The Physics of Turbo Chargers Essay - 1381 Words

Do you want your car to pick up speed faster? How about adding a turbo booster on that engine under your automobiles hood. A turbo charger is a very efficient way to gain power. To fully understand the function of this component, lets look at the physics behind it. The Ideal Gas model has much to do in turbo chargers. I will explain the theory and components like the compressor, turbine, intercooler, wastegate, and the BOV. Matter is assumed to be composed of an enormous number of very tiny particles which are indestructible. Gas is a state of matter. These tiny particles are separated by relatively large distances, which interact elastically. This large space between the particles make it easy to compress a gas. Which gives low mass to†¦show more content†¦A turbine is placed in the path of the exhaust gases which are exiting the engine. These gases are caught in the turbine causing it to spin. This spins a shaft along with another pinwheel called the compressor, which is placed in the intake air’s path. This compresses the air on its way into the engine. Normal aspirated engines work to draw in their intake air. As the intake valve opens, the piston’s downward movement creates a vacuum which â€Å"sucks† in some air through the intake system. After the work performed by the expansion of the gas in a small space, where the high pressure creates a push against the piston, m ost of the heat or energy is dumped into the exhaust. This heated air is not in the cylinder long enough to convert all the heat into mechanical energy. We need to get some use out of this other wise wasted energy. What we really want is more power, and for this unfortunately the engine needs to burn more fuel. The turbine fed by the exhaust gases connects to a compressor that compresses intake air into the engine, which builds up pressure in the intake manifold. Now when the intake valve opens, the compressed air is forced into the combustion chamber. This allows more air to fill the chamber. We will need more fuel to match the amount of air in the combustion chamber. On computerized cars, computers take care of this accordingly. What you get is a more explosive force from combustion, and more compression, about 60 percent betterShow MoreRelatedEssay on The Physics of Turbo Charging1263 Words   |  6 PagesThe Physics of Turbo Charging Turbo charging is one of the most efficient ways to make an engine preform better. They are very common on cars with smaller displacement engines and are even showing up on cars as a production item these days. As common as they are though, very few people truly know and why they work. They are fascinating even though they are fairly simple, or at least the principal behind them is simple. To under stand how and why a turbo charger works one must first understand

Utilitarianism in Dickens Hard Times Essay - 1233 Words

‘Hard Times’ is a wonderful story, but when one thinks about the reality that lies behind the work, the novel becomes a masterpiece. This novel becomes very important because utilitarianism was the main thought in Victorian era. Utilitarianism, â€Å"the forms of liberty and equality that will produce the greatest happiness depend on the state of the educational, political, economic, and social structure† (Harris). Everything is explained by logic and facts. It is easy for the reader to find out that Dickens teases this theory, but the exciting thing is how he does it through the characters. â€Å"Now, what I want is, Facts. Teach these boys and girls nothing but Facts. Facts alone are wanted in life. Plant nothing else, and root out nothing else†Ã¢â‚¬ ¦show more content†¦One can almost hear Tina Turner singing â€Å"What’s love got to do, with it† in the background. Marriage is an important event in one’s life. Only the facts ar e important in every single situation, and the fact was that Louisa had received a marriage proposal from Mr. Bounderby. She is in between both the world of facts and the world of fancy. Louisa has realized that her fathers training has denied her a life of any â€Å"aspirations and affections† (Stiltner) but one reason for claiming this is the fact that she was a grown woman before she was able to stand up to it, so it may have been too late for her to leave everything ever taught to her completely behind. Even at the end of the novel, she could see things happening to other people around her, but for herself she could not imagine anything good happening. Mr. Gradgrind is a pragmatic character, who is â€Å"a man of realities, a man of facts and calculations† (Princeton’s Gradgrind). He uses utilitarianism in his daily life such as the way that he raises his kids, the way he talks about Sissy’s ‘education’, the talking with Louisa about the proposal, etc. This makes the reader recognize that he is a man living in the world of facts, until something happened. When Louisa comes to him after the problems with Mr. Bounderby, he shows little care to Louisa; her words to him surprise him: â€Å"If I had been stone blind; if I had .......... respects, than I am with the eyes I have† (Dickens 285). IShow MoreRelatedEssay on Industrialization and Utilitarianism in Dickens Hard Times1505 Words   |  7 PagesIndustrialization and Utilitarianism in Dickens Hard Times       Charles Dickens uses his fictitious town in Hard Times to represent the industrialization of England at that time or close to it. Most of this representation, however, isnt accurately described compared the way things really were during industrialization. It is important to remember throughout this paper that not only is Hard Times a work of fiction, it was meant to be a satire, a parody of ideas and ways of thinking at the time. In mostRead MoreThe Effects Of Industrialization On English Towns Essay1730 Words   |  7 PagesHard Times symbolizes the negative effects of industrialization on English towns (Coketown in the story) including education. Charles Dickens was born in 1812, and was a contemporary of the Industrial Revolution. Industries were growing by leaps and bounds; bringing with it pollution, social imbalance and individual confusion. Dickens was rather poor and had no proper education. At the age of 12 he worked in Warren’s Blacking Factory attachin g labels to bottles. He labored hard to educate himselfRead MoreGeorge Dickens s Hard Times1183 Words   |  5 PagesThe Victorian Era marks the rise of Industrialism within Great Britain, and with it, philosophies to match new ethics. Specifically, Utilitarianism became a prominent concept. The idea, born from the minds of Jeremy Bentham and James Mill, considers actions morally correct if they perform the greatest good for the greatest number. Charles Dickens, a famous author of the era, criticized the philosophy for its dehumanizing qualities. Bentham and Mills s philosophy allowed for consequentialism, whereRead More Utilitarian Logic in Hard Times Essay1679 Words   |  7 PagesUtilitarian Logic in  Hard Times Utilitarianism Quadruped. Graminivorous. Forty teeth, namely twenty-four grinders, four eye-teeth, and twelve incisive. Sheds coat in spring...... A perfect example of a product of utilitarian education, Bitzer defines a horse off the top of his head in a split second. Utilitarianism is the assumption that human beings act in a way that highlights their own self interest. It is based on factuality and leaves little room for imagination. Dickens provides three vividRead MoreAnalysis of the Credibility of Characters in Charles Dickens Hard Times1512 Words   |  7 PagesAnalysis of the Credibility of Characters in Charles Dickens Hard Times Hard times was written in 1854 by Charles Dickens. Dickens was a prominent Victorian novelist who wrote about the society that surrounded him. He was educated and middle-class but had some sympathy with the way poor people were treated. He was critical of utilitarianism and felt that those in power showed little understanding of the poor. His sympathy with the poor stemmed from his childhood andRead MoreCharles Dickens Hard Times1494 Words   |  6 Pages May 1, 2015 Mr. Johnson Literature Dickens Calls for Desperate Measures in Hard Times â€Å"I want to change the world.† How many times is that line heard from small children, aspiring to be someone who achieves their maximum potential? If a child is asked how they might go about doing so they might respond with an answer that involves a superhero or princess who helps people for the greater good. As one grows and adapts to their surrounding society, the art of seeing the big picture includingRead MoreUse of Exaggeration in Hard Times1545 Words   |  7 PagesDickens has cleverly used exaggeration in Hard Times, in the form of caricature and farce to criticize the theory of utilitarianism; the popular way of living in the Victorian age. Utilitarianism comes under the theory of consequentialism which dictates that one should always judge an action from its consequences, and follow the course which benefits the majority. By exaggerating his characters he essentially uses them to represent varying views on utilitarianism; ie; what it implies not only asRead M ore Charles Dickens Hard Times Essay1107 Words   |  5 PagesCharles Dickens Hard Times Charles Dickens’s novel Hard Times critiques the use of extreme utilitarianism as an acceptable means to governing a society in which citizens are able to lead happy, productive, flourishing lives. â€Å"Just the facts,†19th century English utilitarianism argued, are all one needs to flourish. Those answers that we can arrive at by way of mathematical, logical reasoning are all needed to live a full human life. Hard Times shows however that a â€Å"just the facts† philosophyRead MoreCharles Dickens Utilitarianism Analysis996 Words   |  4 PagesUtilitarianism and Charles Dickens - The Analysis of Impact of Utilitarianism in Hard Times towards Humanity The utilitarianism, is one of the ethical theory genres which greatly affects the western and even world’s development of philosophy. Its originality can be traced back to ancient Greece Democritus and Epicurean Hedonism theory. Jeremy Bentham is considered to be the founder of the utilitarianism theory during the latter half through 18th century in England. Based on the theory of utilitarianismRead MoreAnalysis: Hard Times by Charles Dickens1807 Words   |  7 PagesHard Times as a Social Commentary with Parallels in the Modern Era The novel Hard Times by Charles Dickens is clearly an incitement of the economic and social burden associated with economic and social disparity. The work is set in a small fictional mill town, Coketown, where the challenges of the newly emerging industrial revolution were fundamentally being set at the footsteps of the poor, who had little if any opportunity for upward mobility. During this period the alternatives for those with

