed by the Activity Centres (Young Persons safety) Act 1995. The introduction of more intense and purposeful legislation has consequently placed evermore pressure upon the organisers of such activities. This has lead to leisure managers having to direct far more attention to the health and safety of those participating in the activities they are providing.As well as an activity organizing company wishing to protect their customers to the greatest extent for fear of the legal confrontation that may follow if accused of irresponsible and neglectful practice, there are other reasons why an o rganizing body may wish to carry out a thorough risk assessment. If an accident was to occur which involved a member of staff, the employer risks losing money through the provision of sick pay, as well as losing an employee for an undetermined period of time. Pro-active management helps to eliminate such an occurrence arising.In addition, the execution of the introduction of control measures helps to define areas of responsibility and communicates a standard for performance. Despite the owner of an organization having the most recognized power concerning any health and safety issues, authority is able to be un-officially segregated throughout the businesses personal hierarchy. This is determined by the position of power an individual is in within the organization: Manager, assistant manager, supervisor, and so on. The benefit of dividing up job roles and esponsibility in such a way is that every position of employment will experience a sense of responsibility; each to a different de gree, yet still the sensation of business involvement and therefore the motivation to excel in their field will be present. Pro-active management strategies can be the most effective strategies because they are implemented according to the planning of the organization, rather than because of a need to respond to outside pressure and expectations from the public or a governing body Smith (2005:82).Essentially this is the detection and managing of a problematic issue, before it has the opportunity to present itself within the business. Risk assessment therefore plays an intricate part of this process. Successful pro-active management within the organization will help to ensure that the customers along with the members of staff are constantly and consistently satisfied and comfortable. It is evident that the success of an activity regarding its safety and reliance is significantly related to the experience and awareness of the activities leader.Experienced leaders develop a sixth sense of when the odds are beginning to stack up against them and they will automatically see an activity in the wider context, Barton (2007:89). It is therefore imperative that that a leader of any nature of leisure activity is able to predict potential future hazards and subsequently learn from their previous mistakes. According to Barton (2007:89), leader of activities that are not so experienced are less likely to see the signals of an approaching risk, and tend to view minor set-backs as isolated incidents, rather than as bricks in a growing wall.Organisers’ must realise that these seemingly unimportant hindrances will gather pace and build up to a much larger scale problematic occurrence. Despite the increasing demand for safer and risk free activities, a balance must be established in order to keep within legislation created by the governing bodies, whilst still creating the same sense of adventure and possible danger that has lead to the success of an adventure activity. I f every risk in life was assessed and accounted for, and every hazard was liminated, the world would be an incredibly safe, organised, and trouble free place. However, risks cause excitement and adrenalin within one’s life. Without risk, there is no fear of risk, in which case there are no opportunities presented for one to take risks. As explained by Barton (2007:2) If we bring up children to believe that physical, emotional or intellectual risks are to be avoided, then we can hardly be surprised if the future does not bring great people; poets, artists, play writes, successors to Captain Cook, to Darwin, and to Shakespeare.Without some form of risk, engineers could never have designed the great bridges that span the widest rivers, homes would still be heated by fireplaces or parlour stoves, electric power utilities would not exist, polio would still be maiming children, no airplanes would fly, and space travel would just be a dream (Aven 2003:2) The word ‘Adventureâ⠂¬â„¢ implies that there is an element of risk involved in the activity that is to be undertaken.The reason why this is a positive attribute to the organising body is that many leisure seekers are in search of a sense of adventure, risk and an adrenaline rush. Despite the general consensus that every risk should be accounted for and every attempt should be made to ensure no hazards present themselves, without the lingering sensation in the very back of a participant mind that something may go wrong; a rope may break, a parachute may not open, the ‘Adventure’ is almost completely removed from the ‘Leisure Activity’.To conclude, when regarding the adventure leisure industry, the concept of risk management and assessment are fundamental aspects that must be constantly considered when running a business that provides such activities. The laws that have been introduced throughout recent years have placed increasing pressure on organizations to concentrate on the health and safety of their patrons to a much greater degree. Failure to do so, as has been seen in the past throughout such incidents as Lyme Bay, may well result in powerful legal consequences or even closure of their establishment.There is no doubt that risk and uncertainty are important concepts to address for supporting decision-making in many situations. The challenge is to know how to describe, measure, and communicate risk and uncertainty (Aven 2003:4). However, the popularity that adventure leisure activities hold derives from the exact concept of risk itself. Participants of such activities choose to take part in order to; gain a sense of personal accomplishment, face their fears, experience a surge of adrenalin, and ultimately test themselves to their physical and mental boundaries.A balance must be established within the process of managing risk. If this balance can be successfully determined, than the adventure leisure industry will be able to provide the same level of audacious activity, whilst staying within all governing guidelines’, and providing the highest degree of safety for all those that they accommodate for.

A Long Way Gone Essay

â€Å"A Long Way Gone†, a memoir about a Sierra Leonean young boy who is a â€Å"child of war† has many themes in the novel but what is the most important? Relationship, I believe that this is the most important theme because without relationship, Ishmeal Beah, the author of â€Å"A long Way Gone† and a human rights activist would not have survived nor would he have recuperated from the war in Sierra Leone. Relationship with the lieutenant, Ishmeal looked up to his lieutenant as a father figure. Ishmeal would usually look forward to seeing him and spending time with his lieutenant. â€Å"I was looking forward to seeing the lieutenant. I hope we might find some time to talk about Shakespeare.† I believe that Ishmeal looked up to the lieutenant as a father because he lost his real father and he would usually ignore Ishmeal. Ishmeal worshiped the lieutenant because he saved his live when Ishmeal was shot through his legs. Ishmeal would have died from the pain but the lieutenant ordered the doctor and two other men to save his live, â€Å"do not let the boy die†. Ishmeal believed that the lieutenant cared for him and Ishmeal wanted to survive so that he can fight as hard as he can for the lieutenant. Ishmeal developed more feelings for his squad as well. Relationship with his gun and the squad, Ishmeal refers to his squad as his family and his gun as his protector. â€Å"My squad was my family, my gun was my provider and protector†. Ishmeal had spent so much time with his squad and his gun that he had developed feelings for them. Ishmeal’s rule was to kill or to be killed. â€Å"My rule was to kill or to be killed†. When Ishmeal was shot in the leg and recuperated from that, he immediately asked for his gun and cleaned it. He truly did believe that his gun was his protector and provider because he was so intrigued with his gun. Ishmeal had lived with war for so long that his reality was to kill and survive. Ishmeal Beah has also had good relationships during his childhood. The strong bond between Ishmeal and Alhaji, Ishmeal had befriended boy from his squad. Alhaji was mainly with Ishmeal during the time when the two of them where recuperating from the war in the hospital. I think that Ishmeal wanted a deep relationship that can replace his brother and the boy from when he was on the run with the group of six. The two boys would spend most of their time together and the bond they shared was as if they were brothers. When Ishmael was asked to go to the city he immediately asked if Alhaji can come too. I  believe that Ishmeal wanted to experience with Alhaji. This is one of the few good relationships Ishmeal shared with someone in his past. The most important theme in â€Å"A Long Way Gone,† was not to be strong or fear. The most important is relationships. Without relationships Ishmeal would not have survived or recuperated the way he did. If Ishmeal did not have any relationships whatsoever, he would have died from the very beginning. Even if he had survived, Ishmeal would probably not want to live when he was shot through the leg because he had nothing to fight for. Without relationship Ishmeal wouldn’t want to recuperate because there was no one there for him like the nurse or Alhaji was. This is why I believe that relationship is the most important theme in â€Å"A Long Way Gone†. A long way gone Essay Violence has a major impact on teenagers and children in today’s society. In the novel A Long Way Gone; memoir by a boy soldier Ishmael Beah, displays how teenagers are exposed†¦ Through the medias they are showed that the movie Rambo, which influences them to be violent and fight. Another way to seek violence is in real life when the boy soldiers are sent to fight the rebels. The violence that the young boys are exposed to caused them to think and act violently towards others, Firstly the boy soldiers in this novel are influenced by the movie Rambo , it encourages them to work harder and more violent. After the young boy soldiers watch Rambo for the first time they were motivated to be just like him and while in battle. â€Å"We all wanted to be like Rambo ; we couldn’t want to implement his techniques† (beah 121). This movies showed the boys how to fight , they wanted to use the same techniques to fight against the rebel villages. Some of the boy soldiers have been so influenced by this that they already implemented goals that will allow them to act like Rambo; â€Å"sometime I am going to take on a whole village by myself, just like Rambo† Alhaji told me smiling at the new goal he had set for himself† (122). This young boy has been trained to fight and destroy, watching Rambo has influenced him so much that he wants to take a whole village on by himself. Watching violent movies influences the boy soldiers how ever this is not h ow they gain courage and experience. Secondly the boy soldiers are able to gain courage and experience by being sent to fight against the rebels. The boy soldiers are brought to fight after being trained, they are told; â€Å"if you see anyone without a head tie of this colour or a helmet like mine, shoot them†(115). The boys didn’t know that they are actually going to battle however they do know what they have to do when they are in the field. When they are in the battle, the boys watch their friends get killed, this empowers them to fight back and kill; â€Å"I raised my gun and pulled the trigger , and I killed a man†¦ I shot everything that moved†(119). After watching his friends get killed Ishmael starts to fight back, he is saddened by what has happened to his friends and wants to have revenge on the people that caused their death . when the boys are in combat they gain the courage to fight back and kill people. The violence they are exposed to influenced them to act violently them selves. The boy soldiers are exposed to violence in their society which causes them to both think and act violently. The boy soldiers in the novel A Long Way Gone; memoirs of a boy soldier, are exposed to violent images in the media and in real life, which causes them to become addicted to violence. The boy soldiers in this novel are exposed to violence through movies and real life action. In conclusion violence can have a major impact on all teenagers and children no matter where they come from or how they are raised in their country.

