International Finance Assignment Example | Topics and Well Written Essays - 1250 words

International Finance - Assignment Example For cash payments, it can sell the 90-days forward contract to buy US$ at 1.6930. At the expiry, the company will have to sell C$6,237,448 to buy the US$10,560,000. Furthermore, for the receipts the company will have to buy C$ at 1.6960 where it will be selling US$1,560,000 to buy C$919,811. Keeping in view the costs of transactions, the company can sell the 90-days forward contract to hedge the net cash flows of US$9,000,000 at bid rate of C$/US$ 1.6930. The amount payable will be C$5,316,007. ii. Money market hedge on payables will involve taking money market position to cover the future payment. Kennedy Plc can either use its own funds for the hedge or it can borrow the funds in home currency (C$) and make a short-term investment for 90 days in foreign currency. C$ borrowing rate = 3.5625% US$ deposit rate = 2.25% It needs US$10,560,000 in 90 days, therefore, the amount needed to be deposited in US$ is US$10,560,000 / (1 + (0.0225 * (90/360))) = US$10,500,932 Deposit amount in C$ = US$10,500,932/ 1.6875 = C$6,222,774 This amount can be borrowed at an annual interest rate of 3.5625%. C$ amount of loan repayment after 3 months = C$6,222,774* (1+ (0.035625 *(90/360))) = C$6,278,196 Therefore, the company would borrow C$6,222,774 at 3.5625% p.a. for 90 days. Convert the amount into US$ at spot rate of 1.6875, which will amount to US$10,500,932. Deposit this amount at US$ money market deposit rate 2.25% p.a. for 90 days. This will give the amount to be paid i.e. US$10,560,000. At the end of 90 days, Kennedy will make the loan repayment of C$6,278,196. This hedge will allow the company to fix the amount to be paid after three months. To hedge the receivables: Amount expected to be received = US$1,560,000... There are mainly three types of foreign exchange risks or exposures.This is also known as accounting risk, which a firm faces when it has subsidiary operations in other countries. When the foreign exchange movements adversely affect the translated values of assets and liabilities of the subsidiaries, it becomes an unwanted exposure for the parent company’s consolidated financial statements. This risk can be hedged by using currency futures, currency swaps etc.Transaction Exposure: This exposure is related to the future payments and receipts in foreign currency. Companies many a times limit this type of exposure by requiring the cash flows to be received and made in the home currency rather than foreign currency. Another way to minimize this risk is netting out the exposure by a lot of different currencies or only in one currency (Jacque, 1997, p.177). This is done by large corporations with significant amounts of international operations. Other techniques for alleviating short -term currency risks are currency forwards, currency futures, money market hedge, option hedge and cross hedge (Kelley, 2001, pp.32-34).Economic Exposure: This exposure is faced by corporations with large international presence and relates more with the net present value of future cash flows of a firm. The management of economic exposure involves the use of complex instruments and strategies besides the foreign exchange management (Ajami and Goddard, 2006, pp.110-111)

Berkshire Hathaway Essay Example for Free

Berkshire Hathaway Essay Berkshire Hathaway Inc. is an American multinational conglomerate holding company, headquartered in Omaha, Nebraska, that oversees and manages a number of subsidiary companies. The company wholly owns Geico, BNSF, Lubrizol, Dairy Queen, Fruit of the Loom, Helzberg Diamonds, FlightSafety International, and Netjets. It also owns half of Heinz and has significant minority holdings in American Express, Coca-Cola Company, Wells Fargo, IBM, and Restaurant Brands International. I have done a lot of research into Berkshire Hathaway and CEO Warren Buffet but have been unable to find a vision or mission statement. If I had to make up a vision statement that suitably fit Berkshire Hathaway it would be the following: â€Å"Berkshire Hathaway strives to be the best-recognized, most highly respected, and most influential conglomerate company in the world.† The mission statement would be: â€Å"To provide top of the line services that significantly increase the growth of the company’s agents and affiliates.† I believe this fits this company perfectly because Berkshire Hathaway is notorious for its ingenious investing and services all thanks to a man named Warren Buffet who started out acquiring businesses. Buffet is one of the world’s wealthiest men and a key influencer in the financial market. He is Forbes’ number 33 most powerful people and ranked among Time Magazine’s most influential people. His company was ranked number 1 in Barron’s 2013 ranking of the world’s 100 most respected companies, number 8 in Fortune Magazine’s 50 most admirable companies survey, number 18 in Harris Interactive’s reputation study of the 60 most visible companies, and Forbes’ fifth largest company in the world. In his 2013 letter to shareholders, Buffet spoke of his joy for working for such a successful company. He noted, â€Å"No CEO has it better; I truly do feel like tap dancing to work every day.† My vision and mission statement align appropriately with what Buffet has done and envisions for Berkshire Hathaway. Stakeholders: Internal- Board Members: Warren Buffet, Charlie Munger, Walter Scott Jr., Thomas S. Murphy, Howard Graham Buffet, Ronald Olson, Donald Keough, Charlotte Guyman, Bill Gates, Steve Burke, Susan Decker, Susan Decker, and Meryl Witmer. Shareholders: â€Å"We think of our shareholders as owner-partners, and of ourselves as managing partners.† –Warren Buffet Employees: About 302,000 full-time employees. External- Customers: All over the globe, predominantly in North America. Media: Perceive the company in a certain way. Subsidiaries: Geico, BNSF, Lubrizol, Dairy Queen, Fruit of the Loom, Helzberg Diamonds, FlightSafety International, ect. Communities: Omaha, Nebraska and other local communities.  Government: Local and Federal Governments.

Sexism in Othello Essay -- Othello essays

Othello: the Unquestionable Sexism  Ã‚        Ã‚   Shakespeare’s tragic drama Othello features sexism as regular fare – initially from Brabantio and Iago, and finally from Othello. Let us in this essay explore the occurrences and severity of sexism in the drama.    In â€Å"Historical Differences: Misogyny and Othello† Valerie Wayne implicates Iago in sexism. He is one who is almost incapable of any other perspective on women than a sexist one:    Iago’s worry that he cannot do what Desdemona asks implies that his dispraise of women was candid and easily produced, while the praise requires labour and inspiration from a source beyond himself. His insufficiency is more surprising because elsewhere in the play Iago appears as a master rhetorician, but as Bloch explains, ‘the misogynistic writer uses rhetoric as a means of renouncing it, and, by extension, woman.’ (163)    Even the noble general yielded to the sexist remarks and insinuations of his ancient, thus developing a reprehensible attitude toward his lovely and faithful wife. Angela Pitt in â€Å"Women in Shakespeare’s Tragedies† comments on the Moor’s sexist treatment of Desdemona:    Desdemona has, therefore, some quite serious faults as a wife, including a will of her own, which was evident even before she was married. This does not mean that she merits the terrible accusations flung at her by Othello, nor does she in any way deserve her death, but she is partly responsible for the tragic action of the play. Othello’s behavior and mounting jealousy are made more comprehensible if we remember what Elizabethan husbands might expect of their wives. (45)    In the opening scene, while Iago is expressing his hatred for the general Othello for his selection... ...reason to the same extent, or even greater than, men; and that men are passion-driven moreso than are women. The tables are turned on sexism at the very climax of the drama!    WORKS CITED       Jorgensen, Paul A. William Shakespeare: The Tragedies. Boston: Twayne Publishers, 1985.    Pitt, Angela. â€Å"Women in Shakespeare’s Tragedies.† Readings on The Tragedies. Ed. Clarice Swisher. San Diego: Greenhaven Press, 1996. Reprint from Shakespeare’s Women. N.p.: n.p., 1981.    Shakespeare, William. Othello. In The Electric Shakespeare. Princeton University. 1996. http://www.eiu.edu/~multilit/studyabroad/othello/othello_all.html No line nos.    Wayne, Valerie. â€Å"Historical Differences: Misogyny and Othello.† The Matter of Difference: Materialist Feminist Criticism of Shakespeare. Ed Valerie Wayne. Ithaca, NY: Cornell University Press, 1991.