Crime and Senator Joseph Estrada Free Essays

The most discussed law these days is Republic Act 7080 otherwise known as the law on plunder. Seen as a deterrent to prevent public officials from stealing money from the government, the plunder law was passed in 1991 with the most significant signatory being one Senator Joseph Estrada. In this edition of the Law Professor, we shall now examine the intricacies of the Plunder Law. We will write a custom essay sample on Crime and Senator Joseph Estrada or any similar topic only for you Order Now What is plunder and how is it committed? According to Section 2 of RA 7080, plunder is committed when a public officer who, by himself or in connivance with members of his family, relatives by affinity or consanguinity, business associates, subordinates or other persons, amasses, accumulates or acquires ill-gotten wealth through a combination or series of overt or criminal acts as described in Section 1 (d) of RA 7080 in the aggregate amount or total value of at least Fifty million pesos (P50,000,000. 00). In addition, any person who participated with the said public officer in the commission of plunder shall likewise be punished. The criminal acts described in Section 1 (d) are as follows: 1. Through misappropriation, conversion, misuse, or malversation of public funds or raids on the public treasury; 2. By receiving, directly or indirectly, any commission, gift, share, percentage, kickbacks or any/or entity in connection with any government contract or project or by reason of the office or position of the public officer concerned; 3. By the illegal or fraudulent conveyance or disposition of assets belonging to the National government or any of its subdivisions, agencies or instrumentalities or government-owned or controlled corporations and their subsidiaries; 4. By obtaining, receiving or accepting directly or indirectly any shares of stock, equity or any other form of interest or participation including the promise of future employment in any business enterprise or undertaking; 5. By establishing agricultural, industrial or commercial monopolies or other combinations and/or implementation of decrees and orders intended to benefit particular persons or special interests; or, 6. By taking undue advantage of official position, authority, relationship, connection or influence to unjustly enrich himself or themselves at the expense and to the damage and prejudice of the Filipino people and the Republic of the Philippines. In the original version of RA 7080, the offender was liable only if the aggregate amount amassed is at least Seventy-five million pesos (P75,000,000. 00) with the corresponding penalty of life imprisonment with perpetual absolute disqualification from holding any public office. However, RA 7659 (The Death Penalty Law) amended Section 2 of RA 7080, and lowered the amount to Fifty million pesos and increased the imposable penalty to death, to wit: Sec. 12. Section 2 of Republic Act No. 7080 (An Act Defining and Penalizing the Crime of Plunder) is hereby amended to read as follows: â€Å"Sec. 2. Definition of the Crime of Plunder; Penalties. – Any public officer who, by himself or in connivance with members of his family, relatives by affinity or consanguinity, business associates, subordinates or other persons, amasses, accumulates or acquires ill-gotten wealth through a combination or series of overt criminal acts as described in Section 1 (d) hereof in the aggregate amount or total value of at least Fifty million pesos (P50,000,000. 00) shall be guilty of the crime of plunder and shall be punished by reclusion perpetua to death. Any person who participated with the said public officer in the commission of an offense contributing to the crime of plunder shall likewise be punished for such offense. In the imposition of penalties, the degree of participation and the attendance of mitigating and extenuating circumstances, as provided by the Revised Penal Code, shall be considered by the court. The court shall declare any and all ill-gotten wealth and their interests and other incomes and assets including the properties and shares of stocks derived from the deposit or investment thereof forfeited in favor of the State. † Section 4 of RA 7080 also prescribes the method for proving that the crime of plunder was committed. It states that for purposes of establishing the crime of plunder, it shall not be necessary to prove each and every criminal act done by the accused in furtherance of the scheme or conspiracy to amass, accumulate or acquire ill-gotten wealth, it being sufficient to establish beyond reasonable doubt a pattern of overt or criminal acts indicative of the overall unlawful scheme or conspiracy. How to cite Crime and Senator Joseph Estrada, Papers