Mixed metal and mixed ligand for tri-nuclear complexes Research Proposal

Mixed metal and mixed ligand for tri-nuclear complexes - Research Proposal Example The first case involves trinuclear Au (I) adducts {[3, 5-(CF3)2Pz] Au}3.6 (Bowmaker et al, 2014). Complexes involving synthesis of silver(I) and copper(I) exist exhibiting the structures {[3,5-(CF3)2Pz]Ag}3 and {[3,5-(CF3)2Pz]Cu}3. The resultant effect is a copper complex that has a mixed vallent structure of {[3, 5-(CF3)2Pz]5Cu(II)2Cu(I). Cu2 dimer becomes available through treatment of {[3,5-(CF3)2Pz]Cu}3 with 2,4,6- collidine which is of an appropriate amount. Bis(pyrazolyl)borate adduct Cu1 is a byproduct that originates from the synthesis of collidine, CuOTf and [H2B(3,5-(CF3)2Pz)2]K (Lalinde et al, 2014) The equivalent related adducts of Silver Ag1 and Ag2 underwent analogous procedures during their preparations. Various methods characterized their differing complexes which include X-ray crystallography. Cu1 and Cu2 have trigonal planar sites of copper (Miyake et al, 2014. In contrast to the feature, Ag2 consists of Ag(u-N-N)2Ag unit that is found in half-boat conformation. The intermolecular distance between the Ag***Ag molecules is 3.5618A. Other crystals exist which feature Ag2 molecules comprising of flattened and boat chair conformations (BeÃŒ ziau et al, 2013). It becomes important to observe that bis(pyrazolyl)borato components and complexes such as Ag1 are rare due to their ease of decomposition on silver metal (Zhou et al, 2014). Therefore, unique photophysical properties are highlighted for the mononuclear and dinuclear silver(I) and copper(I) complexes. Biswas, S., Saha, R., & Ghosh, A. (2012). Copper (II)–Mercury (II) Heterometallic Complexes Derived from a Salen-Type Ligand: A New Coordination Mode of the Old Schiff Base Ligand. Organometallics, 31(10), 3844-3850. Bowmaker, G. A., Hanna, J. V., King, S. P., Marchetti, F., Pettinari, C., Pizzabiocca, A., ... & White, A. H. (2014). Complexes of Copper (I) Thiocyanate with Monodentate

Joint Terrorism Task Force Essay Example | Topics and Well Written Essays - 2000 words

Joint Terrorism Task Force - Essay Example Before 911 the United States had 35 formal joint terrorism task forces. Immediately following the attacks the FBI director instructed all field offices to establish these task forces. Task forces are staffed with a supervisory special agent and the staff generally consists of those with experience in domestic and international terrorism. These are combined with state and local law enforcements officials who are trained in a variety of skills and abilities which are useful in situations that threaten the security of an area, citizen, or the United States. Coordinators have experience in counterterrorism measures and are able to manage administrative tasks effectively. They manage budgets, acquisition of needed supplies or manpower, hey will also schedule surveillance coverage; these functions are assigned by the Supervisory Special Agent. Those special agents in charge within local field offices must harmonize and accommodate all law enforcement agencies that want to become involved in the counter terrorism efforts. Following 911 these agencies increased substantially and it is recognized that local agencies now play a critical part in maintaining homeland security (Casey, 2004). It was in 1979 that New York first used the idea of combining federal and local law enforcement resources in response to the overwhelming crime rate and the high percentage of crimes considered federal crimes committed in New York during a period of organized crimes days of glory. Bank robberies were also an influencing factor in this decision, being federal crimes occurring locally. The JTTF began with only 11 members form the New York Police Department and 11 FBI investigators (Robert, 1999). The success of the JTTF concept is the combination of personnel with a variety of backgrounds, skills, and abilities, the public’s perceptions and the actual functions of the JTTF were changed drastically after the initial World Trade Center bombing which

Criminal Justice Assignment Example | Topics and Well Written Essays - 250 words - 5

Criminal Justice - Assignment Example When she was trying to help her, people came following the screams of the injured girl. The boy managed to lay the blame of the attack on Getrude and she had no defense due to her shyness. Soon, everyone believed it was her who attacked the girl and was labeled a â€Å"vampire† while other labeled her a â€Å"monster†. At first, it was very hard on her as she sat all alone feeling very hated and ashamed of her reputation. However, after some time, her attitude changed when she saw that people treated her with fear and she started developing a feeling of authority and importance. She later accepted the labels she was given and did her best to exceed the expectations of all her peers by being angry for no reason, hedonistic, impulsive and lacking self-control. She made it clear that anyone who wronged her will suffer the outcome. The labels she got, combined with the lack of family support and peer support when she was very vulnerable, propelled her to become unruly and

ANNOTATED BIBLIOGRAPHY Example | Topics and Well Written Essays - 500 words - 1

Annotated Bibliography Example Thus the specificity also of God is an historical specificity. The focus on dynamic event rather than static substance continues in his systematic theology.† Lindbeck George is an American Lutheran theologian and a BA graduate from Yale University. In his pursuit of medieval knowledge, Lindbeck picked an interest in matters related to the church, and thereafter, he became one of the fathers of postliberal theology. He has since then been among the most influential figures in the religion and theology scenes. In this book, Lindbeck focuses on the nature of the doctrine of theology in a postliberal age. By exploring a couple of theories in ecumenism, Mariology, and Christology, the author engages the Readers in a theological conversation. â€Å"The demand for competence is the empirical equivalent of insisting on the spirit as one of the texts of doctrine†. The author, Howard Marshall is a professor Emeritus of the University of Aberdeen in Scotland. Marshall is known for his broad understanding of the New Testament as he was the chair of the fellowship if European evangelical theologians and the president of the British New Testament society. As seen in most of his works, Marshall begins by introducing the New Testament theology, comparing the content of the various books. The author clearly explores Paul’s letters, the gospels and the rest of the epistles. Marshall’s theology represents the messages of the various books in the New Testament, speaking to a broad audience of readers. â€Å"It appears that this gospel attributed to Mathew was assembled by someone who was both a scribe and a sage of sorts. Like the author of the fourth gospel, he wants to present the story of Jesus in a sapiential way, but unlike the fourth evangelist, he wants to do it by means of a very conventionally Jewish way of presenting the materia l.† Mark Smith, the author of this journal is an Associate Professor of Political Science and

Understanding Heroines Movie Review Example | Topics and Well Written Essays - 1000 words

Understanding Heroines - Movie Review Example Understanding Heroines Characters who cannot longer be understood the same way today because out reviling attitude toward the women have changed so thoroughly since the movie were made. For each of the heroines or leading characters, the following concerns would be addressed: to describe the attitudes that other characters in the Post 80 viewing assignment: choosing from Queen Latifah in " Bringing Down the House", Jennifer Lopez in " Selena" , Julia Roberts in " Erin Brockovich" or " Quinceanera" . What do these protesting women really want? Why did Woopi Goldberg become the first women of color to become a major movie star? And what in the climate of the 90s and early 2000 allowed the careers of Goldberg, Latifa, Halle Berry, J-Lo to flourish? Three Leading Characters Theda Bara was described by Rosen as â€Å"with her waist-length black hair, her darkly kohled eyes and crude exotic make-up, Theda Bara embodied still primitive notions of depravity and wanton lust. She postured triumphantly as the poor m ale on whom she drew a bead was driven to drink, ruin, slavery ...† Theda Bara catapulted to fame during the era of the silent films and her official website depicted the star as â€Å"the first studio-made sex-symbol superstar and the very first ‘vamp’†. Audrey Hepburn, on the other hand, was illumined by Rosen as â€Å"Hepburn simply out-dazzled by the sheer force of her piquant joie de vivre and the apposite way she was put together. Perhaps it was the unusual combination of a narrow, bony body which she carried like a queen and an elfin face whose doe eyes contradicted by the strength of intelligence in the look, the irregular nose and wide mouth whose smile was at once sensuous, mischievous and absolutely sincere† (285). Her career was more colorful and her achievements include becoming the â€Å"special ambassador to the United Nations UNICEF fund helping children in Latin America and Africa, a position she retained until 1993. She was named to People's magazine as one of the 50 most beautiful people in the world†¦ She had made a total of 31 high quality movies. Her elegance and style will always be remembered in film history as evidenced by her being named in Empire magazine's ‘The Top 100 Movie Stars of All Time’† (Jackson, par. 1). Finally, Mary Pickford was described by Rosen as â€Å"with her thick golden curls, her cherubic body and pretty face, she was, from the beginning, the incarnation of angelic sweetness and childlike innocence† (37). A Canadian, Pickford’s career begun in 1909 and ended in 1933. She acquired the name â€Å"America’s Sweetheart† due to the image, fame and fortune amassed during the peak of her career (Canadaka, par. 2). The three female lead characters who became famous through the 1940s were shown to manifest roles of from focusing on the physical traits of beauty and sexism as the main captivating elements to increasing emphasis on enhanced awareness of women to expand their roles from the traditional housewife to intelligent and participative members of society. Comparative Analysis with Post 80 Heroines 1. Protesting Women When compared with famous heroines during the post 80s, such as Queen Latifah in her portraya l as a an ex-convict who met Steve Martin, a tax lawyer, through the internet, Jennifer Lopez in "Selena", and Julia Roberts in "Erin Brockovich†

IT601-0903B-07 Information Technology in Business Management - Phase 2 Essay

IT601-0903B-07 Information Technology in Business Management - Phase 2 Discussion Board - Essay Example The main competitive advantage that the company has over the others is the fact that it is started by companies that hold as much as 80% of the sir travel industry. The biggest competitor however is Travelocity. The company has created a strong database for itself and gives the Orbitz as well as the companies a huge competition. This site is very beneficial to the users as it allows the users to get the lowest possible fares as well as allows users to book for hotels and complete vacation packages online itself. The website provides exceptional benefits to the users by providing offers and reasonable discounts. This site creates value since it allows the users to avoid the reservation fees that are generally charged by the other websites and hence it is very beneficial to the customers. Orbitz is definitely the industry’s bellwether. The website provides the other websites with stiff competition because it has removed the reservation charges and the high costs of operations. This created a complete revolution to the online travel world and it has helped create a more fair deal for the customers and avoiding the operational costs of the website to be charged upon the customers. This website is more customer centric than any other. The company’s business model has been through a number of issues in the past. It has been charged for creating a monopoly in the market and for creating a higher hand over other due to the backing of the five major companies. Also it has been accused of being under the antitrust act and also being a cartel. However the company was then recognised not to be a cartel and the growth of the company was justifiable. The company now faces a number of risks as there are several newer companies and better facilities that are available by the other companies. The company has already sold a part of the travel port to Blackstone Group for as much as $4.3 billion. Blackstone in