Play in Childhood Essay

Play is one of the most defining features of childhood in Western society. It is something that all children have in common and what makes a child’s world different from adults. In answering the question, this essay will first examine the different opinions held by theorists as to why children play. I will then look at role play, which is one of the many types of play that children engage in. Finally I will look at children’s play as a social process using examples from other cultures and then briefly consider the reasons that children themselves believe they play. It is wrong to assume that children have always played. Historian, Aries (1962 in Book 1 Understanding Childhood Chapter 2) claimed that childhood was a social construction and that the view of childhood as a separate state did not occur until around the 16th and 17th century – before this, children were economically useful and not valued for the simple joy that children can bring. This was further illustrated by Mayhew (1861 in Book 1 Understanding Childhood Chapter 1), who’s observations from his meeting with the watercress girl led him to state that she had been deprived of her childhood. This was largely due to the fact that the girl’s work responsibilities did not allow time for play and she had no knowledge of parks or anything associated with play. From this it could be deduced that Mayhew felt children should play. Mayhew’s example also showed that play is a social construction, as although it was clear that the ‘watercress girl’ did not play, the fact that Mayhew suggests this is abnormal may simply be constructed from his own opinions that childhood should be a time of play. One of the first attempts to explain the importance of play came from the publication of Emile by Jean Jacques Rousseau in (1762 in Book 3 Understanding Childhood Chapter 1). In this, Rousseau emphasized that childhood should be a time of play and children should have the freedom to do this. For Rousseau, play is consistent with a happy healthy childhood, which is often linked with the romantic discourse. This is in contrast with the Puritan discourse which believes that allowing children to play is a risk to the civilization processes, as this can only be achieved through strict discipline. It also believes parents should be responsible for channeling children’s play into creative forms of work which will help  children to learn morally and intellectually. It is obvious therefore that these theories differ in their approaches to play. For the Romantic perspective – play is a way that children can express themselves, but for the Puritan approach, play is the way throu gh which children learn. Other opinions, such as those from developmentalist’s like as Piaget (1896 – 1980 in Book 3 Understanding Childhood Chapter 1) saw play as an opportunity where children learn, practice and consolidate new skills and furthermore play provides them with a time where failing during a task was not going to have disastrous consequences. Vygotsky’s view on the reason why children play is different (1896-1934 in Book 3 Understanding Childhood Chapter 1) as he believed that play was a crucial part in children’s social development in that it helps them acquire skills to learn to cop-operate with others. Play is also important for children’s cognitive development as children use psychological tools during play such as language and memory. Through play children learn, explore and extend their skills, for example Vygotsky suggested that when children play ‘make-believe’, they can experiment with adult roles and ways of that otherwise wouldn’t’t be possible for them. It is obvious therefore that for Piaget and Vygotsky, the reason children play is to learn. However, psychoanalysts like Freud(1920 in Book 3 Understanding Childhood Chapter 1) were more interested in the significance of play for their emotional development, suggesting that a child’s psyche could be revealed through their play. Freud suggested from his research that play could have a therapeutic effect as it allowed children to rid themselves of negative feelings. Freud’s views were the building block for others like his daughter Anna who set up nursery for children during the second world war and recognised that observing children’s play had potential as a method of diagnosis, as well as being of therapeutic value for children who had experienced emotional trauma in their lives. Similarly, Klein used miniature dolls as resources that children could use to enact out their inner feelings and anxieties. This shows that psychologists such as Klein and both Anna and Sigmund Freud felt that children play to deal with emotional events in their lives. There are several different types of play, but I shall concentrate on role play now and why children engage in this type of play. This has been widely researched by Mead (1934 in Book 3 Understanding Childhood Chapter 1),who felt pretend and make believe situations are crucial for children’s personal development. Through role play, children are able to imagine themselves in other roles which helps their developing sense of identity, and through this children develop a sense of who they are and also how others see them. This was highlighted in Activity 2 (p8 in Book 3 Understanding Childhood Chapter 1) which contained an extract from Bascom’s (1969 in Book 3 Understanding Childhood Chapter 1) research in Nigeria. It involved interviewing a father while his 3 children observed the process and invented a new game from these observations. The activity asked us to think about the significance of this new game. The first child sat on ‘Bascom’s’ chair holding a pen and paper; the second child sat in the ‘interpreter’s’ chair (occupied previous to this by their father) while the third child sat on the bench imitating the ‘informer’. In the example, the second child told the third child to tell the first child about Odua. The third child then replied and from this the second child ‘interpreted’ this and relayed it to the ‘anthropologist’ in a string of meaningless sounds, supposedly echoing the English language. The first child who was meant to be the anthropologist then wrote on the paper and replied in more meaningless sounds, and so the sequence was repeated. The role-play that the Yoruba children undertook involved skilful imitation to impersonate the 3 adults and their gestures, even their language and the sequence of events. A similar study occurred in the UK by Kehily et al (2002in Book 3 Understanding Childhood Chapter 1) whose research was carried out through extensive interviews which were audio taped with children in their school. It was found that children incorporated the tape recorder into their games and discussions often imitating the structure of the interview process, even when they weren’t being recorded. Both of these researches on role play support Meads theory (1934 in Book 3  Understanding Childhood Chapter 1) that children have the ability to observe others and then use these observations to imitate others. The reasons children do this according to Mead is that it helps them to make sense of new and unfamiliar situations. Role play is further explored in video 3 band 3 ‘pretend play’ featuring Melissa and Hadleigh aged 4, playing mummy and baby at nursery school. This example further supports Mead’s claim by showing that pretend play helps children to act out imaginary roles. Perhaps one of the most important features of play is that it is a social process. Thomas Gregor (1977in Book 3 Understanding Childhood Chapter 1) studied children’s games in Mehinaku, Brazil, and believed that games mirrored the structure and values of adult society. He observed a game of teneju itai (women’s sons), this involved children marrying and carving a baby from a lump of earth. The ‘mother’ then mimics cradling the baby, which later dies, and is ‘buried’ in a hole. As early childhood death is a common occurrence for this Brazilian tribe, this game prepares children for the possible death of a sibling or playmate. This game also shows it is non competitive, did not involve hierarchies and did not identify winners or losers. In contrast, in the UK, Laura and Aalliyah (Video 3 band 3) use their imaginations in their role play acting out difficult emotions such as rivalry, conflict and death. These children are in a culture where they are protected from issues such as death and pretend play may offer children a way of exploring themes and issues that are not part of their daily life. Both examples also support Freud’s theory that children use play to act worrying or troublesome situations, and that play is a way in which children can express their feelings. Play, as a social process is not always a positive experience as Mead’s theory seemed to suggest. During play children can have many decisions to make and negotiate such as who can or can’t play, meaning play can sometimes produce power relations and social hierarchies amongst children. This was shown in research by Thorne (1999 in Book 3 Understanding Childhood Chapter 1) who’s observations found that in the games that they played, children  created gender boundaries with single sex friendships, and that children may use play to achieve a position of high status within their group. Furthermore, play helps children’s identities develop as research with boys in Western societies showed that the play which boys engaged in involved language and physicality which was often competitive, and that they engaged in this type of play in order to help them achieve their masculine identity. This was further supported by research by Epstein (1997 in Book 3 Understanding Childhood Chapter 1) which suggested that children engage in skipping rhymes and games such as ‘kiss chase’ in the playground in order to help construct their gender identity. Finally, it was also suggested by Back (1990 in Book 3 Understanding Childhood Chapter 1) that the play that these boys engaged in was not just play for playing sake but was also a method used to test the boundaries of friendship, and to decide who was or was not included in their ‘group’. Finally, as the research so far has been from adults, it is important to consider what children’s views are on why they play. One reason why children play is that it is a time when they can withdraw from reality and create their own fantasy world. This is seen with Joshua, (VIDEO 3 BAND1) who’s favourite type of play seems to be reading. He states that he reads because through doing this he can escape into an imaginary world. He reads, believing it to be important as it broadens his imagination and aids his learning. This example also shows that as well as being a social process, play can also be solitary. This video also shows Tinco who states that he plays at the temple to find peace and freedom which he does not experience in his home village. The reason Sean seems to play is that he enjoys being in the dark tunnel with his friends playing scary, daring games. These examples show simply that children themselves play for reasons such as to learn, find enjoyment and to have peace and freedom away from adults. These examples showed that it is evident all children play but the way they play can vary depending upon culture. This was also highlighted by Opie and Opie (1969) who researched on children’s playground culture which found that  the same rhyming games had been around for a long time, they just varied from culture to culture. We have seen therefore that different approaches have contrasting reasons as to why children play, and furthermore that children have different reasons as to why they play.One type of play which children engage in is role play which has been said to play an important part in the development of children enabling them to make sense of situations and form identities. Furthermore, children play as it is a social process which allows children to act out roles in order to help them make sense of situations around them, enabling them to gain an understanding of how others see them which in turn aids their identity development. REFERENCES Book 1 Understanding Childhood Chapter 2 U212 Understanding Childhood, The Open University, Milton KeynesBook 1 Understanding Childhood Chapter 6 U212 Understanding Childhood, The Open University, Milton KeynesBook 3 Understanding Childhood, Chapter 1 U212 Understanding Childhood, The Open University, Milton KeynesBook 3 Understanding Childhood, Study Guide Audio and Visual notes, Unit 16 U212, The Open University, Milton KeynesBook 3, Understanding Childhood,; Video 3 band 1; My SpaceU212 Understanding Childhood, The Open University. Book 3, Understanding Childhood,; Video 3 band 3; Pretend PlayU212 Understanding Childhood, The Open University.

Differentiated Teaching

Educators have always had a role of finding ways to improve their ability to provide education and learning among students. With the increasing challenges and hurdles in today’s 21st century education, teachers must remain vibrant in looking for alternatives and methods that will shape and nurture students ability to decipher information, acquire new skills and develop holistically within the classroom. As I was able to watch the movie, I learned many important insights and values towards teaching.In here, the film captured the essence of differential learning as I came across various principles that helped me gain ideas surrounding its purpose and relevance within the classroom setup. It helped me develop awareness of different methods and strategies that may be deemed applicable towards my case and other educators as well. It is by comprehending these facets that one is able to maximize the capabilities of each process and sustain the level of commitment on both parties.Reac ting from this, I feel that to be able to raise these standards of accountability and responsibility among educators, there needs to be a collaborative effort among each other. This means that cooperation and information sharing is a vital component as it outlines both the positive impact and implications for pursuing a relative scheme or goal. Likewise, such understanding enables the formation of parameters for strength and skills building that are necessary to be competent in a particular area or subject.The next part involves active planning for screening students according to their preferences and strengths. Under this process, educators devise their own rubrics and goals that actively align with both their goals and sustain the parameters of facilitating outcomes that is rooted on performance and ability of each student to harness and decipher information. In the end, such process enables active involvement on the part of student and increases their capability to become profici ent in the particular class.Associated with this initiative revolves around the concept of comprehending the idea of a child’s multiple intelligence capabilities. As the film presented the view of Howard Gardener, it gave us the impression of focusing on strengths and justifying areas wherein we can develop our weaknesses in both planning and facilitation of teaching objectives. Using various variables to denote such competencies, it can help intensify avenues towards flexibility and allows them to facilitate such objective using group dynamics and interplay.To signify the strength of this example, the movie showed dividing the group into several sections to intensify the approach of gaining confidence in their areas of expertise. Allowing this area to be considered, the educator was able to diversify the needs of students and actively address their own level of learning. This idea together with some supplementary materials, it can help adequately facilitate the ability of te achers to transcend over student needs using several methods and approaches. Such facet has been the primary aim of differential learning and has harnessed my ability as an educator to gain new skills in the process.To conclude, the film was essential in opening up awareness on my part as a teacher. It introduced me to several strategies and methods that can enhance the ability to reach out and gain competence in fostering compliance and cooperation among students. By focusing on the main tenets and facets of this theory, I as an educator can manage new ideas and use the necessary tools to develop new ways of improving classroom teaching. Such process gives me the ability to address the increasing needs of students especially in today’s 21st century education.