Social Work and Community Work Practice People’s World Views Matter

Question: Discuss about theSocial Work and Community Work Practice for Peoples World Views Matter. Answer: Introduction: The world views get manifested within an individual's attitude, characteristics as well as actions. The worldviews are formed with the reflection that one achieved from various dimensions which include psychological, social, cultural and philosophical. Hence, it can be said as a particular concept of the world or the philosophy of life. The essay aims to integrate the concept of the world view and how it is important to put into various forms for the phrases in life to understand the principle and even solve different sociological disorders. As the discussion proceeds, it is important to explain the different forms of the world view and relate it to our everyday life with the motive to get into the depth of one's personal life and relate it to psychological and philosophical aspect. The worldview aspect will include the study which is an attributing factor in the formation of one's world view. The discussion will end with my ability to apply the worldview with different issues that will increase the knowledge for my practice and as a social worker, I can serve better. Chen et al., (2016), described the world view in aspect of personal and social factors affecting the behavior of the individual. Any individual going through different kinds of bitter experience in the past or have gone through any level of mental trauma through a close person adds to the personal factor of world view. Relating to such factor, I will explain the views of the Tamils and Sinhalese whom I met during the civil war between them. Like a chance meeting with them being a Sinhalese, I found out that they hold a view as Sinhalese being evil. But when a further inquiry was made, I found out that the view of being evil is a reciprocated one, as the Tamils who suffered a loss of family is in the hand of Sinhalese. On the other hand, the members who suffered from LTTE even hold the view that the Tamils are evil. Hence, what I came to know is that the personal trauma plays an important role to shape the worldview of an individual. The views follow a chain system which means that th e principles and common belief pass from the parents to the children, and when any social agent transfers any positive views, it helps them to form healthy beliefs. It is important to take care of the peer pressure that may prevent someone to embrace the values, beliefs and various practices for the sake of just fit in (Chen et al., 2016). Van der Walt, (2015) explains the world view is our perception of some created reality. The worldview is an indication of an individual's place in the world that functions as a map and provides an orientation as a compass. The darker side of world view is that sometimes a person degenerates from their ideology. But on the other side if the worldview is taken as something normal and healthy then it can act as a component for an ideal development (Van der Walt, 2015). The ideal development components influence the culture of development that includes the concept of God by specific norms or values. The development ideal even includes the view on being a human being, indulging in a community life, view on nature including a concept of time and history. Van der Kooij et al., (2013) explains the concept of the worldview with the perspective of religious education. He introduced a distinction between the organized worldview and the personal worldview. The personal worldview depends on upon the organized or unorganized system with a group of believers and their individual perspective on the life and humanity. He discusses such concept with the analysis of some element which includes some existential questions, people's way of acting and thinking when under influence, adopting some moral values to find a new meaning to the life. Van der Kooij et al., (2013) even explains that worldview plays an important role in the education requiring the reflection from the schools. The schools are required to pay attention to the various aspect of the worldview that includes the personal as well organized world views. Goplen and Plant, (2015) explains that for some individuals, the worldviews are highly influenced by the religion. Hence, the religious out-group sometimes threatens the basic belief of an individual substituting it with strong religious worldviews (RWVS), by influencing some alternative belief contributing to a threat. So, to develop the healthy idea, it is important to access the RWV threat to the religious chauvinism. He carried out an examination regarding various aspect of the form of worldview belief and found that the people responses mostly to the religious viewpoints that act adversely to make a formation of the alternative belief in the religious aspect. He concluded explaining that subjugation and avoidance of the religious out-group can help protect an individual against the alternative and threatening strategies with strong RWV. Since I am the social worker; hence it is evident that I come across to different world views believed by individuals. I get to deal different clients and their way and attitude towards the perspective of life. Even as an individual I too have some concept of the world view that influences my life, but as a social worker, it is my duty to stay unbiased towards the various world considered people. I believe that I can serve the client better when there is not the distinction with the inferior or superior. As explained earlier in the view of Chen et al., (2016), that the world view is some of the manifested ideas of an individual and the way look towards they, it will be meaningless if I impose my form of belief on them. The worldview is an absolute formation of the self-concept and their expectations from the surrounding. My work with Erica is a different experience, the girl who is 16 years old and has withdrawn from the class with reported low attendance. She is young enough to struggle with some of the issues she faced due to the separation of the parents and her father having a new partner. Again while I met with her parents, they complained a different issue explaining that Erica moved out from school because of her 17 year old boyfriend. After the interaction with Erica's parents, I went to meet with the principal of the school. There the principal reported me about her assault to one of her classmate claiming that she along with her boyfriend cheated her. Erica is even more upset when she came to know about the fact that Marnie is firm about her relation with Ericas boyfriend and wants to maintain the same at any costs. So, while I made a study on the fact about Erica's behavior, what I came to know is that she has a standard world view of getting cheated and that made her do such incorrect things. Her world view is manifested within the belief of what she experienced and did not get a chance to change the fact. She saw that there is an existence of cheating in the religion of a relation; the primary fact is her parents and then her boyfriend and Marnie. The repeated action of cheating left an everlasting effect in her mind thus instigated her to do all wrongs. It might be the fact that she misses her mother and may be the new partner of her father ill-treated her. Hence, the experience led her to have a worldview that got some psychological dimensions. What I feel is that the situation of Erica goes with the concept of the axiom model. According to Chen et al., (2016), the axiom model has five factors namely social cynicism, fate control, reward for the application, religiosity as well as social co mplexity. Hence the behavior of Erica depended on the cognitive patterns and behavioral patterns that formed a generalized self-concept. The numerous activity of the cheating occurrence left a deep effect in her mind regarding the general attitude, actions and characteristics. She may be under constant pressure with the situations and it is the duty of the social institution to change the view. At present Erica holds the world view that the Nazi had while the massive killing of the Jews took place as explained by (Siek, 2013). The purpose of the explanation of the view by Siek, (2013) is that Erica at this moment holds the world view of the elimination of the cheaters in relation as it did not fit with the worldview of Erica, similar to the Nazis. The principal of the school must act in the formation of a healthy environment and concentrate on those talents that Erica tries to improve. What I observed is that the principal is keen enough to suspend Erica and neglecting on those areas that Erica loves that includes music and drama. I want to advise the principal to ignore the behavior of Erica and encourage her to have a different worldview with less rigidity. The act of the principal will reduce the threat to the religious chauvinism and develop healthy ideas as explained by (Goplen Plant, 2015). References: Chen, S. X., Lam, B. P., Wu, W. H., Ng, J. K., Buchtel, E. E., Guan, Y., Deng, H. (2016). Do peoples world views matter? The why and how. Personality And Social Psychology, 110(5), 743-765. Goplen, J., Plant, E. A. (2015). A Religious Worldview Protecting Ones Meaning System Through Religious Prejudice.Personality and Social Psychology Bulletin,41(11), 1474-1487. Siek, T. (2013). Hitler and the Nazi Darwinian Worldview. Journal Of Interdisciplinary Studies, 25(1/2):179-180. van der Kooij, J. C., de Ruyter, D. J., Miedema, S. (2013). Worldview: the Meaning of the Concept and the Impact on Religious Education.Religious education,108(2), 210-228. Van der Walt, B. J. (2015). Culture, Worldview and Religion: towards a biblical-reformational perspective on development.African Journal for Transformational Scholarship,1(1), 1-15.