Wright Brothers patent cases and influence on aviation Term Paper

Wright Brothers patent cases and influence on aviation - Term Paper Example This was way back in 1903 and two years later they created the aircraft which was the first empirically done-wing aircraft. Even though they might not be considered the first to develop a flying experimental airplane, they are credited for being the pioneers in inventing an aircraft that could be controlled with a fixed wing energized aircraft (John, 2004). Their essential success was in the construction of the three-axis control that helped the pilot to maneuver the airplane successfully and to sustain the balance it needed. This mechanism came to be the norm and is still the benchmark on fixed wing airplane of all types (John, 2004). From the start of their aviation creativity, the two brothers put their efforts into solving the puzzle of flying. Besides, they made attempts to patent their invention to prevent imitators who would outdo them in the long-run. From their invention, there was a great influence on the aviation industry that brought about the current modern airplanes. .. . However, some authors argue that the Wright Patent cases had a very retrogressive impact on the American aviation during the early nineteenth century (Parish, 2004). However, the precedents set in these cases perceived in the context of the disparity in the opinions of the military amongst the different aircrafts producer; it seems valuable to the current time period. The connection between the training pilots and the producing firms was to a large extent solidified by the social relations. The Wright Brothers’ patent case was complicated by the various technological details which involved use of diagrams that necessitated the readers and users to see the finer details under its description. The main details were well understood by the users. Fundamentally, the patent cases placed the American aviation industry on a slow growth. The American aviation had all the rights to be first ones to invent a flying machine. This was not possible under the Wright Brothers’ patent t actic. This eventually impeded the growth of the aviation industry in America. Turning the attention to the United States military aviation, the Wright brothers’ patent case had significant influence on aspects such as politics, technology, culture and the entire organization where their evolution was stunted immensely. Lack of funding by the federal government was another drawback to the military aviation owing to the patent cases which disrupted the civilian opinion on the aeronautic constituency. The various ligation cases by the Wright Brothers disrupted the development of technology in the American aviation industry and reduced the pace of the manufacturing capacity of the American aviation industry. Even though the experience of war assisted in

Analysis of an Ethical Conflict in Practice Research Paper

Analysis of an Ethical Conflict in Practice - Research Paper Example I personally believe that based on the various ethical principles, that assisted suicide must not be legalized. Measures to resist its passage into law are being proposed in this paper, along with active measures to advocate for patient’s lives – not their death. Physician-assisted suicide is one of the most controversial issues in health care today. It is an issue which straddles both the legal and ethical planes of health care practice; it is also an issue which is not likely to be fully resolved even with the application of legal provisions and accepted ethical principles. This paper shall discuss the ethical issues in assisted suicide. It shall identify its stakeholders, along with their claims and interests. This paper shall also describe this student’s final ethical position on the resolution of the conflict. A specific moral action shall also be presented in this paper in the hope of coming up with a clear and comprehensive understanding of this subject matter. Physician-assisted suicide is defined as the â€Å"voluntary termination of one’s own life by the administration of a lethal substance with the direct or indirect assistance of a physician† (Medicine.net, 2004). It is the practice of giving a fully competent patient medication in order to end his or her life. The state of Oregon is the only state in the US which has legalized this practice. It has allowed terminally ill residents to receive and obtain prescriptions from their physicians and later to take these medications to end their lives. Assisted suicide is a practice which is differentiated from euthanasia in the sense that, in euthanasia, the physician is the one who administers the medication in order to end the patient’s life. There may or may not be knowledge or consent on the patient’s part. In assisted suicide, the will and request to commit suicide comes from the patients, and the physician’s role is to assists in the process (Medicine. net,

European Tourism Essay Example for Free

European Tourism Essay The article in question paints a perfect picture of the little country of Andorra, one of the few places remaining on earth where culture and sanctity has have not been overrun by the trappings of modern life. After reading the article, one comes away with a warm and happy feeling about what is going on in Andorra. It is a place, to be frank, that any person would want to visit in order to feel the beauty of the Pyrenees Mountains and understand the history of Europe. The author is careful to point out the fact that Andorra is certainly not stuck in the 15th century, though. It has updated itself to modern culture and although you cannot catch a flight to the country, one could certainly drive there to take advantage of a few conveniences. Among those are the shopping, which the author spends a great deal of time talking about. It is interesting that a place with such a richness and wealth of history and culture would have to offer bargain basement tax breaks for people to come and visit. In a way, this speaks to today’s culture, where people are more concerned with commerce than they are with culture. Andorra is a perfect mix of that commerce and culture, though. It is a place that is naturally torn and conflicted between two of Europe’s most traditional powers, yet it somehow maintains a measure of neutrality and independence. It is similar to plenty of other countries in Europe in regards to size, but does not share many similarities beyond that. Andorra is a place that, according to the author, every person should get to see because of the beauty and history that will immediately engulf the senses.