A socio cultural environment Essay Example

A socio cultural environment Essay Example A socio cultural environment Paper A socio cultural environment Paper A socio cultural environment is a sum of practices, customs, attitudes, beliefs and behaviors that occur within population. It is influenced by cultural norms, demographic information and religious information. International organizations often do an inspection of a socio cultural environment before entering target market, because it helps the company to modify products and services appropriately. There are a lot of details that are important to understand, in order to do business in Venezuela and Japan (Verne, l. 1. , Beamer, L. , 201 1). In Venezuela, the business etiquette says that people should be greeting the most important person or the oldest person first. Interesting is that most Hispanic people have two last names one from their father and one from their mother. We should use the fathers surname when addressing someone. Venezuela has more flexible attitude towards time. People could be late, as well as business meetings or social events can begin late (Hefted, G, 2013). Business companies in Venezuela are hierarchical. Decisions, ideas and recommendations are generated from the top. Status is very important here, so people should show respect to their supervisors and colleagues as well. In this society, business relationships are based on the trust and the knowledge of each other. This is why personal contacts and networks are extremely important in making business deals. Working on friendships will improve ones success in the business environment. Venezuelan usually do not separate work from private life. Sometimes they may not trust someone first, so it is very important to take the time to develop interpersonal relationships with your future business partners. Business in Venezuela is conducted mainly in Spanish. A lot of people from Venezuela do have the knowledge of English, but it is better to bring an interpreter to business meetings if someone does not have the best knowledge of Spanish. It may be surprising to someone, that Venezuelan do not hesitate to interrupt, argue and criticize when it is needed during a discussion. Exchange of arguments and ideas is considered positive and constructive. In this society, people prefer dealing with immediate issues and do not deal with the future too much. People should not be surprised if their Venezuelan colleague is in their personal space. Many people from Latin America use a close physical proximity as a way of communicating to each other (Businesslike. CZ, 2010). Japan, on the other hand, has completely different traditions and customs. When you meet your business partner a handshake is appropriate. The Japanese handshake is not strong and with little or no eye contact, which is completely different from Venezuelan way of greeting. Some Japanese can do so called bow. It is a gesture of respect and is highly appreciated by Japanese people. The deeper the bow is, the greater respect a person shows (Verne, l. L. , Beamer, L. , 2011). Very important component of conversation in Japan is nodding. When a person listens to some speech, he/she should nod, because it is a way to show that a person is listening and understanding the speaker. For people from Venezuela, it would be probably very interesting that Japanese value silence. It is an expected form of non-verbal communication. Long eye contact is considered rude in Japan as well as standing in a personal space of some person. Touching is also absolutely inappropriate. Japanese do not like exhibiting in public, which means it is not good for example to hug someone in public. During the business meeting it is suitable to sit erect and with both feet on the floor. People should never sit in any other position (Hefted, G. , 2013). When it comes to hierarchy, both personal and business relationships are hierarchical, which means that older people have higher status than young people, man have higher status than women and in business environment senior executives have of course higher status than junior executives. It is always very important to send a manager of the same position to meet with Japanese colleague, because titles are extremely important in Japan. Work is always done in groups. Everyone must consult everything before he/she is making some decision. We are talking about decision-making by consensus and it is a very long and slow process in Japan. Business meetings are formal in Japan, so there is usually no space for humor. But Japanese as well as Venezuelan, put emphasis on establishing friendships and good relationships, so it is good to spent 10 minutes with polite conversation before the business meeting starts. Harmony is extremely important in this society. That is why saving face is necessary. Japanese people want to avoid unpleasantness, misunderstanding conflicts and confrontation. It is not good to say no during the business meeting. Instead of no, it is better to say This could be difficult and try to find another solution. People should count on the fact that it takes several meetings to conclude a contract (Verne, l. 1. , Beamer, L. , 201 1). Everyone should be prepared to give and receive a gift during the first business meeting. Gifts are usually given in the end of first meeting. Not avian a proper gift for your business partner could destroy the cooperation. The ritual of gift giving is actually more relevant than the gift itself. Wrapping of the present is also very important. Japanese can sometimes refuse the gift once or twice, but then they will accept it (Hefted, G. , 2013). An understanding of these differences, which have a big impact on countrys development, is the key to effective cross-cultural communication. What can work in one country, might not necessarily work in the other one.

Beowulf &Superman essays

Beowulf &Superman essays A hero is defined in classical mythology as a man, especially the son of a god and a mortal, who is famous for possessing some extraordinary gift. Beowulf, the title character of an epic poem and Superman, a more modern day hero are both prime examples. Beowulf and Superman exhibit several differences, but they also share some similar qualities. Beowulf possessed great strength that separated him from other men. Being able to use a sword that no ordinary man was able to carry gives the feeling that Beowulf is something more than a human being. It makes him special and causes him to stand out from all other men. Fame is something that makes a hero more noted. Beowulfs popularity had spread all over the world. He never let this go to his head and he never thought that he was better than everyone else because of it. By engaging in this foolish contest, Beowulf nearly got himself killed trying to prove he was better than Brecca. Jealousy is never a good trait, especially for a hero. Revenge is never a trait of a true hero. A hero has no scores to settle. A true hero should fight only to protect others and not out of his own rage. Also, with Beowulf being a human being, he was not invincible. Beowulf didnt realize this until he fought the dragon. He knew nothing of the dragon, its strengths, weaknesses or powers. Beowulf found out what the dragon was capable of and what its powers were. He knew that it could breathe fire, so he got a shield that would protect him. He planned his attack and thought it trough carefully. He was doubtful about himself and knew that this battle would be his last. Superman, also known as Clark Kent, is one of the most popular modern day hero(not as cool as Batman mind you but relates better to Beowulf). Superman spent most of his time saving people from natural disasters and corrupt businessmen. He would level slums to force the city to build decent housing, and he ...

How Teachers Must Handle a Lazy Student

How Teachers Must Handle a Lazy Student One of the most frustrating aspects of teaching is dealing with a lazy student. A lazy student can be defined as a student who has the intellectual ability to excel but never realizes their potential because they choose not to do the work necessary to maximize their capability. Most teachers will tell you that they would rather have a group of struggling students who work hard, than a group of strong students who are lazy. It is extremely important that teachers evaluate a child thoroughly before labeling them as lazy. Through that process, teachers may find that there is much more going on than just simple laziness. It is also important that they never label them as such publicly. Doing so can have a lasting negative impact that stays with them throughout life. Instead, teachers must always advocate for their students and teach them the skills necessary to overcome whatever obstacles are keeping them from maximizing their potential. Example Scenario A 4th-grade teacher has a student who is consistently failing to complete or turn in assignments. This has been an ongoing issue. The student scores inconsistently on ​formative assessments and has average intelligence. He participates in class discussions and group work but is almost defiant when it comes to completing written work. The teacher has met with his parents on a couple of occasions. Together you have tried to take away privileges at home and at school, but that has proved to be ineffective in deterring the behavior. Throughout the year, the teacher has observed that the student has trouble writing in general. When he does write, it is almost always illegible and sloppy at best. In addition, the student works at a much slower pace on assignments than his peers, often causing him to have a much bigger load of homework than his peers have.​ Decision: This is an issue that almost every teacher faces at some point. It is problematic and can be frustrating for teachers and parents. First, having parental support on this issue is essential. Second, it is important to determine whether or not there is an underlying issue impacting the students ability to complete the work accurately and in a timely manner. It may turn out that laziness is the issue, but it may also be something else entirely. Maybe Its Something More Serious As a teacher, you are always looking for signs that a student may need specialized services such as speech, occupational therapy, counseling, or special education. Occupational therapy appears to be a possible need for the student described above. An occupational therapist works with children who are developmentally lacking fine motor skills  such as handwriting. They teach these students techniques that allow them to improve and overcome these deficiencies. The teacher should make a referral to the schools occupational therapist, who will then do a thorough evaluation of the student and determine whether or not occupational therapy is necessary for them. If it is deemed necessary, the occupational therapist will begin to work with the student on a regular basis to help them obtain the skills they are lacking. Or It May Be Simple Laziness It is necessary to understand that this behavior will not change overnight. It is going to take time for the student to develop the habit of completing and turning in all their work. Working together with the parent, put a plan together to ensure that they know what assignments he needs to complete at home each night. You can send a notebook home or email the parent a list of assignments each day. From there, hold the student accountable for getting their work completed and turned in to the teacher. Inform the student that when they turn in five missing/incomplete assignments, they will have to serve a Saturday school. Saturday school should be highly structured and monotonous. Stay consistent with this plan. As long as the parents continue to cooperate, the student will begin to form healthy habits in completing and turning in assignments.

The Wolseley Restaurant Business Plan Case Study

The Wolseley Restaurant Business Plan - Case Study Example The Wolseley provides accessible and low-cost foods to customers with the best quality, delicious coffee-based products and also entertainment opportunities to the hundreds of people in the area and the visitors of the hotels which are in a five-mile radius distance of the restaurant. The Wolseley has established itself as one of the best choices of London residents and also for the tourists and the people cities who come from nearby cities. The Wolseley restaurant provides a "complete and best-quality" afternoon experience for people looking for something that will become popular among London diners in a short time. The caf has simple intent. It provides a completely pleasurable, fleshly, yet casual coffeehouse and/or eating experience for many people in London and the people from other cities or tourists.  Customer services: The customers spend their money to enjoy a good time. They would have a bad experience if the services are not of the highest quality. Each of the staffs at Wolseley is supposed to be gracious, effective, and thoughtful.Marketing strategy: The Wolseley targets its audience in many effective ways. The location of the restaurant is in an accessible area of the city but many customers will need to be familiar with the products and services offered at the Wolseley restaurant/caf. Management techniques: The Wolseley has a firm appreciation on food, drinks, and labor costs. The eating/amusement/coffee-house experience for customers is delivered to them in a state that will not only inspire them to visit the restaurant again but encourages marketing techniques such as word-of-mouth which is accomplished by recommendations of the products and services to other customers. In the Wolseley, a proper list of products, management of the staff and workers, and controlling the quality of products is a key issue. The Wolseley is a caf, a restaurant and a coffeehouse altogether that provides fair-priced and delicious foods to the customers. In the coffe e-house, customers can offer coffee and espresso-based drinks, shaved-ices, fruit flavored and/or juiced drinks, and other drinks that can be typically offered by a coffee shop.

Parenting Styles Essay Example | Topics and Well Written Essays - 250 words

Parenting Styles - Essay Example Authoritarian parenting style is fraught with strict disciplinary principles and temperament problems. Such parents do not present explanations to their children rather they expect them to follow their orders silently, due to which such children develop low self-esteems. Authoritative parenting, on the other hand, is different from the authoritarian style in the sense that such parents are responsive to their children’s demands and when children fall short of expectations, then their parents are quite forgiving and understanding towards them. Children brought up under this parenting style are found to be more supportive, understanding, and responsible in their adult lives than those persons who have had harsh parental experiences in their childhoods. Parents practicing permissive parenting style expect very little from their children, rather they are particularly fond of indulging their children with many luxuries. Such children are found to behave improperly in the schools an d cannot understand the importance of authority in their practical lives. Uninvolved parenting is such a style in which parents communicate little with their children due to which they feel detached from their parents and a huge generation gap is developed. (Cherry).