Affirmative Action Has It Run Its Course Essays - Social Inequality

Affirmative Action Has It Run Its Course It is a mistake to assume that the Negro, who had been a slave for two hundred and fifty years, gained his freedom by the signing, on a certain date, of a certain paper by the President of the United States. It is a mistake to assume that one man can, in any true sense, give freedom to another. Freedom, in a larger and higher sense, every man must gain for himself. Booker T. Washington In his Autobiography The problem in a realistic model of Affirmative Action is due to the history, political evolution and complicated definition. Affirmative Action as such has never been a law or even government policy. Affirmative Action has been comprised of a series of executive orders, governmental programs, civil rights laws, and enforcement of equal opportunity practices. The basis for Affirmative Action dates as far back as, the Civil Rights Act of 1866, which stated all persons within the jurisdiction of the United States shall have the same right in every State and Territory, to make and enforce contracts, to sue, be parties, give evidence, and to the full and equal benefit of all laws and proceedings for the security of persons and property as is enjoyed by white citizens?( Marable, 4). Then in 1941, F.D.R. signed Executive order 8802, which outlawed discriminatory hiring practices by defense related industries holding federal contracts. Subsequently President Truman formed the Government Contract Compliance Committee that advocated the Bureau of Employment Security to act confidently and in a positive manner to execute the guiding principle of nondiscrimination in its role of placement counseling. Therefore the word Affirmative Action was not used until President Kennedy's executive order 10925 in 1961. The basic idea to eliminate prejudices has been around for over a century. I believe that when President Kennedy established Affirmative Action it was a necessary and crucial piece in helping the Civil Rights Act. Now 39 years later, I feel that it is outdated and allows prejudices to continue. Although the initial purpose of affirmative action programs was to give more blacks access to the job market, statistics indicate that the major effects of such race-preferential policies has been a redistribution of black workers from small and medium sized firms to large companies and federal jobs. Black unemployment rates have remained twice those of whites (Samuelson). I feel that affirmative action policies failed to do what they were intended to do, but they have often provided opportunities to abuse the system. Opportunism disguised as affirmative action has extended across racial and political boundaries. Those who have taken advantage of this include the former black mayor of Charlotte, North Carolina, Henry Gantt, as well as white executives such as President Reagans labor secretary, Ray Donovan. When Donovan was brought upon charges that he had set up a facade of minority ownership for a company he owned, they were dropped by the judge who cited prevalence of the practice (Woodson, 114). The focus on race-preferential policies has had damaging consequences more than the opportunism it has generated. These policies assume that race is a disadvantage, and that this is justification for compensation by white society. Before something can be a compensation it must first be a benefit (Sowell, 420). Sowell goes on to describe that the income of blacks comparative to whites reached its peak before affirmative action hiring and has declined since. The median income of blacks reached a peak of 60.9 per cent of the median income of whites in 1970. This was a year before goals and timetables became a part of affirmative action (Sowell, 419). These race preferential policies are allowing people to not take responsibility for their actions. It allows them to rely on the system rather than being motivated and determined. I think that the system has failed minorities and women because of the perceptions others may have of them and it then raises questions in their own minds. Was I really the best-qualified candidate or did they need to meet a quota? Many people in the workplace question the manner in which their jobs were obtained. I feel that it has to be degrading to feel as if you did not deserve the job

Rembrandt Self Portrait essays

Rembrandt Self Portrait essays Frick Collection: Rembrandt Self Portrait-1658 As the art appreciator walks through the illustrious Frick Collection and enters into the long ballroom-like West Gallery, one is initially in amazement by the coffered ceilings, the vast lighting, and the use of marble to give the room an illusion of great height. The initial amazement is furthered as you walk through the lengthy gallery. Then, as one approaches the western end of the gallery, they see a tremendous portrait of a famous man. This kingly portrayal strikes the viewer with its glazed shine and its thick impasto pigments. The viewer senses a feeling of uneasy confrontation from this seated man and the shadowed glare that he casts off. This is the self-portrait of a loathsome genius. This is Rembrandt Harmensz van Rijn. Part of the Frick Collection since 1906, this self-portrait of Rembrandt is one of over sixty that he did in his painting days of 1625-1669. The portraits range as widely in nature as they do in date. Many connoisseurs believe the Frick Self Portrait to be the best of them all. Though it sits on the wall of a well-lit gallery, the painting still manages to glimmer as if it were made of gold. At 52 5/8 x 40 7/8 inches in size, the onlooker sees an apparently prosperous old man. He sits in his armchair, as if it was a thrown, and he fingers a staff in left hand as if it were his scepter. His right arm lays sternly on the other arm of the chair, and a red sash is draped around his waste, giving the portrait an open and horizontally linear value to it. The three-quarter-length portrait embodies the artist in a hieratic frontal pose, which was unusual in self-portraiture of the time. The red and gold of his aristocratic garments light up the chiaroscuro portrait, further contribu ting to the impression of wealth and power. Behind the artist, there lies a subdued and dark background, so that warm gold and vermilion colors of the artists garment...