A Contrastive Analysis Of Vietnamese And English English Language Essay

A Contrastive Analysis Of Vietnamese And English English Language Essay No one can deny the fact that cultural values have a strong influence on the use of language, especially speech acts. Many researchers have conducted the studies of the contrastive analysis of speech acts between learners native language and the target language for the purpose of helping learners improve their communicative competence. In my essay, I have the attention of doing a research on the speech act of permission in Vietnamese and English because the speech act of permission is widely used in everyday interactions and plays a major role in communication. Specifically, I focus on the way to ask for permission and some expressions of giving permission to point out similarities and differences in terms of syntactic and semantic formulas between Vietnamese and English. In Vanderveken s view, By uttering sentences in the contexts of use of natural languages, speakers attempt to perform illocutionary acts such as statements, questions, declarations, requests, promises, apologies, orders offers and refusals. (Vanderveken, 1990, p. 7). They are called speech acts. It may not be an exaggeration to say that mastering the use of speech acts is essential and practical. More importantly, the cross- culture study of speech acts needs to be invested because the cross-culture study of speech acts is vital to understanding of international communication (Eisenstein, 1989, p. 199) and Rosaldo also cautions that Violations of cultural norms of appropriateness in interactions between native and nonnative speakers often lead to sociopragmatic failure, breakdowns in communication and the stereotyping of nonnative speakers. (Rosaldo, as cited in Hinkel, Long, Richards, 2006). Thats why permission which is one of the commonly used speech acts should be considered in all respects. According to Oxford Advanced Learners Dictionary (2000), the noun permission has two meanings. It is defined as the act of allowing somebody to do something, especially when this is done by somebody in a position of authority. Besides, another meaning of permission is an official written statement allowing somebody to do something. In my essay, I just focus on the first meaning to discuss permission speech act which makes up a high proportion in every interaction. So, asking for permission is the act of wanting to know whether a person can do something or use something or not. Ex: Can I use your bike? In Vietnamese dictionary (2010), the definition of asking for permission (xin phà ©p) is quite similar to English definition. It is also used to make sure that a person is allowed to do something. Ex: Tà ´i cà ³ thà ¡Ã‚ »Ã†â€™ sà ¡Ã‚ »Ã‚ ­ dà ¡Ã‚ »Ã‚ ¥ng mà ¡y tà ­nh cà ¡Ã‚ »a bà ¡Ã‚ ºÃ‚ ¡n Ä‘Æ °Ãƒ ¡Ã‚ »Ã‚ £c khà ´ng? In daily life, whenever a person wants to do something or uses something that belongs to another person, its important to ask for permission. It is because asking for permission shows his/ her respect for others and increases the chances that his/her request will be granted. However, the expressions of asking for permission are differently expressed by different people in different cultures. The speech acts of asking for permission is indeed confusing and complicated. Therefore, the addressers should pay much attention to the asking for permission expressions so as to make a polite permission that will be granted by the authority and avoid creating a permission which will be assumed as joking, rudeness or sarcasm. Also, utterances used to give permission should be deeply concerned in order to know the intentions which the addresser actually wants to say or to do. These intentions are revealed in the asking for permission expressions. In the previous studies, researchers take asking for permission into consideration. They investigated some unique factors involving in the way to ask for permission from others. They are: ethnic difference, gender difference, situation difference or social status difference. There is no doubt at all that The way people ask for permission, to greater extent, is affected by the situation in which asking for permission is expressed different cultural background of the speakers. (Soehartono Sianne, 2003). In other words, cultural values or norms of behavior are likely to be responsible for producing different ways of asking for permission. After investigating the utterances expressed by the Chinese and Javanese students of SMU Krisyen petra 3 in asking for permission for taking leave, Soehartono Sianne explain that Each ethnic has different opinion about what politeness is (Soehartono Sianne, 2003). Actually, according to Samovar and Porter, the notion that is deeply rooted in the English speaking culture is individualism (2000, p.67). One of the characteristic of individualism is that people in English speaking culture, especially the American believed all people have personal privacy. For instance, anybody mustnt step into anothers house without permission. Nobody has the right to read any others letter even parents mustnt read their childrens private letters. That is the reason why people should ask for permission regardless of age, social status and relationship. People will be punished if they infringe upon any others personal privacy with the motivation of curiosity, profit or malice. It is because personal privacy is respected highly and protected by law in these countries. Similarity, the Vietnamese also highly regard asking for permission. In the past, Vietnamese ancestors create many valuable folk songs, proverbs in order to teach posterity how to behave well, establish and maintain social rapports. For example: Hà ¡Ã‚ »Ã‚ c ăn, hà ¡Ã‚ »Ã‚ c nà ³i, hà ¡Ã‚ »Ã‚ c gà ³i, hà ¡Ã‚ »Ã‚ c mà ¡Ã‚ »Ã… ¸ Another proverb: Ä i thÆ °a và ¡Ã‚ »Ã‚  trà ¬nh Moreover, Huynh explains that: In Vietnamese society, the predominant sentiment in the relation between members of a social group is respect. This is particularly evident in the attitude towards older people. Respect and consideration for old age no doubt derive from the obligation of filial piety that requires young people to respect and love their parents and parent-like members of the family. (Huynh, n.d.). Therefore, no one can deny the fact that people have to ask for permission to get married, stay overnight at the friends house, ect even though they are old enough to make decisions. Vietnamese people believe that if young people disobey the elders advice, they will suffer bad consequences of their actions Cà ¡ khà ´ng ăn muà ¡Ã‚ »Ã¢â‚¬Ëœi cà ¡ Æ °Ãƒâ€ Ã‚ ¡n Con cà £i cha mà ¡Ã‚ ºÃ‚ ¹ trăm Ä‘Æ °Ãƒ ¡Ã‚ »Ã‚ ng con hÆ ° The elders are actually the carriers of the tradition and the embodiment of knowledge and wisdom. (Huynh, n.d.). In general, asking for permission in Vietnam and English speaking countries play the important role in every speech situation irrespective of culture. Regarding the frequency number of language functions, Soehartono Sianne show that There are four language functions that never occur in the permission utterances expressed to the teacher as the superior (Soehartono Sianne, 2003). They are: (1): Suggesting a course of action (2): Requesting others to do something (3): Advising others to do something (4): Instructing / directing others to do something By having analyzed the data, Soehartono Sianne find out the predominant function seeking permission and conclude that: Seeking permission function is followed by apologizing function that uses to show that they are in the lower position and reporting function that is used to convince the authority. (Soehartono Sianne, 2003). When it comes to this essay, its purpose is to systematically examine Vietnamese and English asking and giving permission to draw out some similarities and differences in terms of syntactic and semantic formulas and meet the requirements of language teaching and learning. In English language, the most familiar syntactic patterns are Can I borrow your pen? Could he use your phone charger? (Question head + S + Verb phrase with bare infinitive?) Would it be OK if I borrow/ borrowed your pen? Would it be alright if he uses/ used your phone charger? (Question head + S + Verb phrase with simple present or past subjunctive?) Do you mind if I borrow/ borrowed your pen? Would you mind if she uses/ used your phone charger? (Question head + S + Verb phrase with simple present or past subjunctive?) Meanwhile, syntactic formulas employed to ask for permission in Vietnamese language is quite limited. The most commonly occurring patterns are: (1) Tà ¡Ã‚ »Ã¢â‚¬ º dà ¹ng Ä‘ià ¡Ã‚ »Ã¢â‚¬ ¡n thoà ¡Ã‚ ºÃ‚ ¡i cà ¡Ã‚ ºÃ‚ ­u nhà ©? (Can I use your cellphone?) (2) Em ngà ¡Ã‚ »Ã¢â‚¬Å"i Ä‘Ã ¢y Ä‘Æ °Ãƒ ¡Ã‚ »Ã‚ £c khà ´ng chà ¡Ã‚ »Ã¢â‚¬ ¹? (Would it be ok if I sit here?) (3) Con cà ³ thà ¡Ã‚ »Ã†â€™ Ä‘i chÆ ¡i và ¡Ã‚ »Ã¢â‚¬ ºi bà ¡Ã‚ ºÃ‚ ¡n mà ¡Ã‚ »Ã¢â€ž ¢t chà ºt Ä‘Æ °Ãƒ ¡Ã‚ »Ã‚ £c khà ´ng mà ¡Ã‚ ºÃ‚ ¹? Con sà ¡Ã‚ ºÃ‚ ½ và ¡Ã‚ »Ã‚  lià ¡Ã‚ »Ã‚ n. (May I go out with my friend for a while, Mom? I promise to come back home soon.) In Vietnamese language, there is a low frequency of the structures containing if. Even they are never employed. For Vietnamese people, the most commonly used syntactic patterns in English Would it be ok if I borrow your pen? or Do you mind if I use your phone charger? are the unusual patterns for the speech act of asking for permission. It is because that we can not translate two above utterances into Vietnamese Would it be ok if I borrow your pen? ( Cà ³ Ä‘Æ °Ãƒ ¡Ã‚ »Ã‚ £c khà ´ng nà ¡Ã‚ ºÃ‚ ¿u mà ¬nh sà ¡Ã‚ »Ã‚ ­ dà ¡Ã‚ »Ã‚ ¥ng bà ºt mà ¡y cà ¡Ã‚ »a bà ¡Ã‚ ºÃ‚ ¡n?) Do you mind if I use your phone charger? (Bà ¡Ã‚ ºÃ‚ ¡n cà ³ phià ¡Ã‚ »Ã‚ n khà ´ng nà ¡Ã‚ ºÃ‚ ¿u mà ¬nh sà ¡Ã‚ »Ã‚ ­ dà ¡Ã‚ »Ã‚ ¥ng cà ¡Ã‚ »Ã‚ ¥c sà ¡Ã‚ ºÃ‚ ¡c Ä‘ià ¡Ã‚ »Ã¢â‚¬ ¡n thoà ¡Ã‚ ºÃ‚ ¡i cà ¡Ã‚ »a bà ¡Ã‚ ºÃ‚ ¡n?) It sounds unnatural and clumsy. Thats the reason why Vietnamese people seldom use these utterances to communicate. Instead, they have a tendency to say: Mà ¬nh mÆ °Ãƒ ¡Ã‚ »Ã‚ £n bà ºt mà ¡y cà ¡Ã‚ »a bà ¡Ã‚ ºÃ‚ ¡n Ä‘Æ °Ãƒ ¡Ã‚ »Ã‚ £c chà ¡Ã‚ »Ã‚ ©? Mà ¬nh sà ¡Ã‚ »Ã‚ ­ dà ¡Ã‚ »Ã‚ ¥ng cà ¡Ã‚ »Ã‚ ¥c sà ¡Ã‚ ºÃ‚ ¡c Ä‘ià ¡Ã‚ »Ã¢â‚¬ ¡n thoà ¡Ã‚ ºÃ‚ ¡i cà ¡Ã‚ »a bà ¡Ã‚ ºÃ‚ ¡n Ä‘Æ °Ãƒ ¡Ã‚ »Ã‚ £c khà ´ng bà ¡Ã‚ ºÃ‚ ¡n? When using these expressions to ask permission, Vietnamese people never forget to smile. It seems that they want to create intimacy and friendliness. Thanks to that, they can erase the strangeness and increase the possibility of granting. In term of semantic formulas, almost all the English expressions of asking permission contain modal verbs: can, could, may, might,à ¢Ã¢â€š ¬Ã‚ ¦However, the choice of the appropriate modal verbs depends on age, social status, degree of acquaintance, respect, situation, ect. Ex- In the shop: a conversation between clerk and customer Clerk: May I help you? ( Tà ´i cà ³ thà ¡Ã‚ »Ã†â€™ già ºp gà ¬ cho bà ¡Ã‚ ºÃ‚ ¡n?) At school: a conversation between two friends (they have close friendship) P1: Can I use your pen? (Tà ¡Ã‚ »Ã¢â‚¬ º dà ¹ng vià ¡Ã‚ ºÃ‚ ¿t cà ¡Ã‚ »a cà ¡Ã‚ ºÃ‚ ­u Ä‘Æ °Ãƒ ¡Ã‚ »Ã‚ £c khà ´ng?) P2: Of course. (Ä‘Æ °Ãƒ ¡Ã‚ »Ã‚ £c mà  ) Moreover, when asking for permission to do something, the English usually use the word please to make the request sound more polite. Its not