About the book The New Jim Crow Essay Example | Topics and Well Written Essays - 1250 words - 1

About the book The New Jim Crow - Essay Example This new approach towards racial control is more dangerous as it does not rely on obvious racism, but rather resorts to a very tacit and sophisticated sort of racism. To many readers the theory enumerated by Michelle Alexander regarding the new approach towards racial control may seem more of a rhetorical propaganda, but if one considers the available facts and data, the point made by Alexander comes out to be valid and true. The assertions made by writer Michelle Alexander regarding the dynamics of race in the contemporary American society are indeed valid and do deserve a serious consideration. The apparent racism of the past has reinvented itself to appear as being more unbiased, while it systematically goes on to target the racial minorities. The claim made by Alexander that a professedly color neutral justice system is more poised to target the African Americans and the colored people, does seem valid in the light of the research conducted by varied other experts. As per Walker, Spohn and DeLone, the law enforcement and justice system in the US is more biased towards the African Americans and other racial minorities (493). Even a cursory historical perusal of the race related issues in any print publication does testify to the fact that though the criminal justice system in the US may not exactly come out as being hostile towards the racial minorities, yet, it is a fact that in some stages, the criminal justice system happens to be biased towards the racial minorities. For instance many aspects of the criminal justice system like the selection of the jury do come out as being balanced and color neutral, there are varied other stages of the criminal justice system like seeking a harsher penalty or sentence, which are mor e biased towards the African Americans and the other colored people in the US. Hence, the claim extended by Alexander that the criminal justice

Atlantic Stingray (Dasyatis Sabina) Essay Example | Topics and Well Written Essays - 1000 words

Atlantic Stingray (Dasyatis Sabina) - Essay Example DESCRIPTION: The Atlantic stingray, Dasyatis sabina (Lesueur 1824) has a disc shape typical to all stingrays, and it is one of the smallest in its family (Piercy). It has a spade-like body form, having a relatively long snout and a long, slender, whip-like tail (McEachran 177). It has a brown to or yellowish coloration on the dorsal side which goes lighter near the edges and white or light gray on the ventral side (Passareli). To distinguish it from other similar genera, characters such as a certain ratio of snout length (25-27% of the total disc width) and snout angle (maximum of 107-122Â °) confirm its species identity. The outer corners of the disc body are broadly-rounded, while the posterior margin is moderately convex. The floor of the mouth has a row of three stout papillae, and has 28-36 rows of teeth. Both males and females have similar-looking teeth, rounded and having flat, blunt surfaces, except during mating season when the males develop sharper and narrower sets for cl asping the female during copulation (Tricas 224). The tail is similar to a whip, long and tapered with a barb measuring up to 25% of the disc width, and this modified scale secretes venom from both the dorsal and ventral sides (Passareli). Maximum disc size could reach up to 12.8 inches in males and 14.6 inches in females living in coastal or brackish lagoons, while for freshwater rays sizes reach up to 8.7 inches for females and 8.3 inches for males. Like other members of the cartilaginous fishes, the Atlantic stingray is capable of generating weak electrical fields, both in finding prey and females at the benthic zone. FOOD: Food can be primarily anything that can be caught near the bottom of the habitat or the benthic zone, and these are mostly polychaetes, crustaceans, and bony fishes (McEachran 177). Other reported organisms that are hunted include bivalves, tube anemones, clams, nereid worms, and amphipods (Passareli). HABITAT: Atlantic stingrays live in brackish benthic water systems, where the saltwater meets fresh waters coming from estuaries (Johnson 75). There is a preference for sandy bottoms but with water depths less than 25m (Piercy). These fish migrate from brackish waters to fresh waters and back again, depending on the climate of the areas, which shows that they have varying but wide degrees of salt tolerance. Water temperature ranges for the species is around 24.5Â °C-31.0Â °C (Wallman 259). MATING: Initial studies mentioned that Atlantic stingray mating seasons start from late March when ovulation in females begin and lasts up to July (Johnson 74). Later studies indicated that the mating season could last as long as nine months, from August to April of the following year (Tricas 209). Changes seen in the males such as sharper teeth happen during the breeding season in order to clasp the females during copulation, which is comparable to some mating behavior of related species like in some sharks. PREDATORS: Predators depend on the location of the Atlantic stingrays. In brackish to coastal areas, sharks such as white shark, tiger sharks and bull sharks are the major predators (Passareli). In freshwaters, alligators are reported to be the major stingray predators. BEHAVIOR: Atlantic stingrays are non-aggressive fish, and only attack when stepped on (Passareli). When hunting for food, rays swim slowly near

Important Change management in Abu Dhabi police department Essay

Important Change management in Abu Dhabi police department - Essay Example This model was developed through cooperation between the police, city departments and the community. The community policing structure contains police officers, community relations officers, neighborhood watches and other parties. Over the fifty-three years since its establishment, the Abu Dhabi Police Department has seen expansion in both structure and scope. A major motivation to modernize and re-structure the ADP has come from the rapid growth in the population of UAE, especially that of Abu Dhabi. According to 2006 statistics, the UAE population was estimated at 2.94 million, with a growth rate of 6.5%, while the Abu Dhabi population was estimated at 1.5 million (Abu Dhabi Department of Planning and Economy, 2009). This high growth rate has been due to rapid economic growth, which has attracted large-scale immigration from neighbouring Arab countries, the Indian sub-continent, and the Far East. Economic development led to the adoption of advanced technologies even by criminals, who have undertaken ever more sophisticated crimes related to trade, drugs and money laundering. In addition, changes in lifestyles led to weakening of family ties and resulting in many people living alone and isolated. As a result of these changes, the ADP realized that it would have to change its traditional approach in order to improve its performance in preventing crime. More specifically, ADP has made an effort to initiate a Community Policing Program that will engage the mutual participation of the police and the public in crime prevention. To initiate a closer and more casual relationship between the ADP and the local public. Police work does not begin only after theft or other crimes have occurred but should be preventive in nature and include the involvement of the community. More interaction between the local public and the

Atlantic Stingray (Dasyatis Sabina) Essay Example | Topics and Well Written Essays - 1000 words

Atlantic Stingray (Dasyatis Sabina) - Essay Example DESCRIPTION: The Atlantic stingray, Dasyatis sabina (Lesueur 1824) has a disc shape typical to all stingrays, and it is one of the smallest in its family (Piercy). It has a spade-like body form, having a relatively long snout and a long, slender, whip-like tail (McEachran 177). It has a brown to or yellowish coloration on the dorsal side which goes lighter near the edges and white or light gray on the ventral side (Passareli). To distinguish it from other similar genera, characters such as a certain ratio of snout length (25-27% of the total disc width) and snout angle (maximum of 107-122Â °) confirm its species identity. The outer corners of the disc body are broadly-rounded, while the posterior margin is moderately convex. The floor of the mouth has a row of three stout papillae, and has 28-36 rows of teeth. Both males and females have similar-looking teeth, rounded and having flat, blunt surfaces, except during mating season when the males develop sharper and narrower sets for cl asping the female during copulation (Tricas 224). The tail is similar to a whip, long and tapered with a barb measuring up to 25% of the disc width, and this modified scale secretes venom from both the dorsal and ventral sides (Passareli). Maximum disc size could reach up to 12.8 inches in males and 14.6 inches in females living in coastal or brackish lagoons, while for freshwater rays sizes reach up to 8.7 inches for females and 8.3 inches for males. Like other members of the cartilaginous fishes, the Atlantic stingray is capable of generating weak electrical fields, both in finding prey and females at the benthic zone. FOOD: Food can be primarily anything that can be caught near the bottom of the habitat or the benthic zone, and these are mostly polychaetes, crustaceans, and bony fishes (McEachran 177). Other reported organisms that are hunted include bivalves, tube anemones, clams, nereid worms, and amphipods (Passareli). HABITAT: Atlantic stingrays live in brackish benthic water systems, where the saltwater meets fresh waters coming from estuaries (Johnson 75). There is a preference for sandy bottoms but with water depths less than 25m (Piercy). These fish migrate from brackish waters to fresh waters and back again, depending on the climate of the areas, which shows that they have varying but wide degrees of salt tolerance. Water temperature ranges for the species is around 24.5Â °C-31.0Â °C (Wallman 259). MATING: Initial studies mentioned that Atlantic stingray mating seasons start from late March when ovulation in females begin and lasts up to July (Johnson 74). Later studies indicated that the mating season could last as long as nine months, from August to April of the following year (Tricas 209). Changes seen in the males such as sharper teeth happen during the breeding season in order to clasp the females during copulation, which is comparable to some mating behavior of related species like in some sharks. PREDATORS: Predators depend on the location of the Atlantic stingrays. In brackish to coastal areas, sharks such as white shark, tiger sharks and bull sharks are the major predators (Passareli). In freshwaters, alligators are reported to be the major stingray predators. BEHAVIOR: Atlantic stingrays are non-aggressive fish, and only attack when stepped on (Passareli). When hunting for food, rays swim slowly near

Criminal Law - Theft Case Study Example | Topics and Well Written Essays - 1500 words

Criminal Law - Theft - Case Study Example It takes into account the circumstances and consequences aimed at establishing the liability of the defendant in a criminal charge. It reasons beyond the mental elements to other facts surrounding the commission of the offence charged. CONDUCT CRIME: Where there are conduct crimes, the actus reus in itself is a prohibited conduct. Thus, in a case of dangerous driving, harmful consequences need not be established to prove the defendant's actus reus. [1] RESULT CRIMES: It must be shown that a prohibited result is caused by the conduct of the defendant. In a criminal damage for instance, the actus reus will be that another person's property has been destroyed and or damaged. [2] It is pertinent to state that the conduct of the accused person should be free willed or voluntary in order to incur liability. Acts may sometimes be involuntary. They may result from a wide variety of reasons such as: REFLEX ACTIONS: These are situations where people react to things spontaneously. It can be viewed as a form of automatism but with some dissimilarity. A classical example is illustrated in the case of HILL v. BAXTER [3] where a driver was stung by bees while on steering driving and he lost control of the car. AUTOMATISM: This occurs where the defendant performs an act but is unaware of what he or she doing. It is also the case where due to some external factors; such defendant is not in control of his or her actions. R v. QUICK [4] CAUSATION: At instances where the ascertainment of actus reus requires that certain consequences occur, the prosecution must prove that the defendants conduct actually resulted in the occurrence of those consequences.Thus in a charge of murder, the prosecution must prove that the victim died .[5] It must be established that the victim suffered grievous bodily harm or in a criminal damage, that the property was destroyed or damaged. TWO TYPES OF CAUSATION: 1 Causation of facts which makes use of the "But For" test .R v. WHITE [6] 2 Causation in law for which the defendant's act must be( for example in homicide cases), the "operating and substantial cause of death" R v. SMITH [7] 3 [1958] 1 All ER 193 4. [1973] 3 All ER 347 5 S.18 Offences against the Person Act, 1861 6 [1910] 2 KB 124 7 [1959] 2 All ER 193 MENS REA Mens rea is used to establish criminal liability. The standard common law test is usually expressed with the maxim actus non facit reum mens sit rea, which means that an act will not make a person guilty unless the mind is also guilty. There must be an actus reus accompanied by mens rea to constitute the crime for which the defendant is charged. The exception here is strict liability crimes. Mens rea can be classified into three sub - heads namely; INTENTION - Here the defendant is shown to have foreseen the consequences of his action. RECKLESSNESS - Has been developed in the case of R v. CUNNINGHAM [1957] 2 AER 412. Where recklessness, was said to be requiring a subjective other than objective test. Malice in statutory definition of crime must be considered to require either: (i) The actual intention to inflict a particular harm that was done;