The Extended Synthesis Essay Example | Topics and Well Written Essays - 2500 words

The Extended Synthesis - Essay Example This artificial exercise has proved to be a therapy for complications, like obesity, diabetes among others. Experts and researchers have found out that exercise is essential in maintaining body fitness and is used even on medical grounds as a therapy. Exercise is also essential for enhancing emotional health especially the yoga moves which incorporates meditation. However, seeking exercise from gymnasiums has taken another twist where people are addicted to exercising, and they resort to using drugs such as hormone pills, protein powders and steroid, which are detrimental to their health. There are several other complications associated with extreme exercise especially when one takes a regimen that is not in line with his or her fitness. This paper develops the argument that exercise is an accepted method that is essential in improving and maintaining physical as well as emotional health, regardless of some few misgivings. Although no one can guarantee the length of our lives, everyone wishes to live a long and healthy life. Regardless of this guarantee, there are proved ways of increasing our chances of living longer. There are benefits of being physically, mentally, emotionally and psychologically healthy. If one is in poor health, it will be hard for one to participate in many activities with their friends, children and family. A healthy person tends to live longer, get fewer bugs and experience less aches and pains as they age and they recover faster from illnesses, then unhealthy person. Exercise has been accepted as a method for improving and maintaining emotional and physical health, and growing evidence supports a belief that yoga for instance has a lot of benefits to physical and mental health. Physical exercise has three categories depending on the resultant effects on the human body. The first category is the flexibility exercise, like stretching, which improves the range of muscle and join t motion. The second category is the aerobic exercises

Marketing management Assignment Example | Topics and Well Written Essays - 2000 words - 1

Marketing management - Assignment Example It is the first step of the STP model where the customers possessing similar set of wants are grouped under a particular segment (Kotler, 2012). The market segments are not created by a marketer instead; it is identified and decided on which consumers to target. Mass marketing is different from segmentation marketing and the later is considered more beneficial in terms of market strategy. The organization can implement a much precise and targeted marketing mix in case of segmentation marketing. The automobile sector is classified into the following: Although most of the developed countries are major hub for the premium cars, the growth rate of the budget car segment is also moving up the ladder as the consumers are becoming more aware of the financial and economic changes in the market leading to cost consciousness. The target customers of this sector are generally young adults and the retired consumers. Car brands which come under the small car segments are Maruti 800 and Tata Nano. The price of this car segment ranges from 2.5 lacs – 3 lacs (Kotler, 2012). This segment constitutes to a very limited market, creating its own niche and the cars are all priced above 15 lakhs. The premium car segment targets the high income group and the elite classes. The car brands are Mercedes, BMW, Audi, Porsche and Jaguar (Kotler, 2012). The second stage of the STP model is the selection of the target market. It is the customer bases which are targeted by a company to maximise its profit and revenue. Targeting means analysing different segments of the market and identifying the specific customer group as well as the sub markets where the company should compete. The estimation of the specific segment and the target market is done by comparing the financial attractiveness of the segment with the company’s objectives and capital to invest. Emphasis is given on the size of the segment, the resources required for market penetration, the

Money supply Essay Example | Topics and Well Written Essays - 1750 words

Money supply - Essay Example Money can be held in three common forms; paper money, metallic coins and money deposits to banks. Measurement of money supply is a critical act and various ways have been developed by economists to measure the level of money supply in the economy. The high-powered money multiplier approach is an approach that considers the level of bank deposits by the private sector while determining money supply (Werner, 2005). According to this approach, the level of cash deposits held by the bank plays the major role in determining money supply. High-powered money multiplier approach to credit creation The high-powered money multiplier is denoted by the letter ‘H’ and is measured in terms of the summation of notes and coins held by the common population (C) and notes and coins held by the banks plus deposits maintained by banks at the central bank (R). The mathematical formula for the stock of high-powered money: H = C + R The level of money supply (M.S.) in an economy is measured by : M.S. = C + D; where C denotes notes and coins held by the common population and D denotes bank deposits made by private individuals or agents (D'Souza, 2009). We can represent money supply in terms of the stock of high-powered money (denoted by ‘H’) and the high-powered money multiplier (denoted by ‘h’). The formula for high-powered money multiplier can be derived from the formula for the stock of high-powered money and the high-powered money multiplier (D'Souza, 2009). M.S. = C + D -----------(1) H = C + R ------------(2) On dividing equation (1) by equation (2) we get equation (3): On dividing the numerator and denominator of the right hand side of equation (3) by D we get: Or, Or, Or, M.S. = h* H (7) Where, Therefore, M.S. = h* H, i.e, the level of money supply in the economy is the product of the high-powered money multiplier (h) and the stock of high-powered money (H) (D'Souza, 2009). A number of assumptions are made prior to the development this mod el measuring money supply. These assumptions have been described below: Firstly, the stock of high-powered money (H) is considered as exogenously determined. It is not dependent on the functioning of the market forces. Secondly, C/D ratio is either a constant or is stable and predictable. If the rates of return on these investments remain constant, then the ratio of C/D would also remain constant. However, in reality, bank deposits offer interest rates whereas cash holding does not. Therefore, households as well as firms would be interested to make more deposits than hold liquid money. Thus, the C/D ratio is not a constant, but, is predictable. Sometimes the C/D ratio becomes unstable and unpredictable due to changes in financial culture of the economy or high end technological innovations and changing trend in spending methods towards use of plastic money (mostly due to technological advancements) leafing to a fall in C/D ratio or lack of confidence on the banking system in the eco nomy leading to an increase in liquid money holding and a subsequent rise in C/D ratio. The final assumption is related to the R/D ratio. It is the ratio of the reserves held by the banks at the Central bank and the liabilities of the bank and is considered as stable and predictable. The banks often try to keep a high reserve with the central bank by acting in a risk-averse manner in order to protect itself in a situation of large sudden withdrawals by depositors. However, depending on the rate of interest, banks decide the amount of money they would hold as interest bearing asset and the amount they would hold as reserves (earning no interest). The stock of high powered money also changes due to the change in government policies or total liabilities of the central bank and daily operations of the central banks. Change in high powered money is denoted by ?H. The value of ?H is given by the following equation: Or, ?H = DEF – ?GD + ET + MMA Where, Budget deficit (DEF), net sale s of