grammatically necessary to use please but a person may sound rude if he/she doesnt use it. Please can be put in different places: at the start, end or before the verb Ex: Please can I borrow your car? Can I please borrow your car? Can I borrow your car, please? In addition, a more important way of showing politeness is the tone of intonation and voice. Even if a person use the word please, he/she can sound rude if his/her pronunciation is not correct. One characteristic difference from asking for permission in English is the word cà ³ thà ¡Ã‚ »Ã†â€™ (can, could, may, mightà ¢Ã¢â€š ¬Ã‚ ¦) used in Vietnamese. It doesnt mention different degrees and types of modality. It just makes the permission more polite. Ex: Tà ´i cà ³ thà ¡Ã‚ »Ã†â€™ già ºp gà ¬ cho bà ¡Ã‚ ºÃ‚ ¡n? (May I help you?) Furthermore, its interesting to note that, on the semantic level, the word xin phà ©p is used not only to ask for permission but also to convey the meaning of saying goodbye. The expressions containing the word xin phà ©p are employed to ask for permission from the authority, elder and superior. Ex: Em xin phà ©p thà ¡Ã‚ ºy cho em ra ngoà  i à ¡Ã‚ ºÃ‚ ¡? (May I go out?) In other cases, Vietnamese people want to show the courtesy and respect when saying goodbye. Therefore, they use expressions like this: Ex: Xin phà ©p bà ¡c con và ¡Ã‚ »Ã‚  (It means: chà  o bà ¡c con và ¡Ã‚ »Ã‚ .) Xin phà ©p mà ¡Ã‚ »Ã‚ i ngÆ °Ãƒ ¡Ã‚ »Ã‚ i mà ¬nh Ä‘i trÆ °Ãƒ ¡Ã‚ »Ã¢â‚¬ ºc (It means: chà  o mà ¡Ã‚ »Ã‚ i ngÆ °Ãƒ ¡Ã‚ »Ã‚ i mà ¬nh và ¡Ã‚ »Ã‚ .) They are not expressions of asking for permission. Surprisingly, they are greetings. People often say these expressions with a smile or nod. When it comes to giving permission, Vietnamese people express a preference for these words or expressions: à ¡Ã‚ »Ã‚ ª, Ä‘Æ °Ãƒ ¡Ã‚ »Ã‚ £c, Ä‘Æ °Ãƒ ¡Ã‚ »Ã‚ £c mà  , khà ´ng sao Ä‘Ã ¢u, cà ¡Ã‚ »Ã‚ © là ¡Ã‚ ºÃ‚ ¥y Ä‘i, cà ¡Ã‚ »Ã‚ © là  m Ä‘i, cà ¡Ã‚ »Ã‚ © tà ¡Ã‚ »Ã‚ ± nhià ªnà ¢Ã¢â€š ¬Ã‚ ¦ More interestingly, they also have the habit of adding the words including particles which express attitude and feeling toward the addressee: dà ¡Ã‚ ºÃ‚ ¡, và ¢ng, à ¡Ã‚ ºÃ‚ ¡, à ¡Ã‚ »Ã‚ , à ¡Ã‚ »Ã‚ «aà ¢Ã¢â€š ¬Ã‚ ¦ Ex: Dà ¡Ã‚ ºÃ‚ ¡, Ä‘Æ °Ãƒ ¡Ã‚ »Ã‚ £c à ¡Ã‚ ºÃ‚ ¡! Meanwhile, in response to asking for permission, people in English-speaking countries seem to use these expressions frequently. (1) Yes: used when you are giving permission (2) Of course: used for giving someone permission in a polite way (3) Certainly: used for expressing agreement or giving permission (4) All right: used for saying that you will allow someone to do something, or you do not mind if they do it (5) If you want: used for giving permission or agreeing with a suggestion that someone has made (6) By all means: used for politely agreeing with someone, giving permission or saying yes (7) As you wish: used for telling someone that they can do or have whatever they want (8) I dont see why not: used for saying yes when someone asks for your permission (9) Help yourself: used for giving someone permission to do or use something (10) If you (really) must: used for telling someone that it is all right to do something, even though you does not want them to do. Its interesting to note that in English, people can not know the power relations (social status or age) and relationship (close, normal or distant) between two speakers because the word yes can be used to give permission in all cases. In contrast, in Vietnamese, people may focus on the words dà ¡Ã‚ ºÃ‚ ¡, và ¢ng, à ¡Ã‚ ºÃ‚ ¡, à ¡Ã‚ »Ã‚ «, à ¡Ã‚ »Ã‚ ,à ¢Ã¢â€š ¬Ã‚ ¦ to know power relations and relationship between interlocurs. Ex: A conversation between grandparent and nephew Grandparent: Nà ¡Ã‚ »Ã¢â€ž ¢i và  o phà ²ng con Ä‘Æ °Ãƒ ¡Ã‚ »Ã‚ £c chà ¡Ã‚ »Ã‚ ©? (Can I come in?) Nephew: Dà ¡Ã‚ ºÃ‚ ¡, nà ¡Ã‚ »Ã¢â€ž ¢i và  o Ä‘i à ¡Ã‚ ºÃ‚ ¡! (Yes) Ex: A conversation between two close friends F1: Bà ¡Ã‚ ºÃ‚ ¡n cho mà ¬nh mÆ °Ãƒ ¡Ã‚ »Ã‚ £n tà ¡Ã‚ ºÃ‚ ­p nghen? (Can I borrow your book?) F2: à ¡Ã‚ »Ã‚ ª, bà ¡Ã‚ ºÃ‚ ¡n là ¡Ã‚ ºÃ‚ ¥y Ä‘i (Yes) In Vietnamese culture, people are willing to avoid unpleasantness by giving permission although they dont want. This contradiction can lead to great misunderstandings. Therefore, Yes may not mean Yes. When Vietnamese people say: No problem, it can mean Yes, there is a problem. (Vietnam, n.d.). In this case, double and even triple check should be kept to maintain social rapport Its clear that the English and the Vietnamese pay regard to the custom of asking for permission. They consider the choice of expressions very carefully. The way English people and Vietnamese people employ asking permission speech act is influenced by two factors: power relations (social status or age) and relationship (close, normal or distant) between interlocutors. However, the characteristic feature which makes English different from Vietnamese is the use of modal verbs. They are used to ask for permission with different degrees and types of modality. Meanwhile, Vietnamese people have a habit of adding the particles dà ¡Ã‚ ºÃ‚ ¡, à ¡Ã‚ »Ã‚ «, à ¡Ã‚ ºÃ‚ ¡, nhà © to the expressions of asking and giving permission to show respect, courtesy or intimacy. One another difference between Vietnamese culture and English culture which affects the use of language is that Vietnamese people rarely refuse permission. They dont want to create unpleasant and threatening atmosphere during conversation. Sometime, they give permission to maintain social rapport and satisfy the addressers positive face. To some extent, this should be avoided because it can cause great misunderstandings. In conclusion, Language is a system of signs that is seen as having itself a cultural value (Kramsch, Widdowson, 1998, p. 3). Vietnamese culture is quite different from English culture. Thats why the way people ask for permission and give permission are not similar. Learners should take notice of that to achieve the success in learning the target language. When it comes to learning a second language, one of the problems learners have to face with is the influence of the first language and culture on the second language use. As a consequence of this problem, learners are not confident when communicating or even cause pragmalinguistic and sociopragmatic failure. To overcome the above difficulties, I would like to discuss some implications for language teaching and learning based on contrastive analysis between Vietnamese and English asking and giving permission. Firstly, it is necessary for English teachers to raise students awareness of culture similarities and differences between patterns of asking and giving permission in English culture and Vietnamese culture. Teachers can combine many suitable teaching ways to help learners understand the conflicting patterns. For example, teachers can explain, describe, illustrateà ¢Ã¢â€š ¬Ã‚ ¦Learners must be well aware of the influence of the culture on language to avoid communication breakdown or offence and converse with native speakers of English successfully. Secondly, English teachers should supply input as much as possible in order to improve students ssociopragmatic and pragmalinguistic competence. Teachers can apply the progress of technology to language teaching. Teachers compile and design real situations based on the Internet, on TVà ¢Ã¢â€š ¬Ã‚ ¦for use in class. Besides, teachers need to provide more options for asking and giving permission to satisfy the requirements of everyday interaction. Finally, teachers should create communicative opportunities for students to practice asking and giving permission in English. Through role play, interview, dialogue, survey,à ¢Ã¢â€š ¬Ã‚ ¦, students have chance to use the expressions they have learnt in real situations. Significantly, they know how to choose suitable expressions in different situations. Thanks to that, students are able to engage in successful communication with native speakers. These are some suggested activities I collected on the Internet to serve the needs of language teaching and learning. Activity 1 : Work in pairs and practice the dialogues For the lower level students: F1: Can I move your card? F2: Yes, you can. (b) F1: May I move your card? F2: Yes, you may. For the middle level students: (a) F1: Is it ok if I move your card? F2: Yes, it is ok. (b) F1: Do you mind if I move your card? F2: No, I dont mind. (c) F1: Would it be okay if I move your card? F2: Yes, it would be ok. For the more advanced level students: F1: Would it be alright if I moved your card? F2: Sure, itd be alright -OR- Of course itd be alright. (b) F1: Would you mind if I moved your card? F2: No, I wouldnt mind. (c) F1: If you dont mind, Id like to move your card. F2: Sure, I dont mind. (d) F1: Would it bother you if I moved your card over there? F2: No, it wouldnt bother me at all. (e) F1: Is it alright to move your card so I can pick up my card? F2: Sure, its alright Activity 2: Many times, hotel staff will find themselves in situations where they will have to take some action that will effect  the guest. In these cases, the staff should politely ask the guest for their permission before taking any action. The  guest may also ask permission to do something. It is only polite to ask for their permission before doing so. There  are several expressions that can be used for asking for permissions. Look at the expressions below.   Expressions Possible responses Is it OK if . . .  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I really wish you wouldnt.   Do you mind if . . .  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   No, I dont mind. Go ahead   May I . . .  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Sure, no problem.   Would it be a problem if . . .  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚   No problem at all.   Would it be OK if . . .  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   No, please dont     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I would prefer that you didnt.   Dialogue: Work in pairs and practice the dialogue (a) Staff: May I pour you more wine, maam?   Guest: Sure.   (b) Staff: Do you mind if I clean the room now, sir?   Guest: Actually, would it be possible for you to come back in half an hour?   Staff: No problem, maam.   (c) Guest: May I borrow you pen.   Staff: Absolutely sir, here you go.   (d) Guest: Would it be a problem if I left my luggage here for a few minutes?   Staff: No problem at all, sir. Ill, keep on eye on it.   (e) Staff: Is it OK if I make a copy of your passport?   Guest: Sure, whatever you need.   Conversation Activities 1. Practice using the above expressions by having a dialogue similar to the ones above with a partner, one  partner taking the role of the guest and the other the role of the staff. For additional practice, switch roles.  Practice the dialogue several times, trying to use all of the expressions noted above.   2. Role play the following situations with a partner, one person taking the role of the guest and the other person  taking the role of a hotel staff.     Permission by Staff   Move some luggage out of the passage way   Open a window   Refill a coffee cup   Pull down a shade   Get their room key or card   Permission by guest   Leave bags behind a counter   Smoking in a restaurant   Borrow a pen   Take newspaper from lounge to read in room   Leave a message for a friend  