The Jew Store Essay Example for Free

The Jew Store Essay The Jew Store is a story written by a lady whose family moved to America from Russia in the early 1900s. The first moved to New York and then found their way down to the South. They finally ended up in Nashville as their first permanent residence. They would not last there very long though, as they ended up taking a chance moving to the northwest part of Tennessee in a city called Concordia. The family was of the Jewish decent. They first moved to New York because it was so heavily concentrated with Jews. At this time and period in America, I think Jews were looked down on heavily; maybe not as much as the African Americans, but definitely in that way. They were treated this way because they were not ‘Protestants’ or Gentiles. Especially when they moved down south, everyone knew that the new family coming through would be called the Jewish or the Jew family; it’s just how it was. The Bronson’s came to Nashville mainly to pursue their father’s dreams of becoming a businessman or store owner. But after arriving in Nashville, the Bronson’s were facing the realization that they would never have an opportunity to own a store in Nashville. And I would like to point out, in order to run these stores; the whole family must be involved. So, Mr. Bronson took a risk he had to take if he wanted to reach his dreams, and the family set out for Concordia, Tennessee. The first thing Mr. Bronson did when he got to Concordia was change his name to an American one. He changed his name to Avram(? ) to Aaron. He thought this would be a good idea because it would make him more acceptable within the community. Aaron was led a little bit into the adrift in my opinion. I think when he left Nashville, he thought he had an automatic store that was going to be given to him, but yet when he got there, he didn’t even have a place to call his own. When they first arrived in town, they had to stay at Miss Brookie’s house, and she was nice enough to let them stay free of pay. Miss Brookie might have been one of the only early people to step up and help out the Bronsons. Miss Brookie also had connections within the town. Her uncle, Tom Dillon, was a wealthy man who rented out stores or something of that nature. This was Mr. Bronson’s first contact within the city that could help him acquire a place for a store. Dillon wasn’t necessarily the most welcoming to Mr. Bronson. He knew that coming in, Bronson could give him problems and take customers away from him, so in the beginning; Mr. Bronson was already fighting an uphill battle. The Bronson’s finally came up with enough to buy a house of their own after staying with Miss Brookie for a while. When they made this move, the neighbors were very welcoming. They would participate in activities together such as gardening and painting. As partial as the community was to the Bronson’s when they first came into town, as time went along they became more accepted. People in the community were allowed to associate with them without being looked down upon. With that being said, there was still a bridge and gap between the Bronson’s and the community. People knew they were Jewish and were not Protestants, so this created a gap between them, especially on Sunday’s. Miriam, Stella’s(the author) older sister, always complained about how boring Sunday’s were. The Bronson’s were pretty much on their own on these days because the rest of the community spent their time at the church. When the Bronson’s first came into town, they knew they would have to compete with other stores for customers. With that being said, they decided to target an audience they knew would side with them. At this time, blacks and Jews were oft looked down upon, so Mr. Bronson thought that if he could attract the African American demographic that his business could thrive. So, this was definitely a way to separate themselves from the Protestants of this time. Many of the religious people only associated with blacks if they had one as a maid or something. The Bronson’s did not homeschool their kids or anything of that nature, so this exposed them to the Protestants in Concordia. I think it was important for them to send their kids to school in public, because this is where they got some of their customers. Their kids’ friends’ parents ended up coming to their store. Even though at first the Bronson’s faced an uphill battle at the beginning, by the time they were about to leave Concordia, they were well accepted throughout the community. Mr. Bronson helped out this community more than it could have ever imagined. Before they left, Mr. Bronson was the lead guy in heading up the fundraiser to help keep the local shoe factory open. He agreed to match anybody’s money offer penny for penny. And just a reminder, this was a guy who was looked down upon after he moved into this city. I think this helped started bridging the gap between Jews and Protestants. This family was a nice family that worked that just wanted to succeed. And they were willing to do a lot of things to do that. I am going to go out on a limb and say that if a Protestant family had entered a community with these types of circumstances they might never have prevailed. So, by giving this generous gift of money to the town, I think the Protestants realized that maybe these people were ‘Jewish,’ but that they just wanted well for everyone. An incident involving Miriam occurred around the time she was five years old. She might have been in the school systems, but I know she was with people of her age. They were at a Presbyterian church and the leader asked her where she went to church. She ended up trying to pronounce Presbyterian properly, but the point is she had no idea what they were asking. I think this community was very insecure about this Jewish family coming to their town. They did not know how to react to them. I don’t know if they thought they may or may not try to come in and convert them, but I do know one lady from the town said â€Å"Once a Jew, always a Jew. † To me this means they(the community) were trying to set an example that no matter what they did, they would not fully be a member of the community since they weren’t Protestants. The Bronson’s put up a good fight, but I still think people looked down on them just because they were Jewish. There was also another time when Myriam or Stella went to church with one of her friends. It was to a Methodist institution to witness the baptism of a newborn baby. I do not think Mrs. Bronson was aware that Stella was going to an actual church service. She told Stella to only go to Sunday school. This was sort of confusing to me, because I figured Mrs. Bronson would be all out one way or the other. But by letting one of her daughters go to church, it could have exposed her. The final straw for Mrs. Bronson in Concordia was Myriam about marrying a Gentile. One of the first friends they met when they moved to Concordia was T, who also had a brother. But as Myriam was becoming more and more serious with T, Mrs. Bronson started sweating more and more. She did not want her daughter to marry a non-Jew. With the threat of this rising, she immediately recommended the Bronson’s move back to New York so Myriam would not be able to marry a non-Jew. And that they did, the Bronson’s packed up and left. Their time in Tennessee was well made and they made a lot of progressions, but in the end their religion made them move back. The fear of one of Mrs. Bronson’s daughters marrying out of religion was too much for her. So, this was the biggest step they took to separate themselves from Protestantism. I think the Bronson’s had it the toughest of all out of the three books I read. In the other two books, Muslims in America and The Madonna of 115th Street, these people came over together as a mass and usually lived in communities together. These were tight knit communities that bonded together and wanted to see one another succeed. The Bronson’s on the other hand, went into a new community by themselves and came out a pretty successful and well respected family. They had nobody to lean with the exception of very few people such as Miss Brookie. The Muslims and Catholics on the other hand had a whole community to fall back on. They also faced adversity of a whole city, but I would take that route any day of the week. Also, what I have perceived from reading these three books. Americans like doing it their way. They don’t like having other people come in and do things contradictory to them. Americans like surrounding themselves with people who agree with them and like them. That is their comfort zone, and I think at a time like now in America, tensions are higher than ever because of all the surrounding circumstances that go against what we believe in.