Incorporating Theory And Practice To Achieve Competency Nursing Essay

Incorporating Theory And Practice To Achieve Competency Nursing Essay Dewey (1938) stated that all genuine education comes through experience. Certainly, in practice-based professions such as the health care professions, clinical experience should be the basis for learning. To extract learning from experience, we need to create meaning from our experiences as we interact with and react to, them. We cannot allow any experience to be taken for granted; once we do so, actions become routine and habitual, we stop noticing and enter into a rut (Stuart 2007). Critically discuss this quotation by focusing on the complexity of learning in practice, the complexity of supervisory process and the end goal of creating a competent practitioner. Table of Contents Introduction John Dewey, one of the paramount philosophers and educational theorists of this century, wrote the book Experience and Education, more than 70 years ago, toward the end of his career. The book is based on the principle that all genuine education comes about through experience. Are his ideas relevant to nursing education in this day and age? Can we develop a theory for learning in our workplace? Are all experiences educative? Should clinical experience be the basic of learning? The following assignment shall use these questions as the basis of critical discussion about the complexity of learning and supervising and the formation of competent practitioners. The Maltese Code of Ethics for Nurses and Midwives (1997) seeks to promote the highest level of care delivered by nurses and midwives to their patients. This goal can only be achieved in the nursing profession, by the confluence of the two segments of health care; science and art. It was Florence Nightingale who created the art and science model of professional nursing practice and entrusted it to future generations. Nursing as a science and a profession is characterized by a close relationship between theory and practice (Papastavrou, Lambrinau, Tsangari, Saarikoski, Lieno-Kilpi, 2010), which involves the technological and research aspect of patient care. Conversely, the art of nursing is a more holistic view and takes into account all the patients mental, physical and spiritual needs. Hence, competent professional practice requires educational theoretical knowledge, as well as knowledge gained through hands on experience. Clinical experience and learning in practice Dewey (1998) argued that all genuine education comes about through experience. If Deweys statement is accurate, then why is the number of students attending universities increasing year after year? Why youths do not find employment instead of going to universities if the essential education can be gained directly through work experience? Is it feasible to allocate students in a ward, without any background knowledge about nursing? It is a fact that the knowledge base of nursing can be found in books, journals, and media and in handbooks of practice. On the other hand, Handal and Lauvas (1983) argued that a different component of practical theories is the transmitted knowledge and understanding communicated by others. This is because we pick up others knowledge and understanding together with our own experiences. Bonwell James (1991) stated that research consistently has shown that traditional lecture methods, in which lecturers talk and students listen, dominate university classroom s. Rolfe (1998) added that although this kind of knowledge forms the foundation of the science in nursing, nurses also need to have knowledge about themselves, their own clinical practice and their individual patients, if ever nursing has to become holistic and patient centered rather than disease focused. YourDictionory.com (2010) defines experience as an activity that includes training, observation of practice, and personal participation. Therefore, experience offers opportunities to the student to live through alternative ways of approaching the practice setting. However, nursing procedures, which may initially be taught in university clinical skills laboratories, require more varied and complex skills than can be taught in classrooms. It is not sufficient for a student to learn, for example, aseptic techniques, by reading a book, attending a lecture, or performing a skill in the lab where the environment and role model are perfectly controlled. Although knowledge learnt in the lecture rooms is essential as basic information, performing the skill in real life is something different altogether. For instance, when considering aseptic technique, a student on the wards can actually observe the wound, any odour or exudates, and assess pain whilst answering patient questions. Moreover, Po lanyi (1967) argued that much of the knowledge which inheres in human skill is tacit, and can only be learnt by observation. Thus clinical practice is a combination of practice of skills, the use of tacit knowledge, the use of knowledge about the skill and the use of knowledge of the field of practice (Jarvis, 1992). Besides, Nightingale (1893) as cited by Alliggod and Marrier-Tommey (2006) believed that nursing education should be a combination of both clinical and classroom experience. She states that Neither can it (nursing) be taught in lectures or by books (alone) although these are valuable accessories, if used as such: otherwise what is in the book stays in the book (p.24). In addition, Dewey (1998) further argued that experience alone, even educative is not enough. To a certain extent, it is the meaning that one perceives in and then constructs from an experience that gives the experience value. Consequently, this leads to the role of reflection, where its function is to make meaning out of our experiences. Loughran (2002) acknowledged that reflection is continually emerging as a suggested way of helping practitioners better understand what they know and do, as they develop their knowledge of practice through reassessing what they learn in practice. Moreover, Schon (1983) emphasis that reflection is a way in which professionals can bridge the theory practice gap, based on the potential of reflection to encourage knowledge in and on action. Since reflection facilitates discussion, it promotes the concept of shared learning. Furthermore, Schon (1987) acknowledged that when clinicians are trained to make their knowing in action clear, they can inevitably use this awareness to enliven and change their practice. However, one can argue that reflection is not a natural state or known without someone introducing it, but as Schon stated these systematic processes need to be guided experiences so that practitioners can derive the best possible outcomes from them. On the other hand, Crathern (2001) asserts that once reflective skill is mastered it will not leave the person. Thus clinical supervisors should help and guide students to develop and engage in the process of reflection as a means of deriving knowledge from their clinical experience. The complexity of learning in practice Antonacopoulou (2006) declared that learning is a process as well as a product, a cause, a consequence and context in which life and work patterns are achieved, and in turn organise learning. People have been trying to understand learning for over 2000 years. However, everyone has a different suggestion how to approach learning. Some might argue that learning is an increase in knowledge, that it is memorizing, or that it is acquiring facts or procedures that are to be used. Others may say that learning is making sense or understanding the reality. On the other hand, learning theorists have provided us with a set of ideas about how people learn, to facilitate practical implications for teaching (Darling-Hammond, Rosso, Austin, Orcutt, Martin, 2001). Yet, one must keep in mind that students practice experience is one of the most important aspects of their preparation for registration. Bransford (2000) affirmed that research has found that the brain plays a role in learning. Thus we cannot assume that all students learn in the same way. One must keep in mind that different students have different needs, and the concept that one size fits all is inaccurate. Additionally, if teaching methods do not match a students strength or learning style this may affect learning and behaviour. Mentors should primarily assist students to integrate into the practice setting while continuously providing ongoing support. Through observation, interaction and discovering a students interests, mentors can determine which learning styles would best facilitate the learning process. Novice students require an approach that is supportive, facilitative and structured, where careful monitoring, observation, demonstration and teaching are essential (Benner 1987). Alternatively, more advanced students need to be empowered to provide reflective holistic care. However, communication and an effect ive working relationship is the key to success (Chan, 2002; Papp, Markkanen, von Bonsdroff, 2003; Saarikoski Leino-Kilpi, 2002; Berggren, Barbosa da Silva, Severinsson, 2005). Learning is also based on the associations or connections we make. According to the learning theorist Jean Piaget accessing prior knowledge is how we make sense of the world. We attempt to take new information and fit it into existing knowledge in order to create a schema, or mental map that fits into a specific category. This makes the information more accessible because it is more memorable. On the other hand, workplace learning is of central importance and a crucially important site for learning. Nevertheless, students need to have theoretical background knowledge before working in a ward in order to be more motivated. Additionally, Burns and Peterson (2005) acknowledged that having a good role model is beneficial for the students. However, researchers found that sometimes mentors act as poor role models, where students alleged that they have observed malpractice practice in the clinical area (Rungapadichy, Mandill, Gough, 2004). Consequently, the key to successful practice learn ing lies in the level of support and guidance that students receive from mentors (Block, Claffey, Korow, McCaffrey, 2005 Jones, Walters, Akehurst, 2001) and other healthcare professionals. Gone are the days where students only require friendly or emotional support in practice settings. Besides, they also demand and deserve good quality, appropriately delivered practice learning that challenges the professionals delivering it and develops practice based on theoretical principles (Andrews, 2007). One of Jarvis points is that professionals also learn in situations with routine actions, because they are able to ask questions both about their actions and the attitudes behind them. Along these lines, they are able to regenerate disjuncture (Jarvis, 1999). Yet, can ritualism deteriorate into alienation, where skills will be performed without meaning? Thus it is important to discuss with the students what they want to learn and express their decisions in the form of learning objectives. The sequence of learning tasks should be moved from