Administration of Colonoscopy Reflective Account

Administration of Colonoscopy Reflective Account This essay aims to provide a reflective account of the authors personal and professional experience of a patient being admitted for a colonoscopy. To achieve this, a model of reflection will be used and a rationale provided to support this choice. The main point of discussion is communication and advocacy. Advocacy is central to communication and part of a caring nurse-client relationship (Arnold Boggs, 2003). The author as a newly appointed nurse on the Endoscopy Unit, will reflect upon how they could have been a better advocate for the patient in question. Ethical and legal issues will be examined. Finally implications for practice will be discussed. Using a model of reflection allows the nurse to re-appraise the care they have delivered to a patient/client and in doing so can evaluate the effectiveness of that care (Basford Slevin 1995), thus with the intention of influencing future practice for the better. Before starting the reflection process it will be more helpful for the professional to have a guideline or framework from which to work from (Palmer, Burns and Bulman 1994). Palmer et al (1994) view the process as something that is dynamic and they advise a cyclical style model using questions to provide a format for reflection. It is for these reasons that the Gibbs Reflective Cycle has been chosen (Gibbs 1998) for this essay. In accordance with the Nursing and Midwifery Council standards on respecting confidentiality in practice, all names and locations have been made anonymous (NMC 2008). As this is a reflective essay the author will refer to herself as I where appropriate. The reflective cycle is divided into six sections each with their own key questions. These are: Description: What happened? Feeling: What were you thinking and feeling? Evaluation: What was good or bad about this experience? Analysis: What sense can you make of the situation? Conclusion: What else could you have done? Action Plan: If it arose again what would you do? (Gibbs 1998) These areas for reflection provide the main topics for the rest of this assignment. When the practitioner has developed an action plan they can then return to the beginning of the cycle with the extra knowledge they have obtained from the first reflective experience (Gibbs 1998). It is here though with the description of the incident that the reflective cycle will begin. The following situation led me to question my actions when admitting a patient for a colonoscopy. The patient a 43 year-old male was referred for a colonoscopy by his GP following a three-week history of fresh rectal bleeding, anal itching (pruritus ani) and a change in bowel habit. Two weeks prior to the scheduled test, a pack containing a letter of appointment was sent to the patient by the endoscopy administration staff. Enclosed were two sachets of Picolax bowel preparation, full instructions for usage, highlighting the need to follow instructions precisely to ensure clarity of view and aid diagnostic accuracy. Included with this pack was a pre-endoscopy questionnaire to enable the nurse to assess the patients general state of health and identify any potential risk factors or complications, which may arise. A booklet was in this pack explaining the procedure, reasons for the test, complications and risks and what to expect during the test. The booklet stated other available investigations in order that he could make an informed decision and enable him to give informed consent for the test to go ahead. The Nursing and Midwifery Council (NMC) (2008) state that before any treatment or care is given to the patient, consent must be obtained. The BSG (2008) warn that consent issues are a major source of problems, sometimes leading to both complaints and litigation throughout the NHS. Therefore valid and robust consenting is now a required standard for the Endoscopy Global Rating Scale (GRS, 2009) which is a tool that enables endoscopy units to assess how well they provide a patient-centred service. Information in the booklet covered the option of sedation and the need for appropriate after-care. A consent form was enclosed for him to sign at home, providing the patient had read, understood an d agreed to under-go the procedure. A morning appointment was made for the patient and he arrived at the unit by himself. He was greeted by myself, I checked his personal details. This is in accordance with the BSG (2008) guidance for obtaining a valid consent for elective endoscopic procedures as it states that identity checks at key stages in the procedure are essential as some patients have even been known to undergo procedures intended for another due to loss of autonomy and anxiety which can result when entering the hospital. When this information was confirmed he was made to feel comfortable in the preparation room. The patient was clearly anxious. He was looking down a lot and he had his arms folded. He spoke very quickly and with a quiver in his voice one of the first things he said to me was, please knock me out for this. I explained to the patient that although we could give him some sedation which would make him feel more relaxed, he would still be awake as it would be unsafe to knock him out for the test. The sedation used for all endoscopic procedures is conscious sedation. This has been defined as: A technique in which the use of a drug or drugs produces a state of depression of the central nervous system enabling treatment to be carried out, but during which verbal contact with the patient is maintained throughout the period of sedation. The drug and techniques used to provide conscious sedation should carry a margin of safety wide enough to render loss of consciousness unlikely. BSG (2003, p3). He explained that he saw on the consent form that sedation would be offered and he interpreted this to be a general anaesthetic. I further explained to him that although the patient may feel sleepy, he would be conscious throughout the test and he would be able to talk to us. Cotton and Williams (2003) agree, believing that the desired effect of the sedation on the patient is sleepy, relaxed but rouse able. The patient clearly expressed a preference for sedation and it was established that the patients wife could collect him after his procedure and would remain with him over the next 24 hours. It is a requirement that any patient undergoing a procedure with sedation should be accompanied home by a responsible adult who will remain with them for 24 hours as sedative effects are known to remain in the body system for up to this period of time (Royal College of Surgeons, 1993). At this point, I as a newly appointed staff nurse on the unit was unsure whether the consent form that the patient had signed was valid as he originally thought that he was going to have a general anaesthetic when he had signed the form. I had been trained in taking consent which is documented in my e-portfolio as regards the national GIN training programme (Gastrointestinal in Nursing Training Programme), but was unsure what to do in this instance as I had never experienced the situation before. My initial thought was that is was not valid as the patient had a different perception of the test. I explained to the patient that I was just going to get some advice from my colleague (who had worked in the endoscopy unit for several years) as regards the validity of his consent form. I said that I would need to explain the situation to my colleague and he agreed to this joking that we did not both want to get into trouble from the headmaster and get a detention. I said that I would only b e a couple of minutes and left the room to find advice. I explained the situation to the nurse who was sat in recovery. The nurse said that the Endoscopist performing the procedure would go over consent again in the procedure room and not to worry about it. I expressed concern at this because I knew that consent must never be obtained in the procedure room. Guidelines readily available in relation to consent include British Society of Gastroenterology guidelines (BSG) (2008) and the Joint Advisory Group Guidelines (JAG) (2001). Booth agree that consent should not be taken in the procedure room. Guidance on good practice in consent implies that all patients must have had adequate time to absorb and reflect upon new information. This is not achieved if consent is obtained at the last possible moment which is in the procedure room itself. The nurse was dismissive and made unpleasant comments regarding men in general. There was a short distance between the nurse and the preparation room where the patient was so it is likely that the patient heard her remarks. I did not comment at this time even though I felt her remarks to be inappropriate. Luckily this gentleman was the first patient on the mornings list and as such, no other patients were in recovery to here the comments. The nurse picked up the patients notes and knocked on the preparation room door. I thought that I had better observe too as the nurse looked ready for a challenge. The nurse was very brusque in manner and asked the patient if he had read the booklet which the unit has sent out for the test and the section regarding sedation. The patient said that he had read the booklet and indeed the section regarding sedation but there was no mention that he would be awake after he had been given the sedative and assumed therefore that he would be asleep. The nurse then got a copy of the booklet. As she was flicking through trying to find the page with the relevant sedation information on, she said it clearly states in the booklet that if sedation is given, the patient will be awake throughout the test. However, when she got to the page regarding sedation there was no mention of this. It just stated that sedation would be offered prior to the colonoscopy but if the patient decided to have sedation that it was essential that someone was available to stay escort the patient home and stay with them overnight. The nurse went bright red, but did not apologise to t he patient and said that she was going to have words with the administration staff and left the procedure room. I felt guilty that I had not challenged the nurse regarding her rude manner with the patient at the time but felt intimidated and unable to voice my opinion, I also felt I had failed in my duty of care. I thought that the nurse had made a big deal when there was no need. I apologised unreservedly for my colleagues attitude and said that I would take steps to make sure that the booklet was clearer. I then realised that my original question regarding the consent form had not even been answered. I asked the patient if it was okay if I asked another colleague their opinion. The patient said yes but not that do-lally nurse and said that he would be making a complaint regarding her attitude. I then found the endoscopist who was actually going to be undertaking the patients test and asked them about the consent issue. They said that the consent form was fine as long as I reiterated that the patient would be awake and that they fully understood the test. The Endoscpist said that they would d iscuss the consent form with the patient again prior to the procedure as this is normal practice. I went back into the preparation room and said that the consent form was not a problem and that we would discuss it further. I spoke to the patient in a reassuring way, trying to compensate from his previous treatment from my colleague. I asked the patient if he understood the test he was about to have and its related risks. When I felt like the patient had a clear understanding of the procedure I asked him if he had any questions regarding the procedure, the patient replied he had no further questions. He added that he was even more nervous now after the experience with the nurse but just wanted it to be over as quickly as possible. I began to explain the procedure that he was going to undergo and asked if he knew why the GP had referred him for this procedure and relayed the benefits of viewing the bowel in this way. The patient was happy that a diagnosis might be forthcoming from this test. I then reiterated the possible risks of the procedure to the patient explaining that they w ere rare but never the less very real. The patient said that he understood the risks involved but wanted to go ahead with the test to obtain a diagnosis of his problems. I stated that if the patient was going to have sedation, then he should not drive or operate any machinery and should not sign any legally binding documents as the side effects from the sedation would still affect him for twenty four hours. I explained that the endoscopist would endeavour to complete the investigation however, if complications were to occur such as patient distress or poor bowel prep that the test would be abandoned. During a Gastrointestinal Endoscopy and Related Procedures Course at The University of Sheffield (Feb 2010, SNM 2215/3232) it was suggested that the guideline for informed consent was signified by the acronym EMBRACE, Explanation of the procedure, Motive for the procedure, Benefits, Risks, Alternatives, Complications and side Effects of the procedure. I believe that these guidelines were fully complied. Following the taking of a medical history and completion of a further in-depth health check questionnaire to ascertain any condition or reason to which sedation would be contraindicated such as elderly patients who may have significant co-morbidity and even in younger patients, the presence of heart disease, cerebrovascular disease, lung disease, liver failure, anaemia, shock and morbid obesity (BSG, 2003). It became evident that sedation would be an option. I explained to the patient that a nurse would be with him continuously throughout the procedure and would encourage him to breathe through any discomfort he may feel, or to push some of the air out of his bottom to relieve any pain. The patients blood pressure, pulse and saturations were taken and all were within acceptable limits. This provides a good baseline of the patients observations for the procedure itself and can determine any changes that may occur as a result of the cardio or respiratory depression that may be induced by sedation. Pascarelli (1996) states that during the procedure, the nurses primary responsibility is to monitor the patients vital signs along with communication with the endoscopist, administration of medications and emotional support to the patient. Clarke (1994) warns that patients who undergo invasive procedures are usually anxious and their vital signs are commonly elevated however the sedation lessens the anxiety, and all of the vital signs decrease therapeutically to that patients resting level. The sedation of choice in my workplace is intravenous Midazolam. Midazolam is a benzodiazepine reputedly well suited for use in endoscopy. It has an amnesic affect causing a reduction in memory recall. Clarke (1994) agrees saying that the goal of IV conscious sedation is some degree of amnesia. Patients will occasionally remember some parts for example, the initial introduction of the colonoscope. It is for this reason clear written discharge instructions are given to the patient prior to discharge, with a contact telephone number in the event of any problems and this was explained to the patient. Sedation may be indicated for many reasons. In the main these may include allaying of fears regarding a procedure, and aims to facilitate compliance with repeat procedures as a result of the amnesic affects induced. In many cases it assures co-operation and eases difficulties for the endoscopist and generally provides a rapid, safe return to the normal activities of daily living. The patient was asked to undress from the waist down and to put on the gown provided. When the patient was ready he was taken by myself into the procedure room and introduced to the endoscopist and the appointed staff nurses where the issues of consent and sedation would once more be discussed with the patient as it is the endoscopists ultimate responsibility. Throughout the experience, I felt that several important issues had been highlighted. One issue is that of the booklet that is sent out to the patients prior to the test. I believe that individual patients perspectives regarding the effects of sedation may vary greatly, from a mild sedative to a general anaesthetic. I conclude this to result from the individual interpretation of patient information received and relatives and friends giving a distorted image of their own experience due to the amnesic affect of the sedation. I would advocate good effective communication skills are paramount in allaying misconceptions and fears and the giving of a realistic overview is therefore essential. It was clear that there needed to be some improvement of the explanation of conscious sedation as I felt that is merely skimmed the surface explaining that the option of sedation was there and that there needed to be someone to escort the patient home and stay with them overnight. I felt that it needed to be clearer in the fact that it needs to mention that the patient will not actually be anaesthetised and furthermore that amnesia is a common side effect from the sedation given. This has subsequently been mentioned to the ward sister and the booklet has been updated to clarify conscious sedation. Perhaps one of the most obvious issues is that of the attitude of the other nurse. The BSG (2008) state that the patient must not be put under any pressure and have sufficient time to digest the information in order for consent to be valid. I felt that the attitude of the nurse in question did put pressure on the patient and caused further anxiety for the patient. I felt that the nurse spoke to the patient in a degrading way and showed a lack of professionalism. The Nursing and Midwifery Council (NMC 2008) state that nurses must treat people as individuals and respect their dignity, must not discriminate and must treat people kindly and considerately. This was not the case in the above example. The Equality and Human Rights Commission (2008) state that no matter your circumstances you should always be treated fairly and with respect when using healthcare services. The Department of Health (2008) cite the UK Human Rights Act in their guidelines about human rights in healthcare when they state that people have an absolute right not to be treated in a degrading way. This means that it is unlawful for the NHS organisations to act in a way that is incompatible with the human rights act. Endoscopy nurses and indeed all NHS staff should be thinking about their practice and how their response to a situation may impact on a patient or clients human rights. If the patient had chosen to complain (as he said he was going to do) about the nurses attitude towards him, then the nurse may have well been in trouble. This experience has made me question my future practice as a registered nurse and how I would deal with a similar situation. Arnold and Boggs (2003) suggest that an advocate is someone who speaks out; supporting a person so that their views are heard and their rights are upheld, with the sole purpose of maximising the patients health. I was not assertive as I did not defend the patient and therefore did not fulfil my duty of care by becoming an advocate for the patient, ensuring he was treated with dignity and respect. I was worried about what may happen if I challenged the nurses practice. I need to develop my assertiveness and be able to communicate confidently and effectively with both patients and health care professionals. It is quite easy for a nurse to be an advocate for the patient when there is no stress involved but it can be quite difficult when it goes against other health professionals (Kendrick 1994). In this instance there was a conflict between the patients best inter est and my fear of challenging the nurse. If I had been a more experienced nurse on the endoscopy unit and known the nurse involved in this situation better, I think I may have been able to foresee her reaction to the patient and perhaps may not have approached this particular nurse or used my communication skills together with advocacy to diffuse the situation. Gates (1994) states advocacy is one of the main responsibilities nurses have; it is part of communicating on behalf of the patient and/or their families, acting as a mediator to express their needs and experiences. In health care, communication is fundamental to promoting the safe and effective care of patients. The Department of Health Knowledge and Skills Framework (KSF) (DoH 2004) is a competence framework to support professional development and career progression through the NHS and is about lifelong learning. It has core dimensions essential to providing quality care. Core dimension 1 (level 4) is concerned with communication. It states that the purpose of communication may include advocating on behalf of others. In order for me to progress as a nurse on the endoscopy unit I need to be familiar with and work within the KSF and other guidelines. On reflection, I feel that I did communicate with the patient well. Smith (1995) proposes that reflection does not necessarily entail an incident that was dramatic or negative; it could easily be something positive that a person finds they obtain valuable learning experience from. Communication with the patient has to be one of the most important aspects of nursing care. An integral part of this process is the way a nurse should use and understand body language (Wilkinson 1991). It is as vital a part of the communication process as speaking and should be treated as such. Body language can convey all human emotions either consciously or not and can show a persons true feelings regardless of what they have said (Pease 1984). I could tell by the way that the patient was communicating non-verbally that he was anxious. His facial expressions and posture showed the classic signs of someone being anxious (Teasdale 1995). Seeing this, perhaps I should have explained to the nurse beforehand t hat the patient was anxious so that she may have acted with a bit more respect towards the patient. It is clear that good clear communication skills can improve patient satisfaction and compliance, thus reducing anxiety. I believe that during the admitting process with the patient I did actively discuss the procedure with the patient. I felt that I gave the patient opportunity to ask questions and allay any fears he was harbouring. I sat beside the patient and spoke to him about the procedure in an informal and pleasant manner, giving him opportunity to voice any concerns that he had. I believe that the patient is at their most vulnerable and anxious upon entering the endoscopy unit and some encouraging reassurance makes the patients experience less of an ordeal. It is my opinion that an assessment of a patients personality and level of understanding regarding consent and sedation enables the development of a communication strategy accordingly thus providing a sound knowledge of the test, sedation offered and therefore informed consent. This essay has allowed me to reflect upon my own practice and how I should have acted differently by standing up for the patient at the time, not allowing my own lack of confidence to prevent this. I understand that the care of the patient is my first concern and that I must work with others as a team to protect and promote the health and wellbeing of those in my care (NMC 2008). Perhaps with this understanding, I will be less anxious about felling inferior around other professionals. I will articulate my professional judgement given a similar situation, using what I have been taught which is the best evidence based practice to rationalise my reasons for questioning their practice. I will aim to develop my assertiveness (as I realise that assertiveness does not come naturally to me) to speak out in the interests of the patient, whatever the situation. I will develop my ability to communicate with both patients and other professionals to offer them the opportunity to rationalise their own care delivery and reflect upon it. I believe these actions will enhance my professionalism and promote best practice, in the interest of the patient. I had chosen to focus on communication and advocacy as these are areas in which I feel I need to work on. Gibbs (1998) reflective cycle was used in this assignment because it is a familiar tool that I have found to be useful and uncomplicated. Learning from an experience and then reflecting on that experience is an excellent way of improving the skills in my chosen profession (Kolb 1984). From my own personal point of view, I went into this assignment with some degree of emotional imbalance for the fact that I did not speak out for the patient but now I feel that I have gained in several areas. I feel my reflective skills have increased and with it my confidence regarding tackling such situations again. Also I feel more relaxed with the idea of reflecting uncomfortable incidences because I can see the benefits in doing so.