Chemistry of All-carbon Materials: Structure and Properties

Chemistry of All-carbon Materials: Structure and Properties All-carbon materials have received lots of attention in the past. Carbyne, a new allotrope of carbon, is still in controversy towards its synthesis and property. Combining with the Goroff group’s research, this project is to prepare the polymer PIDA (polydiiododiacetylene) as a polyrotaxane complex, encapsulated in a column of macrocyclic hosts. The polyrotaxane structure will prevent aggregation of the PIDA strands, allowing for the complete dehalogenation of the polymer to make carbyne. The proposed route is shown in Scheme 1.1. PIDA, a precursor of carbyne, can be made from diiodobutadiyne and macrocyclic hosts via topochemical polymerization and host-guest strategy, in which macrocyclic host will self-assemble into column structure and diiodobutadiyne will form halogen bonds with host. All-carbon materials have been widely investigated because of their potential properties, such as electrical conductivity, thermal conductivity and hardness. They exist in different morphologies with various properties, such as diamond, graphite, carbon nanotube, graphere, fullerene and carbyne . Diamond, consisting of all sp3 hybridized carbons, has many unusual properties, such as extreme hardness, high optical transmittance and wide band gap and so on.1 Because of these potential properties, the synthesis of diamond is of great interest. It can be synthesized through chemical vapor deposition, including hot filament chemical vapor deposition (HFCVD); high frequency plasma-assisted chemical vapor deposition (PACVD); and DC plasma discharge.1b Graphite is made of sp2 hybridized carbon. It has a layered honeycomb structure and behaves as a good conductor.2 Fullerenes exist in different sizes, such as C60, C70 and C82. The C60 fullerene was first reported by Kroto and coworkers.3 It is an all-carbon polyhedral cage molecule with each atom sp2 hybridized and directly bonded to three neighbors. All valences of carbon atom in the molecule are satisfied by two single bonds and one double bond. Graphene is single atom thick layer of graphite, which can be used in composite material , electric battery and hydrogen storage.4 Carbon nanotubes usually have cylindrical nanostructure and made of different length-to-diameter ratio. Because of its special electrical, electrochemical and optical properties, carbon nanotubes were widely investigated in electronics, biological and energy application.5 Carbyne, having all-sp-hybridized carbon, is highly reactive. Carbyne, an sp hybridized all-carbon chain, is a new allotrope of carbon and has potential special properties as all carbon material, which has attracted considerable interest since discovery back in 1960. Because of its instability, it is less well known than the other carbon allotropes. The investigation of carbyne or carbyne-like structures is still underway while the results are often unclear. Researchers have tried to synthesize carbyne or carbyne-like materials in several ways, such as chemical dehydrohalogenation and electrochemical synthesis. Evsyukov et al.6 studied dehydrohalogenation of poly (ethylene-alt-chlorotrifluoroethylene)(PE-a-CTFE)to make carbyne. PE-a-CTFE was treated with potassium tert-butoxide in tetrahydrofuran to form a halogen-substituted polyenyne structure with randomly distributed isolated triple bonds. Theoretically, the synthesis was showed below. Elimination of hydrogen halides was incomplete, which could result from the insufficient strength of the base, sterical hindrances caused by its bulkiness and alternation defects in the original copolymer. Wang and coworkers7 claimed to form carbyne-like material via electrochemical method. 1, 1, 2-trichloroethylene was dehydrochlorinated with t-buthanolate, which was formed from t-butylalcohol on a Ni cathode in dimethylsulfoxide electrolyte solution under anaerobic conditions. However, this method was not effective because of reactive carbon, oxidation with O2 and cross-linking of polyyne-like chains. In above reports, no evidence of formation of carbyne is observed and the properties of carbyne remain unrealized. Recently, polyynes, analogues of carbyne, have been widely investigated to predict the properties of carbyne. Polyynes are one-dimensional chains with alternating single and triple bonds. The synthesis of long polyynes chains was first reported by Walton and coworkers.8 They used Cu-catalyzed oxidative Hay coupling techniques to synthesize triethylsilyl-capped polyynes. Tykwinski and coworkers also synthesized several polyynes with a variety of end groups, in which bulky end groups would increase the stability and solubility of polyynes. In 2010, Tykwinski reported the synthesis of polyynes with as manys as 44 sp-carbons.9 They used bulky tris(3,5-di-t-butylphenyl)methyl (Tr) as end groups and stabilize the chain. The synthesis method is shown in Scheme 1.4. When the polyynes become larger and larger, the effect on stability of end groups becomes insufficient. In order to overcome this issue, some researchers encapsulated polyynes into macrocycles to form rotaxanes or polyrotaxanes. Sugiyama and coworkers10 prepared pseudo-rotaxanes and rotaxanes with cyclodextrin simultaneously to stabilize and to solubilize the carbyne chains. Tykwinski and coworkers11 synthesized polyyne rotaxanes with 4, 6 and 10 triple bonds in length through active copper-templated coupling. Inspired by these cases, I am trying to design a polyrotaxane, allowing for complete dehalogenation of PIDA to make carbyne. Polydiacetylenes (PDAs), conjugated polymers with alternating double and triple bonds in the backbone, are prepared via topochemical polymerization of aligned diynes. Generally, topochemical polymerizations occur in a condensed phase, in which the monomers are preorganized and the final structures of the product are determined by the preorganization. In 1969, the synthesis of PDA was first described by Wegner,12 introducing the 1, 4-polymization of monomers. In addition, Baughman demonstrated how 1, 4-polymerization of diynes works and reported necessary parameters for the 1, 4-polymerization.13 The monomers are held in alignment. The distance between adjacent monomers is near 5 Ã…. The intermolecular distance of reacting carbons (C4 and C1’) is close to 3.5 Ã…, which is close to the van der Waals radius of carbon. The tilt angle between monomer diyne and the vertical translation axis should be 45 °. Ideal 1, 4-polymerization of diynes is showed below. Host-guest strategy is used to describe how monomers are aligned for polymerization. Different molecules or ions are held together by some forces to form complexes. In order for topochemical polymerization, monomers should be aligned to meet the geometric requirements. However, some monomers cannot form the right geometry required to polymerize. Host-guest strategy is applied to adjust the monomers to meet the requirements reported by Baughman. Here, hydrogen bonding and halogen bonding work in 1, 4-polymerization through host-guest strategy. Recently, Fowler and Lauher developed different kinds of diyne monomers to undergo 1, 4-polymerization using the host-guest strategy. In this way, the diyne monomers played the role of guests, which then formed hydrogen bonds with host molecules. The host molecules possessing oxalamides and ureas self-assembled into a structure via hydrogen bonding. Because of hydrogen bonding interactions, the diyne monomers were aligned in proper geometry for 1, 4-polymerization. The following is an example of host-gust strategy for one diyne.14 In the cocrystals, the oxalamide host molecule was organized through hydrogen bond with a repeat distance of 4.97 Ã…. The nicotinyl ester groups of the diyne guest monomers form strong pyridine-carboxylic acid hydrogen bonds to the host molecules. In addition to Fowler and Lauher’ work, the Goroff group also showed halogen bonding interaction could be applied for 1, 4-polymerization with the host-guest strategy. sp2 and sp hybridized carbon is more electronegative than iodine. Iodoalkynes behaves as Lewis acids and form halogen bonds with Lewis bases, such as pyridine and nitriles. The following is an example of host-gust strategy for diiodobutadiyne (figure 1.3).15 In this case, diiodobutadiyne played the role of guest. The hosts with oxalamide group were also organized through hydrogen bonds and designed to align diiodobutadiyne in the right geometry for 1, 4-topochemcal polymerization. The repeat distance of diyne monomers was 5.11 Ã…. The tilt angle was 51 °. Halogen bonds (XBs) is a non-covalent interaction which consists of halogen atom and other neutral atom or anions. The general structure of halogen bonds is showed in Figure 1.4.16 In this structure, X is halogen atom, which accepts electron density. It can be Lewis acid and halogen bond donor. D is the one donate electron density, which behaves as Lewis base and halogen bond acceptor. Y is a carbon, nitrogen, or halogen atom. The investigation of XB has been continuing for near 200 years. In 1863, the first report on the ability of halogen atoms to form well-defined adducts with electron donor species was described by Frederick Guthrie.17 In his experiment, I2 was added to saturated ammonium salt (nitrate or carbonate) and a diiodine/ ammonia system NH3†¢I2 formed. After exposed to air, it decomposes spontaneously into ammonia and iodine, without permanent gas being evolved. After that, halogen bonds became widely investigated. H. A. Benesi and J. H. Hildebrand identified the iodine-benzene complexe through UV-vis spectra in 1948.18 In 1954, Hassel’s group used X-ray to show the structure of bromine 1, 4-dioxanate.19 The experiment showed there was a short intermolecular interaction between the oxygen atoms of dioxane and bromine atoms. The interaction was halogen bond. The distance of O−Br bond was just 2.71 Ã…, which indicated a strong interaction between the bromine and oxygen atom s. Pierangleo Metrangolo and Guiseppe Resnati, whose research focused on halogen bonds, summarized the characteristic of halogen bonds and their interaction.16, 20 Polarizability increases when you move down the periodic table from fluorine atom to the iodine atom. This makes Cl, Br and I have the positive potential charge, which is showed in Figure 1.5. When the halogen atom is attached to an electron-withdrawing group, the positively polarized area will increase. On the one hand, the halogen atom can be the acceptor of electron density. On the other hand, the positive charge locates at sphere’s end, which is surrounded by electron neutral ring and negative charge belt. Because of the special location of positive charge, the angle of covalent bond and noncovalent bond around halogen atom in D†¢Ã¢â‚¬ ¢Ã¢â‚¬ ¢Ã¢â‚¬ ¢X—Y is near 180 °. This is consistent with research results. Hongjian Jin et al.21 used diiodobutadiyne and bis(pyridyl)oxalamides to make cocrystal, whi ch was based on halogen bonds between pyridine group’s nitrogen and iodine. Polymerization of cocrystal was induced under 3.5 GPa pressure. Although the N†¢Ã¢â‚¬ ¢Ã¢â‚¬ ¢Ã¢â‚¬ ¢I—C angle changed after polymerization, both angles were still near 180 °. They were 169.7 ° and 161.4 °. Investigation of halogen bonds examples in the Cambridge Structure Database is also shown. Metrangolo and Resnati16, 20 showed that halogen bond was relative stronger than hydrogen bond. However, a halogen is larger and more polarizable than hydrogen and halogen bonds are more sensitive to steric hindrance than hydrogen bonds. Halogen atom, electron acceptor in XBs, has some general characteristics. Among the four halogen atoms, the order for forming strong halogen bonding is I >Br > Cl >F. The more electron withdrawing atom is, the stronger is the halogen bonds. As to halocarbons, the strength order for halogen bonding is C-X (sp)>C-X (sp2)> C-X (sp3). If the halocarbons are unfunctionalized monohaloalkanes, no halogen bonds are observed. Diiodobutadiyne, in which the C is sp hybridized, is a good Lewis acid.22 The Goroff group used diiodobutadiyne as a guest to make poly (diiododiacetylene) (PIDA) with several hosts. Self-assembly of macrocycles Supramolecular chemistry is a rapidly growing field, emphasizing on assembly of discrete molecules. Traditional chemistry deals with covalent interaction while supramolecular chemistry focuses more on noncovalent interactions, such as hydrogen bonding23, van der Waals forces24 and Ï€-Ï€ interactions25. Self-assembly, a main process involved in supramolecular chemistry, will take advantage of these noncovalent interactions to organize discrete molecules into high order structures. Macrocycles, which have cyclic structures with other functional groups, can be self-assembled in a specific manner to form high order structures. Here I will introduce the self-assembly of macrocycles through hydrogen bonding and Ï€-Ï€ interactions. Ï€-Ï€ interactions, well known noncovalent intermolecular interactions, play important roles in self-assembly of macrocycles. The arrangement of aromatic rings has following geometries, such as face-to-face, edge-to-face and slipped stack. Hill and coworkers26 synthesized amphiphilic hexa-peri-hexabenzocoronene, self-assembling via Ï€-Ï€ stacking to form a discrete nanotubular object. The object has a uniform and 14-nanometer-wide hollow space. Lauher and coworkers27 also took advantage of Ï€-Ï€ stacking to design a tubular macrocyclic polymer. The monomer structure and route to a tubular polymer are shown in Figure 1.7. The diacetylene-based macrocycles self-assembled into polymerizable slipped Ï€-Ï€ stack and polymerized via slow annealing. The macrocycle had two different crystalline forms, which were monoclinic and triclinic form, respectively. After slow annealing at 40 à ¢Ã¢â‚¬Å¾Ã†â€™, the triclinic forms appeared to undergo crystal-to-crystal polymeriz ation. Hydrogen bond is an attraction force involves a hydrogen and strong electronegative atom, such as oxygen, nitrogen and fluorine. The electronegative atoms behave as hydrogen bond acceptor and hydrogen is hydrogen bond donor.28 Macrocyclic peptides and ureas can form high order tubular structures via hydrogen bonds. Ghadiri and coworkers29 used cyclo[-(L-Gln-D-Ala-L-Glu-D-Ala)2-] to self-assemble into hollow tubes via amide hydrogen bonds. Shimizu and coworkers30 also took advantage of amide hydrogen bond to organize diacetylene macrocycles for topochemical polymerization. In addition, Shimizu and coworkers used macrocyclic bis-ureas to self-assemble into columnar structures through urea hydrogen bonds. In the structure of macrocyclic bis-ureas, two hydrogen atoms in NH group are hydrogen bond donors and the carbonyl groups are hydrogen bond acceptors. The structures of the macrocyclic ureas are shown in figure 1.8. In 2001, they used bis-urea macrocycles with m-xylene to form the sel f-assembly tubular structures.31 The m-xylene kept the macrocycles rigid. However, this macrocycle formed intramolecular hydrogen bonds. Another bis-urea macrocycle with m-phenylether avoided forming intramolecular hydrogen bonds and organized into tubular structures with ordered acetic acid dimer filling inside as guest. The columns were stabilized by hydrogen bonding as well as Ï€-Ï€ staking interactions of phenylether. Except ureas, oxalamides are also used to form hydrogen bonding networks (figure 1.8). The repeat distances are 4.6 Ã… and 5.0 Ã…, respectively.33 Inspired by above work, we plan to design a macrocycle with pyridine, alkyne and oxalamide segments. Pyridine and alkyne segments provide beneficial rigidity, helping the macrocycles cocrystalize with diiodobutadiyne through halogen bonds. oxalamide segments are used for forming hydrogen bonding networks.