simple to complex and adequate guidelines and feedback (Darling 1985, Elliott Higgs, 2005) should be incorporated, so that the key points of learning are reinforced. Hammnond, Austin, Orcutt, Rosso, (2001) observed that the different ways people think and feel about their own learning affects their development as learners. Glasersfeld, (1989) argued that responsibility of learning should reside increasingly with the learner. Thus social constructivism is important so that students will be actively involved in the learning process, unlike previous educational viewpoints where the responsibility rested with the lecturer to teach and where students played only a passive role. Therefore, students should be encouraged to develop critical thinking skills and not just emulate the practices they observe. Motivation is another crucial assumption where some might give all the responsibility to learn to the students confidence in their potential for learning. However, one must keep in mind that other underlying problems might be the cause, such as personal problems or stress during clinical placement. Building a good relationship with the mentee can solve such problems, because when students confide their problems, mentors can address them appropriately. This would be supported by Darlings (1984) work, where in her study, after she interviewed 50 nurses, 20 physicians and a number of healthcare executives about their experiences with mentors, she identified that there were three vital ingredients for a mentoring relationship: attraction (admiration for the other person), action (invests time and energy to the relationship) and affect (positive feelings toward the other person). In addition, Prawat and Floden (1994) believed that feelings of competence and beliefs to solve new problems are derived from firsthand experience of mastery problems in the past and are much more powerful than any external acknowledgment and motivation. Consequently, the importance of being good role models is once more being stressed where with appropriate behaviour and attitudes, and with interaction together, the mentee will be helped to achieve the state of a competent practitioner. Strengths, problems, and challenges of learning in practice The clinical environment is a strong provider of learning (Cope, Cuthbertson, Stoddart, 2000). In fact, it is the only setting in which the skills of history taking, skills practicing, clinical reasoning, decision making, empathy, and professionalism can be taught and learnt as an integrated whole. However, common problems with clinical teaching exist such as lack of clear objectives and expectations, focusing on factual recall rather than on development of problem solving skills and attitudes, passive observation instead of active participation from the student, lack of reflection, discussion, and feedback and at times teaching by humiliation. These problems may arise due to time pressure, competing demands (especially when needs of patients and students conflict) and last but not least due to the increasing number of students and lack of mentors. Complexity of supervisory process Ever since research reports appeared to suggest that a theory-practice gap existed in nursing (Alexander 1983), a search has been in progress for new roles for nurses in clinical practice and in nurse education. These roles might ensure that what is taught in the theoretical component of nurse education corresponds, at least to some degree, with what happens in clinical practice. Evidently, the key to progressing from novice to an expert is the key to excellent mentor support (Watson, 2000), otherwise the nursing student may make defective assumptions based on inadequate personal reflections. It is useless having a state of the art hospital learning environment, without having enough supportive mentors who are really interested in mentoring. Such learning environment gives students the opportunity to get the most out of their learning processes and to achieve the objectives of clinical placements. On the other hand, failure to meet students expectations can cause disappointment to students during their clinical placement, where they can proclaim that their experience was unfruitful since for learning to take place, there is the need to create meaning from the experience (1998). Thus, one can question if all mentors are enthusiastic and committed to mentoring. Alternatively, mentorship may be supported, by developing workshops (Howatson-Jones, 2003) and other tools to teach, in order to remind mentors how to optimize their skills and to promote mentors and mentorship. Some authors argue, that the choice of the mentor is crucial to a meaningful supervisory relationship, and that this relationship is integral to the whole supervision process in relation to uptake and effectiveness (Jones A., 2001a; Spence, Cantrell, Christie, Sammet, 2002). However, mentorship in Malta is still in its infancy, and there are not enough mentors to accommodate all the students in the faculty, let alone choosing their mentors. Consequently, the need for more responsible mentors arises. Llyod-Jones, Walters, Akehurst, (2001) in their study of 81 pre-registered students found that those students who did not work with a mentor, were usually not supported by any other trained staff, leading to auxiliary nurse work being delegated to the student. Nevertheless, the system in Malta overcame this problem by giving the opportunity to every student to be mentored by different mentors according to the clinical placement, in most of their clinical placements. The environment itself is a valued characteristic for students to learn, mostly characterised by co-operation among staff, and an atmosphere in which they are treated as colleagues not as an extra pair of hands. The impact of a good ward cannot be overstated, where the philosophy of nursing team affects the ward atmosphere. Pearsy and Elliot (2004) declared that if students observe mentors acting as poor role models it affects the students learning negatively. Thus the supervisor role is to assist the supervisee to apply theoretical knowledge, appropriate attitudes and therapeutic communication into practice. This can only be done through the medium of supervisory relationship, since it is through others that we develop into ourselves (Vygotsky 1981). Mentoring is founded upon relationships between people and, like all relationships, is affected by what each participant brings to the relationship. Openness, self-awareness, and a belief in the value of mentoring are important qualitie s for both mentors and mentees to possess. Competency to mentor is built on a balance of individual cognitive, emotional and relationship abilities; personal virtues or characteristics, such as integrity and empathy, and competencies both within ones field of practice and related to mentorship itself (Epstin Hundert, 2002). The success of clinical supervision depends mainly on the supervisee (Dewar Walker, 1999), and it can be useful if they look at their responsibilities in the role. It is important that students are treated with respect as an equal partner. The primary responsibility of the mentors is for their own development and willingness to learn and change, irrelevant to the extent of experience. Yet mentors serve a variety of roles, including being a professional parent, teacher, guide, counsellor, motivator, sponsor, coach, advisor, role model, referral agent, and door opener. Hence a successful mentor must be capable of blending these roles with other important characteristics such as being patient, available, approachable, respected, people oriented, knowledgeable, and secure in their position, in order to help students in the process of competency. Creating competent practitioners Ensuring competence to effectively and safely practice should be the aim of mentoring, and a critical task for the educators. Kane (1992) defines competence as the degree to which the individual can use the knowledge, skills and judgment associated with the profession, to perform effectively, in the domain of possible encounters, defining the scope of professional practice. On the other hand, domains of competence can be assessed to some degree via direct observation because it provides the opportunity to make multiple assessments over time and across different clinical circumstances. Yet, this is not always possible due to time constrains with the student. Thus the faculty must find another approach how to combine lectures and clinical practice in order to give ample time for the student to work with the mentor. Moreover, another question might arise regarding the system sufficiency in providing competent and safe practitioners. The introduction of mentorship was the first step aiming to provide better competent practitioners. However, there are strategies that both mentors and mentees can employ to ensure that they get the most out of a mentoring relationship. Yet, are there policies in place that support the selection of competent, appropriate mentors? Equally important, is the method of students assessment acceptable? Burns Peterson (2005) declared that the assessment must be on going, where the mentor provides formative assessment in line with outcomes and competencies they are expected to achieve. Thus, locally, the final four hour role play, (where students can be motivated purely by the process of assessment to adapt to what they perceive as the requirements of the assessor rather than moving towards achievement of goals such as independent thinking, problem solving and originality) should not contain too much weight in determining students competence. Hence supervision methods will be more effective if used within the context of a healthy supervisory relationship. Asadoorian Batt ( 2005) acknowledged that self assessment should be the first step in self directed learning. However, self-assessment should only complement and not replace another means of assessment. Portfolios, on the other hand, can address a wide range of competencies because it provides a reflective insight into mentees abilities to self assess and learn from experiences. Conclusion Although experience is extremely important as a means of education, theoretical knowledge must be the basic to prepare students for the clinical practice. On the other hand, the need for nurses to be able to integrate theory and practice effectively has long been recognised. Thus, competent mentors are required to help students in minimizing the theory practice gap. The gap can be bridged through reflection and critical thinking so that experience can be transformed into learning. A good relationship between mentor and mentee is important for learning. Mentees appreciate a learning environment where they have the opportunity to learn, to act professionally and to learn about the values and norms on the ward. Moreover, since nursing is a practical profession, there is a need to ensure that practical assessment systems are able to discern the true knowledge base of students. Alternatively, the key to success is to monitor both student and mentor feedback on the learning practice enviro nment.