Deviance :: essays research papers

Being labeled and institutionalized as a social deviant proves to be stigmatizing in life. In Dina Temple-Rastons A Death in Texas, she chronicles the murder of James Byrd Jr. in Jasper, Texas during the summer of 1998. The author suggests in Chapters 1-4 that suspected murder Billy King is more than a case study of abnormal psychology and that his actions may be explained as a career criminal who has been marginalized by society. While most authors fixate on the psychology within killers, she also includes the town’s historical background and the social context in which the murder took place. Sociologist, Kai Erikson would applaud his style as he postulates that deviant behavior becomes a self-fulfilling prophecy. Erikson states that once a person commits an act, they are labeled and treated as deviant and they have little opportunity to act any differently.   Ã‚  Ã‚  Ã‚  Ã‚  Billy King was labeled and treated as a deviant this maltreatment had the greatest influence on King. On page 44 of the text, Kylies mother refers to King as â€Å"an ex-con† and does not want her daughter to hang around with someone â€Å"like that.† When labeled as a deviant, people are suspicious of you and begin treating you with a lack of respect and see you as different. Even though â€Å"he had kept his nose clear, Sheriff Rowles made a mental note when he saw the picture of Bill King† (Pg. 45).   Ã‚  Ã‚  Ã‚  Ã‚  The prison where Bill King was remanded was at the end of a wooded road and hidden behind shabby homes and a trailer park. Billy was a man of small stature and had to act with bravado to not be injured while in prison. He was jammed into a facility with â€Å"3,00 young toughs† (pg 70) who â€Å"wielded a lethal combination of intimidation and one upmanship.† The men were segregated and survived by making (like) racial alliances. King was called a peckerwoods – he would fight but he was not tough enough to fit into the prisons many gangs for protection† (pg 71). The author suggests that Kings nose was broken and that he may have been sodomized.   Ã‚  Ã‚  Ã‚  Ã‚  On page 77, the author states that Billy was the adored center of a dysfunctional family and that his step-mother may not of held him accountable for his actions. It may be that Billy felt traumatized by his real mother abandoning him and it put him â€Å"off stride for life† (pg 77).

ft.lauderdale high AP bio project :: essays research papers

2) LEVEL 1 - Cells Are the basic unit of structure and function in living things.May serve a specific function within the organism Examples- blood cells, nerve cells, bone cells, etc. tissue LEVEL 2 - Tissues Made up of cells that are similar in structure and function and which work together to perform a specific activity Examples - blood, nervous, bone, etc. Humans have 4 basic tissues: connective, epithelial, muscle, and nerve. LEVEL 3 - Organs Made up of tissues that work together to perform a specific activity Examples - heart, brain, skin, etc. LEVEL4 - Organ Systems Groups of two or more tissues that work together to perform a specific function for the organism. Examples - circulatory system, nervous system, skeletal system, etc. LEVEL 5 - Organisms Entire living things that can carry out all basic life processes. Meaning they can take in materials, release energy from food, release wastes, grow, respond to the environment, and reproduce. Usually made up of organ systems, but an organism may be made up of only one cell such as bacteria or protist. Examples - bacteria, amoeba, mushroom, sunflower, human 4) 1)Atom: The smallest unit of matter that retains the properties of an element. 2) Ion: An atom that has gained or lost electrons thus acquiring a charge. 3) Electronegativity: The attraction of an atom for the electrons of a covalent bond. 4) Hydrogen Bond: A type of weak chemical bond formed when the slightly positive hydrogen atom of a polar covalent bond in one molecule is attracted to the slightly negative atom a polar covalent bond in another molecule. 5) Hydrophilic: Having an affinity for water. 6) Cohesion: The binding together of like molecules, often by hydrogen bonds. 7) Capillary action: Physical effect caused by the interactions of a liquid with the walls of a thin tube. The capillary effect is a function of the ability of the liquid to wet a particular material. 8) Organic Compound: Ccontains carbon chemically bound to hydrogen. Organic compounds often contain other elements (particularly O, N, halogens, or S). 9) Polar Covalent Compound: A type of covalent bond between atoms that differ in electronegativity. The shared electrons are pulled closer to the more electronegative atom, making it slightly negative and the other atom slightly positive. 10) Molecule: Two or more atoms held together by covalent bonds. 11) Isotope: One of several atomic forms of an element, each containing a different number of neutrons and thus differing in atomic mass. 12) Ionic bonding: A chemical bond resulting from the attraction between oppositely charged ions. 13) Nonpolar covalent bond: A type of covalent bond in which electrons are shared equally between two atoms of similar electronegativitiy.

Fear and Redemption in Cry the Beloved Country :: Cry the Beloved Country Essays

Fear and Redemption in Cry the Beloved Country Fear grips all black societies and is widespread not only for black people but also white people. An unborn child will inherit this fear and will be deprived of loving and relishing his country because the greater he loves his country the greater will be his pain. Paton shows us this throughout this book but at the same time he also offers deliverance from this pain. This, I believe is the greater purpose of this book. When Stephen goes to Johannesburg he has a childlike fear for "the great city" Johannesburg. Khumalo's fears of his family are exactly the same as every other black person in South Africa. In the train he is afraid of living in a world not made for him. He opens his bible and starts reading it, this is one of Khumalo's great sources of alleviation. Gertrude is frightened that her life will now be exposed to her brother who is a priest. She is redeemed from this fear when she prays with Stephen. Stephen experiences great pain and fear during his search for Absalom, Msimangu comforts him, he gains comfort when plays with Gertrude's son, when he thinks of Ndotsheni, his wife and of rebuilding his home it consoles him. We also learn of white people's fear of native crime in the city. Absalom's girlfriend is afraid that he has deserted her. She gains comfort from Stephen. In his own pain and suffering he has the ability to comfort her, this is one of Stephen's admirable qualities. When Stephen realises that the police are searching for Absalom, he starts trembling and turns cold with fear. Msimangu and his bible comfort him. Msimangu takes him to Ezenzeleni where he is spiritually uplifted. When Absalom is asked why did he shoot Arthur he says that he was afraid. Msimangu, Mrs Lithebe, Mr Carmicheal and Father Vincent ease Stephens fear of Absalom's case and expenses in Johannesburg. This is very comforting for Stephen, we remember Mrs Lithebe's words "for what else are we born" and there are some white men who do care. We also learn of James Jarvis's (he was a British white) suffering and fear, he is comforted by an Afrikaner policeman who went out of his way to help him, he is also comforted when he reads Arthur's manuscripts.