Proximity and Juxtaposition :: Essays Papers

Proximity and Juxtaposition In order to properly compare and contrast the similarities between juxtaposition and proximity a definition is surely needed of the two. Proximity for instance, refers to the relative nearness of forms, and how that effects the relationship between them. Juxtaposition on the other hand, refers to the way in which elements or forms are placed next to each other. Juxtaposition and proximity are two important aspects of design that are often used together and must be taken into account when creating a work of art. One similarity between juxtaposition and proximity is that they both have the ability to communicate what type of connection should be made between a grouping of elements or forms. For example, when referring to proximity, if the elements are placed closely together in a design, they relay to the viewer that they are a group, and they should be translated as one. The way 2 elements are placed together (juxtaposition) conveys a relationship as well. An example of this is in Gustav Klimt’s art work (see last 2 pages) titled, "The Kiss" (Gombridge 65). In Klimt’s painting a man and a woman are placed next to each other in an interesting way. The forms of their bodies are distorted and resemble the abstraction of melting and movement. There is an obvious relationship between the two forms which would not be as apparent if the forms were not juxtaposed the way that Klimt chose to. The bodies are vertically aligned, so that a oneness can be achieved. Had the man been upright and the woman horizontally placed across the ground, the two forms would communicate differently. The feeling of movement, melting, and oneness, would surely lose its’ intensity. Taking an even closer look at Gustav Klimt’s art work, the viewer may focus on the geometric shapes within the 2 forms. At first the viewer notices that rectangular shapes are juxtaposed within the male form, and a majority of the woman’s form is filled with circular shapes. However, towards the lower and upper parts of their bodies, juxtaposition and proximity are used to form a relationship between the rectangular and circular shapes. There are a few rectangles and circles placed so close to one another and in such a way that the onlooker can no longer distinguish between the man’s and the woman’s bodies.

Media and Social Responsibility Essay

Do information media have social responsibility? If yes, in what ways? If no, why not? I, along with many other people will agree we are not sure what responsibilities are that information media has, but they do have some sort of responsibility. Media outlets need to remain unbiased, but we all know that none of them do. The certain news sites that I read, do usually seem one sided, but I keep an open mind when it comes to believing what the say. If I have any doubt what I am reading is far fetched, I turn to other sources to make sure I get the whole story. Over the years when I have done research on a particular topic, I have always used multiple sources. As far as the information media having any responsibilities, the have many. The main responsibility that they have is to report the most truthful news that they possibly can. They need to stay away from what their views are and report the truth, not just what they speculate. That is the biggest problem they have. If we can’t believe what they say, how are we going to find out what really happened. Their responsibilities need to stay focused on what is needed to be done, and that is to get a factual story out to the general public. Too many media outlets rush to get the â€Å"BIG† story out before the others and they leave out many key factors and the story usually doesn’t make much sense. The ones that are usually guilty of that are the local sites. They want to break the news when the have no information what so ever.

In which ways does Shakespeare build up a mood of tension and horror in the scenes? Essay

I think that Shakespeare built up a mood of tension and horror in the scenes by using particular scenes with a kind of situation ‘Will he? Wont he?’ which builds up the tension incredibly. Act I scene VII is the scene where Macbeth makes the decision even if not his own, that he will kill King Duncan. Though Macbeth wasn’t ready for Lady Macbeth’s fury. She calls him a coward and mocks his masculinity, ‘When you durst do it, then you were a man’ Mentally beaten by his wife and persuaded by her mockery, Macbeth makes his makes his final verdict. This part creates tension in the form of Macbeth’s uncertainty. Act II, scene I starts off the horror and the tension, of the murder, by using that point in time as ‘midnight’. The witches haven’t just disturbed Macbeth, as Banquo grasps his sword whilst crossing the courtyard as he heard a noise. You can tell that Macbeth is distressed as he answers very little to Banquo and it clearly shows when he leaves. When Macbeth hallucinates, seeing a dagger before him, ‘A dagger of the mind, a false creation’ Shakespeare increases the tension in this scene by using language that is full of references to blood and darkness, ‘And on thy blade, and dungeon, gouts of blood, Which was not so before?’ The dagger goes then returns, but on its return Macbeth notices that it is of his own dagger covered in blood which increases the horror, the handle pointing towards his hand, inviting him towards King Duncan’s chamber. The dagger was basically giving him a step by step guide to committing regicide. Macbeth’s final words before regicide are very dramatic, ‘I go, and it is done’ This creates images of what is about to come. Lady Macbeth goes and gets the scene ready for Macbeth by framing the guards, she drugs them and takes their daggers. In act II, scene II the murder of King Duncan takes place and fear and regret dominates the scene. Macbeth returns with the guard’s two daggers which he was meant to of left at the scene to frame the guards, this creates both tension and horror as the audience doesn’t know if they will be found out. Lady Macbeth then takes control of the situation by taking them back herself. When she returns she is fuming and begins to call her husband a coward. But to add to the tension Macbeth can’t wash the blood off his hands which shows regret and guilt; Macbeth compares his hands to the seas of Neptune, ‘Will all great Neptune’ Ocean wash this blood clean from my hand?’ Saying that his blood will turn Neptune’s Ocean from green to red, ‘The multitudinous seas incarnadine, Making the green one, red’ But then Lady Macbeth tries to reassure him by saying ‘My hands are of your colour: but I shame to wear a heart so white’ They hear knocking at a door so Lady Macbeth tells him to go and put on his night gown and forget what has just happened but it is easier said than done! Macbeth believes that he is outside the Christian world as he couldn’t say ‘amen’ also that he will never sleep again because regicide is a sin. The knocking at the end of the scene creates suspense because it plays on the audience’s fear of discovery.