Abortion :: essays research papers

Years ago when a women would get pregnant she would have a baby. Today accidental pregnancies are solved by a method called abortion. With this method the newly formed fetus is basically removed from the mother’s body and destroyed. Although the whole process of having an abortion seems not especially pleasant, they seem to be popular. Many people argue that abortion is plain and simple murder. They reason that if a woman feels responsible enough to have sex, she needs to be responsible enough to deal with the consequences. No matter what the circumstances may be. The fourteenth amendment states that no state shall deprive any person of life, liberty, or property without a good reason and a fair trial. Pro-life supporters use the fact that in the United States constitution it clearly states that no one can kill anyone else without due process to fight against abortions. They reason that we must follow all of the other amendments so why do we not fully follow the fourteenth? The unborn baby has a constitutional right to life unless due process of the law is put into effect. But how can due process be in effect when the baby can not even speak for itself? Basically pro-life supporters argue that the baby can not be killed because it has the constitutional right to life. Non-abortions advocates also argue that abortions get used too regularly as a form of birth control. They believe that abortions are put into the same category as the â€Å"pill† and the Depo-Provera shot. They also believe that while abortions are legal and so available, people do not see unprotected sex as serious as they should. Women may consent to un-protected sex because if they become pregnant they figure they can always just go get an abortion. Pro-life supporters believe that abortions are a simple way out of a very complicated problem. However, the illegalization of abortion may bring on many consequences. If someone falls victim of rape and becomes pregnant it is not fair to make them keep the child. The mother would of course love the child, but with that would come a form of hate. It is true that one should take responsibility for their actions, but rape is no action of their own. Rape is an act of violence and no women should have to have a baby out of it. As a women I agree that I, and only I, should make the decision of rather to have an abortion or to not have one.