What is forensic science?

Forensic science is one of the three applications of medical knowledge applied to solving crime, over recent years forensics has become more advanced and better technology used to assist in criminal cases. Forensics alone is not a preventative to crime but can be seen as a hindrance to criminal activity. Unless criminals become clever and become forensically aware, it would be impossible to leave some trace evidence at a crime scene. Forensics is not only just about finding the perpetrator(s) of a crime but can also be used to prove a persons innocence using DNA and forensic evidence. I'm sure those who have suffered a mis-carriage of justice fully appreciate being cleared of a crime they didn't commit thanks to the use of DNA and other forensic techniques. Forensics used in conjunction with policing can provide vital evidence along with eyewitness statements, alibis etc to provide prosecution teams with the necessary evidence to convict. Collating information obtained from other crime scenes and producing a database for cross-reference is a major break-through. This allows police and other agencies to compare similar cases and possibly find links to previous unsolved cases. All the information is collected and placed on various databases stored for future reference. A forensic investigator must be impartial and assume no one is guilty unless the evidence states otherwise. They are not there to find the assailant but to collate any evidence from a crime scene, which is vital to naming the perpetrator. It certainly is a tool most useful in crime prevention and detection and in time will save the police a lot of time on cases trying to piece together all the evidence when specialist forensic teams can speed up this process through experience and knowledge. In turn moving on to other cases, spending less time on each case but still providing the same outcome. More cases solved, criminals will no doubt think twice about crime unless they want to get caught. With the help of the police and a pathologist (a scientist who is skilled in identifying the cause and progress of diseases by examining tissue and fluid from the body. Especially one who determines the cause of someone's death by conducting an autopsy), together they investigate the cause of death with suspicious circumstances. The forensic scientist assists the pathologist by determining the blood type, DNA profile, identifying other samples such as hair, fibres, semen, and any other substances found on the body, which may have been deposited by the assailant. All evidence collected is vital in proving guilt or innocence. Other forms of forensic identification include: * Fingerprints – scraping debris from under the nail beds can sometimes contain relevant DNA. * DNA – DNA can be collected from blood samples or blood spatter and compared to the national DNA database where matches can be found. * Forensic Odontology – from teeth marks and bites, matches can be found through dental records or identification can be made from moulds made of teeth if no identity is known. * Facial Recognition system – this is identifying person(s) from photographs or video footage. By analysing specific actions i.e. style of walk. * Voice Recognition – if audio recording available, this can be analysed and compared to other voice samples for comparison. * Handwriting Analysis – by studying styles of writing, loops, height of letters etc it can be established if a signature is fake or real. * Ballistics analysis – identifying weapons used from bullet cartridges found, and looking for unusual markings that can tie a bullet to a particular weapon. Markings found on shell casings are like fingerprints but in the ballistics world, each weapon fired leaves distinctive markings. * Document Analysis – characterising the composition of the type of paper used and ink. The age of the paper can be established and the manufacturer. * Typewriters – the type can be identified by minor variations to the positioning and wear and each letter. * Paper shredders – unless a cross shredder is used; it is easy to piece together relevant documents for information. * Copiers – computer printers each have an identification number, which is embedded on printouts. Also computer printers have an individual banding pattern, which helps to identify a particular machine used to print a document. * Network Analysis – this involves using bank records, telephone records and postal records to check financial status and/or phone records to trace last phone numbers called or retrieve vital messages. * Radio Transceivers – can be identified by minute variations of their output signal. * CCTV – this is very useful as CCTV has been used in most major town centres and known hot spots where there is trouble. CCTV has been used to solve a number or valuable cases and is also useful in identifying automatic number plates recognition as it is linked to the DVLA database. * Computer Analysis – identification can be made via an IP address or MAC address. Using criminal psychology that uses psychological theories and methods of understanding, explaining and predicting criminal behaviour can assist the police in determining an assailant's guilt or innocence. By examining their motivation and extreme behavioural habits they can assess the complexity and severity of what they are dealing with. Criminal psychologists do not work on the understanding that a person is solely driven by inner thoughts or ideas or controlled by other means. Mostly they concentrate on the theory of experience and learning as the main principle to explain their actions and accepting that their social conditions, unconscious motivations and their biological pre-dispositions are all factors. Many still pursue research into the theory of genetics relating to human behaviour. Is it possible that our genetic make-up is responsible in some way for our behaviour? It has been found that psychopaths have an extra Y chromosome instead of having the XY chromosome they have XYY, but this is not conclusive. Sigmund Freud (1856-1939) looked at the theory of psychoanalysis arguing that unconscious forces drive behaviour and criminal behaviour is the result of these unresolved conflicts. He states that the force of the ID (the instinctive part of the mind) is not sufficiently controlled by the ego (the mediator between our desires and prohibitions of the superego, the area that controls our impulses). This is why he based all his theories on crime being a psychic rather than materialistic need. Freud originally tried to explain his workings of the mind in terms of physiology and neurology thinking as a scientist would. Freud's methods of psychoanalysis were based on his theory that people have repressed, hidden feelings. The psychoanalyst's goal is to make the patient aware of these subconscious feelings. Childhood conflicts that are hidden away by the patient become revealed to both the analyst and the patient, allowing the patient to live a less anxious, healthier life. Methods of hypnosis were originally used by Freud to find the cause for anxiety, but he dismissed them as being too inaccurate. He started to use methods of free association to delve into the patient's sub-conscious. By assessing the patient's reactions to the analyst's suggestions, Freud saw that the analyst could help the patient become consciously aware of his repressed childhood conflicts and impulses. By interpreting the patient's dreams, the analyst can provide an insight into the patient's conflicts as well. The therapist's interpretations of the patient's free associations and dreams are known as psychoanalysis. Freud's theory of psychoanalysis, however, does have its problems. One of its drawbacks is that it is based on the assumption that repressed conflicts and impulses do in fact exist. Today this assumption is being challenged, and is provoking intense debate. Freud first developed these methods of psychoanalysis when he met with patients whose disorders did not make neurological sense. A patient, for example, may have suddenly gone blind. The problem is that there is no damage to either of his eyes. Freud began to wonder if this disorder might be psychological rather than physiological. A patient not wanting to see something that aroused anxiety might have caused his own blindness, he hypothesized. In order to find out what the anxiety stemmed from, he used methods of free association where the patient would say whatever came into his mind. Through the slips made when the patient was told to carry out the free-association process, and some of the patient's beliefs and habits, Freud could delve into the patient's subconscious. These thoughts produced a chain directly into the patient's subconscious, and unearthed memories and feelings. This process soon became known as psychoanalysis. Freud also believed that dreams were an important way of getting into the patient's subconscious. By analyzing dreams, he could reveal the basis of conflict within the patient. Freud believed the mind was made up of three main parts: the conscious, the preconscious, and the subconscious. The conscious region is the part that people are most aware of and what others can see. The preconscious region holds thoughts and feelings that a person can become aware of but that are mostly hidden away. Finally, the subconscious region consists of thoughts and feelings which are completely hidden away and which one is mostly unaware of. Some believe that the preconscious region is really a small part of the much larger subconscious region. Freud said that the mind is like an iceberg, with most of it, the subconscious, hidden away, and only a small part, the conscious, showing above the water, able to be seen. Why, then, would the majority of the mind be hidden; why is the subconscious region so much larger than the conscious region? Freud explained that the answer is that one forcibly blocks thoughts and feelings that he does not want others to become aware of. Although the person is not fully aware of these feelings, he still expresses them in disguise through the way he makes his choices. Using psychoanalytic methods, Freud was able, he said, to learn what feelings the patient had blocked and hidden in his subconscious. Freud developed one of his most famous theories of the mind when he realized the source of conflict in a person. He theorized that there were three interacting systems within the mind: the id, ego, and superego. The id is the largest part of the unconscious, and operates mainly on the need to gain pleasure and satisfaction. The ego can be seen as the moderator between the id and superego. Finally, the superego is the region of the mind that is mostly conscious. The superego forces the ego to consider the most ideal way of dealing with a problem. It is made up of morals, values, and culture's influence on a person. The superego's demands are very much opposed to those of the id, and it is the ego that must struggle to balance the ideas of the two. To live in a society one must be able to control the sexual impulses of the id. The roots of the anxiety in most of Freud's patients, he discovered, had usually come from conflicts that they had been subject to in early childhood. He concluded that in a growing child, the id begins to focus on certain pleasure-seeking areas of the body. These areas Freud called the erogenous zones. So it seems that using a combination of forensic techniques, psychoanalysis and criminal profiling, together this makes a more accurate way to crime solving than just plain policing. As crimes become more creative in some cases, police and forensics need to have the means to manage and cope with the never-ending original scenarios. So as some criminals become more creative and aware of new technologies with forensics, so must the forensic teams ensure they are always one step ahead when it comes to analysing evidence and finding improved techniques and use technology to enhance an ever-increasing field. It has been suggested by many that maternal deprivation is a factor in producing criminals. Being deprived of any attachments and bonding create emotionless and non-affectionate individuals. Child-rearing techniques is an important area of research and seen as a preventative towards breeding more criminals. Forensics may be seen as a preventative in today's society because it has become so vast that virtually anything can be analysed and identified by scientists. Ensuring you don't leave any form of physical evidence at a crime scene is not impossible to get away with crime, but you would either have to have extensive knowledge of forensic science or be very meticulous or take time and a lot of preparation to ensure no DNA or trace evidence is left at the crime scene. I'm sure there are those that feel it is possible to create the perfect crime and never be caught, as we know some crimes remain unsolved due to lack of evidence or witnesses not reliable enough.