Asvance Care Planning Essay

Assessment Criteria 1.1. Describe the difference between a care or support plan and an Advance Care Plan Advance care planning (ACP) is a process of discussion between an individual and their care providers irrespective of discipline. According to NHS guidlines the difference between ACP and planning more generally-which sets out how the client’s care and support needs will be met- is that the process of ACP is to make clear a person’s wishes. 1.2. Explain the purpose of advance care planning It usually take place in the context of an anticipated deterioration in the individual’s condition in the future, with attendant loss of capacity to make decisions and/or ability to communicate wishes to others. In that case Advance care planning can ensure that all of those concerned with the patient’s care and well-being kept informed -with the patient’s permission-of any decisions, wishes or preferences which impact upon her care when she has no ability to communicate these any more. 1.3. Identify the national, local and organisational agreed ways of working for advance care planning The main principles are covering the agreed ways of working: The process is voluntary. No pressure should be brought to bear by the professional, the family or any organisation on the individual concerned to take part in ACP ACP must be a patient centred dialogue over a period of time The process of ACP is a reflection of society’s desire to respect personal autonomy. The content of any discussion should be determined by the individual concerned. The individual may not wish to confront future issues; this should be respected All health and social care staff should be open to any discussion which may be instigated by an individual and know how to respond to their questions Health and social care staff should instigate  ACP only if in the context of a professional judgement that leads them to believe it is likely to benefit the care of the individual. The discussion should be introduced sensitively Staff will require the appropriate training to enable them to communicate effectively and to understand the legal and ethical issues involved Staff need to be aware when they have reached the limits of their knowledge and competence and know when and from whom to seek advice Discussion should focus on the views of the individual, although they may wish to invite their carer or another close family member or friend to participate. Some families may have discussed their issues and would welcome an approach to share this discussion Confidentiality should be respected in line with current good practice and professional guidance Health and social care staff should be aware of and give a realistic account of the support, services and choices available in the particular circumstances. This should entail referral to an appropriate colleague or agency when necessary The professional must have adequate knowledge of the benefits, harms and risks associated with treatment to enable the individual to make an informed decision Choice in terms of place of care will influence treatment options, as certain treatments may not be available at home or in a care home, e.g. chemotherapy or intravenous therapy. Individuals may need to be admitted to hospital for symptom management, or may need to be admitted to a hospice or hospital, because support is not available at home ACP requires that the individual has the capacity to understand, discuss options available and agree to what is then planned. Should an individual wish to make a decision to refuse treatment (advance decision) they should be guided by a professional with appropriate knowledge and this should be documented according to the requirements of the MCA 2005 1.4. Explain the legal position of an Advance Care Plan Mental Capacity Act 2005 which came into force in October 2007 along with the supporting Code of Practice. Chapter 9 of the Mental Capacity Act (MCA) 2005 Code of Practice refers specifically to Advance Decisions to Refuse Treatment and will be used as a guide to sections within this document that refer to advance decisions. According to NHS guidelines for individuals with capacity it is their current wishes about their care which needs to be  considered. Under the MCA of 2005, individuals can continue to anticipate future decision making about their care or treatment should they lack capacity. In this context, the outcome of ACP may be the completion of a statement of wishes and preferences or if referring to refusal of specific treatment may lead onto an advance decision to refuse treatment. This is not mandatory or automatic and will depend on the person’s wishes. Alternatively, an individual may decide to appoint a person to represent them by choosing a person (an ‘attorney’) to take decisions on their behalf if they subsequently lose capacity. A statement of wishes and preferences is not legally binding. However, it does have legal standing and must be taken into account when making a judgement in a person’s best interests. Careful account needs to be taken of the relevance of statements of wishes and preferences when making best interest decisions. If an advance decision to refuse treatment has been made it is a legally binding document if that advance decision can be shown to be valid and applicable to the current circumstances. If it relates to life sustaining treatment it must be a written document which is signed and witnessed. 1.5. Explain what is involved in an ‘Advance Decision to Refuse Treatment’ The MCA 2005 provides the statutory framework to enable adults with capacity to document clear instructions about refusal of specific medical procedures should they lack capacity in the future. An advance decision to refuse treatment: Can be made by someone over the age of 18 who has mental capacity Is a decision relating to refusal of specific treatment and may be in specific circumstances Can be written or verbal If an advance decision includes refusal of life sustaining treatment, it must be in writing, signed and witnessed and include the statement ‘even if life is at risk’ Will only come into effect if the individual loses capacity Only comes into effect if the treatment and circumstances are those specifically identified in the advance decision Is legally binding if valid and applicable to the circumstances. 1.6. Explain what is meant by a ‘Do Not Attempt cardiopulmonary resuscitation’ (DNACPR) order In England and Wales, CPR is presumed in the event of a cardiac arrest unless a do not resuscitate order is in place. If they have capacity as defined under the Mental Capacity Act 2005 the patient may decline resuscitation, however any discussion is not in reference to consent to resuscitation and instead should be an explanation. Patients may also specify their wishes and/or devolve their decision-making to a proxy using an advance directive, which are commonly referred to as ‘Living Wills’. Patients and relatives cannot demand treatment (including CPR) which the doctor believes is futile and in this situation, it is their doctor’s duty to act in their ‘best interest’, whether that means continuing or discontinuing treatment, using their clinical judgment. Learning Outcome 2: Understand the process of advance care planning Assessment Criteria 2.1. Explain when advance care planning may be introduced ACP may be instigated by either the individual or a care provider at any time not necessarily in the context of illness progression but may be at one of the following key points in the individual’s life: Life changing event, e.g. the death of spouse or close friend or relative Following a new diagnosis of life limiting condition eg. cancer or motor neurone disease Significant shift in treatment focus e.g. chronic renal failure where options for treatment require review Assessment of the individual’s needs Multiple hospital admissions 2.2. Outline who might be involved in the advance care planning process Advance care planning centres on discussions with a person who has capacity to make decisions about their care and treatment. If the individual wishes, their family, friends and health and social care professionals may be included. It is recommended that with the individual’s agreement that  discussions are documented, regularly reviewed, and communicated to key persons involved in their care. 2.3. Describe the type of information an individual may need to enable them to make informed decisions Statements of wishes and preferences can include personal preferences, such as where one would wish to live, having a shower rather than a bath, or wanting to sleep with the light on. Sometimes people may wish to express their values e.g. that the welfare of their spouse or children is taken into account when decisions are made about their place of care. Sometimes people may have views about treatments they do not wish to receive but do not want to formalise these views as a specific advance decision to refuse treatment. These views should be considered when acting in a person’s best interests but will not be legally binding. A statement of wishes and preferences cannot be made in relation to any act which is illegal e.g. assisted suicide. 2.4. Explain how to use legislation to support decision-making about the capacity of an individual to take part in advance care planning The Mental Capacity Act says: Everyone has the right to make his or her own decisions. Health and care professionals should always assume an individual has the capacity to make a decision themselves, unless it is proved otherwise through a capacity assessment. Individuals must be given help to make a decision themselves. This might include, for example, providing the person with information in a format that is easier for them to understand. Treatment and care provided to someone who lacks capacity should be the least restrictive of their basic rights and freedoms possible, while still providing the required treatment and care. The MCA also allows people to express their preferences for care and treatment in case they lack capacity to make these decisions. It also allows them to appoint a trusted person to make a decision on their behalf should they lack capacity in the future. The MCA sets out a two-stage test of capacity. Does the individual concerned have an impairment of, or a disturbance in the functioning of, their mind or brain, whether as a result of a condition, illness, or external factors such as alcohol or drug use? Does the impairment or disturbance mean the individual is unable to make a specific decision when they need to? Individuals can lack capacity to make some decisions but have capacity to make others, so it is vital to consider whether the individual lacks capacity to make the specific decision. Also, capacity can fluctuate with time – an individual may lack capacity at one point in time, but may be able to make the same decision at a later point in time. Where appropriate, individuals should be allowed the time to make a decision themselves. MCA says a person is unable to make a decision if they cannot: understand the information relevant to the decision retain that information use or weigh up that information as part of the process of making the decision If they aren’t able to do any of the above three things or communicate their decision (by talking, using sign language, or through any other means), the MCA says they will be treated as unable to make the specific decision in question. Before deciding an individual lacks capacity to make a particular decision, appropriate steps must be taken to enable them to make the decision themselves. For example: Does the individual have all the relevant information they need? Have they been given information on any alternatives? Could information be explained or presented in a way that is easier to understand (for example, by using simple language or visual aids)? Have different methods of communication been explored, such as non-verbal  communication? Could anyone else help with communication, such as a family member, carer, or advocate? Are there particular times of day when the individual’s understanding is better? Are there particular locations where the individual may feel more at ease? Could the decision be delayed until a time when the individual might be better able to make the decision? 2.5. Explain how the individual’s capacity to discuss advance care planning may influence their role in the process Example by NHS: Caroline has dementia and lives at home with the support of carers from a domiciliary care agency. Over the last two days, she has become very confused and unable to make decisions about the care she receives. The care worker has suggested that the GP be called. Caroline is adamant that she does not require the GP. It is clear that Caroline is unwell and the care worker, having consulted the family, assesses that Caroline lacks the capacity to make the decision about whether or not to call the doctor. So the care worker calls the GP and records her actions in the care plan. The GP visits Caroline and diagnoses a urinary tract infection. He requests a urine sample for analysis and commences treatment with antibiotics. Within three days, Caroline has regained her capacity, for this decision. 2.6. Explain the meaning of informed consent Informed consent is a process for getting permission before conducting a healthcare intervention on a person. For consent to be valid, it must be voluntary and informed, and the person consenting must have the capacity to make the decision. These terms are explained below: Voluntary – the decision to either consent or not to consent to treatment must be made by the person themselves, and must not be influenced by pressure from medical staff, friends or family. Informed – the person must be given all of the information in terms of what the treatment involves, including the benefits and risks, whether there are reasonable alternative treatments and what will happen if treatment does not go ahead. Capacity – the person must be capable  of giving consent, which means they understand the information given to them, and they can use it to make an informed decision. If an adult has the capacity to make a voluntary and informed decision to consent to or refuse a particular treatment, their decision must be respected. This still stands even if refusing treatment would result in their death, or the death of their unborn child. If a person does not have the capacity to make a decision about their treatment, the healthcare professionals treating them can go ahead and give treatment if they believe it is in the person’s best interests. However, the clinicians must take reasonable steps to seek advice from the patient’s friends or relatives before making these decisions. 2.7. Explain own role in the advance care planning process Under the MCA, anybody making a decision about the care or treatment of an individual, who has been assessed as lacking the capacity to make that decision for himself, will be required to take any statement of wishes and preferences into account when assessing that person’s best interests. Part of assessing best interests should include making reasonable efforts to find out what a person’s wishes, preferences, values and beliefs might be. This is likely to involve contacting the person’s family or other care providers. They may be able to advise whether any statements of wishes or preferences exists or for help in determining that person’s wishes. This will not always be possible, e.g. if an individual is admitted as an emergency, is unconscious and requires rapid treatment. 2.8. Identify how an Advance Care Plan can change over time Person’s views may change over time. If they wish to make any changes they should let their doctor or nurse know as well as their family and friends. When their Advance Care Plan is completed they are encouraged to keep it with them and share it with everyone involved in their care. What has been written in their Advance Care Plan will always be taken into account when planning their care. However sometimes things can change unexpectedly, such  as their carers (family, friends and neighbours) becoming over tired or ill- these are unforeseen circumstances. 2.9. Outline the principles of record keeping in advance care planning According to NHS guidelines: Healthcare professionals cannot make a record of the discussion without the permission of the individual The individual concerned must check and agree the content of the record Information cannot be shared with anyone, unless the individual concerned has agreed to disclosure. Where the individual refuses to share information with certain individuals the options should be explained to them and the consequences made clear Any record should be subject to review and if necessary, revision and it should be clear when this is planned. Review may be instigated by the individual or care provider, can be part of regular review or may be triggered by a change in circumstances A clear record of who has copies of the document will help facilitate future updating and review Copies in notes should be updated when an individual makes any changes Where an advance decision is recorded, it should follow guidance available in the Code of Practice for the MCA http://www.dca.gov.uk/menincap/legis.htm#codeofpractice and be recorded on a separate document to that used for ACP The professional making the record of an advance decision must be competent to complete the process Where this is part of a professional’s role, competence based training needs to be available and accessed If the individual agrees for their record to be shared, it should be ensured that systems are in place to enable sharing between health and social care professionals involved in the care of the individual, including out of hours providers and ambulance services For an individual who has lost capacity disclosure of a statement will be based on best interests There should be locally agreed policies about where the document is kept. For example, it may be decided that a copy should be given to the individual and a copy placed in the notes 2.10 Describe ci rcumstances when you can share details of the Advance Care Plan The advance care plan is a document that goes into effect only if the  client is incapacitated and unable to speak for herself. This could be the result of disease or severe injury—no matter how old is she. It helps others know what type of medical care she wants. In that case it is really important to make sure that everybody who is involved in her care knows everything about her preferences and wishes-thus the Advance Care Plan’s details should be shared. That could explain her feelings, beliefs and values that govern how she make decisions. They may cover medical and non-medical matters. They are not legally binding but should be used when determining a person’s best interests in the event they lose capacity to make those decisions. Learning Outcome 3: Understand the person centred approach to advance care planning Assessment Criteria 3.1. Describe the factors that an individual might consider when planning their Advance Care Plan The wishes are being expressed during advance care planning are personal and can be about anything to do with the patient future care. They may want to include their priorities and preferences for the future, for example: how they might want any religious or spiritual beliefs to hold to be reflected in their care, the name of a person or people they wish to represent their views at a later time, their choice about where they would prefer, if possible, to be cared for, for example at home, in a hospital, nursing home or hospice their thoughts on different treatments or types of care they might be offered, how they like to do things, for example, preferring a shower instead of a bath or sleeping with the light on, concerns or solutions about practical issues, for example, who will look after their dog should you become ill 3.2. Explain the importance of respecting the values and beliefs that impact on the choices of the individual Sometimes people will want to write down or tell others their wishes and preferences for future treatment and care, or explain their feelings or  values that govern how they make decisions. Statements of wishes and preferences or documented conversations the person has had with their family or other carers may be recorded in the person’s notes. A statement of wishes and preferences can be of various types, for example: A requesting statement reflecting an individual’s aspirations and preferences. This can help health and social care professionals identify how the person would like to be treated without binding them to that course of action if it conflicts with professional judgment A statement of the general beliefs and aspects of life which an individual values. This might provide a biographical portrait of the individual that subsequently aids deciding his/her best interests. Your beliefs and values are what make you a unique individual. They are based upon past experiences as well as present circumstances. Many of them were learned from parents as well as other respected individuals. While some people may have values and beliefs that are deemed to be â€Å"wrong† according to society, unless your values and beliefs cause harm to others, they cannot be considered wrong. While some beliefs and values may change from time to time, they remain your own. 3.3. Identify how the needs of others may need to be taken into account when planning advance care A person assessing an individual’s best interests must:- Not make any judgement using the professional’s view of the individual’s quality of life Consider all relevant circumstances and options without discrimination Not be motivated by a desire to bring about an individual’s death Consult with family partner or representative as to whether the individual previously had expressed any opinions or wishes about their future care e.g. ACP Consult with the clinical team caring for the individual Consider any beliefs or values likely to influence the individual if they had capacity Consider any other factors the individual would consider if they were able to do so Consider the individual’s feelings 3.4. Outline what actions may be appropriate when an individual is unable to or does not wish to participate in advance care planning Many patients with early or slowly progressing disease, and some with advanced disease, will not wish to discuss end-of-life care. However, they should still receive the opportunity to discuss other aspects of their future care. If the patient does not have capacity for making future plans, then the clinical team will need to make choices based on the patient’s best interests as defined in the MCA. 3.5. Explain how individual’s care or support plan may be affected by an Advance Care Plan If an individual wishes, ACP may be an integral part of the care and communication process and of their regular care plan review. The difference between ACP and care planning more generally is that the process of ACP will usually take place in the context of an anticipated deterioration in the individual’s condition in the future, with attendant loss of capacity to make decisions and/or ability to communicate wishes to others.