Tuesday, November 26, 2019

Equilibrium Constant - Chemistry Definitions

Equilibrium Constant - Chemistry Definitions The equilibrium constant is the ratio of the equilibrium concentrations of the products raised to the power of their stoichiometric coefficients to the equilibrium concentrations of the reactants raised to the power of their stoichiometric coefficients.For a reversible reaction:aA bB → cC dDThe equilibrium constant, K, is equal to:K [C]c ·[D]d/[A]a ·[B]bwhere[A] equilibrium concentration of A[B] equilibrium concentration of B[C] equilibrium concentration of C[D] equilibrium concentration of D There are several different types of equilibrium constants. These including binding constants, association constants, dissocation constants, stability constants, and formation constants. Factors that may affect the equilibrium constant include temperature, ionic strength, and choice of solvent. Source Denbigh, K. (1981). Chapter 4. The Principles of Chemical Equilibrium (4th ed.). Cambridge: Cambridge University Press. ISBN 978-0-521-28150-8.

Saturday, November 23, 2019

Effective Praise Highlights Student Effort

Effective Praise Highlights Student Effort Praise works. In fact, educational research since the 1960s shows that students at every grade level and in every subject like to be praised for their work in the classroom. The empirical evidence from the research shows that praise can have a positive impact on both student academic learning and social behavior. Yet, as researchers Robert A. Gable, et al. note in their article Back to Basics Rules, Praise, Ignoring, and Reprimands Revisited (2009)  in the Journal of Intervention in School and Clinic, Given the documented positive effects of teacher praise, it is puzzling why so many teachers make little use of it. In determining why praise in the classroom is not used more often, Gable et al. suggest that teachers may not have had the training through peer coaching, self-monitoring, or self -evaluating and may not feel comfortable in acknowledging positive pupil behavior consistently.   Another reason may be that teachers may not know how to deliver praise that is effective. Teachers may give general praise using phrases such as, â€Å"Great work!† or â€Å"Nice job, students!† General phrases are not the most effective way for teachers to give feedback in the classroom. General phrases are directed to no one or to no skill in particular. Moreover, while these general phrases may be nice to hear, they may be too broad, and their overuse may result in becoming humdrum.  Similarly routine responses such as â€Å"Awesome!† or â€Å"Excellent!† by themselves do not inform the student what specific behaviors brought about success. Arguments against generic praise given indiscriminately have been made by education researcher Carol Dweck (2007) in her article The Perils and Promises of Praise in Educational Leadership. The wrong kind of praise creates self-defeating behavior. The right kind motivates students to learn. So, what can make praise the â€Å"right kind†? What can make praise in the classroom effective? The answer is the timing or when the teacher gives praise. The other important criteria of praise are the quality or kind of praise. When to Give Praise When a teacher uses praise to acknowledge student effort in problem-solving or in practice, make the praise more effective. Effective praise can be directed to an individual student or group of students when the teacher wants to connect praise with a particular behavior. That also means that praise should not be given for trivial accomplishments or weak efforts by students such as minor task completion or the student completing their responsibilities. In making praise effective, a teacher should explicitly note the behavior as the reason for praise in as timely a manner as possible.  The younger the student, the more immediate the praise should be. At the high school level, most students can accept delayed praise. When a teacher sees a student is making progress, the language of encouragement as praise can be effective. For example, I can see your hard work in this assignment.You have not quit even with this tough problem.Keep using your strategies! You’re making good progress!You have really grown (in these areas).I can see a difference in your work compared to yesterday. When a teacher sees a student succeed, the language of congratulatory praise may be more appropriate, such as: Congratulations! You put in the effort to succeed.Look at what you can accomplish when you do not give up.I am so proud of the effort, and you should be too, about the effort you put into this. Should students succeed easily without effort, praise can address the level of the assignment or problem. For example: This  assignment was not as challenging for you, so lets try and find something that will help you grow.  You may be ready for something more difficult, so what skills should we work on next?  It’s great that you have that down.  Ã‚  We need to raise the bar for you now. After giving praise, teachers should encourage students to take advantage of this opportunity to offer a chance for reflection So when you have another assignment or problem like this, what will you do?  Think back, what did you do that contributed to your success? Quality of Praise Praise must always be connected to a process, rather than student intelligence. That is the basis of Dwecks research in her book Mindset: The New Psychology of Success (2007). She showed that students who received praise for their innate intelligence with statements such as â€Å"You are so smart† exhibited a â€Å"fixed mindset. They believed that academic achievement was limited on innate ability. In contrast, students who were praised for their efforts with statements such as â€Å"Your argument is very clear† exhibited a growth mindset and believed in academic achievement through effort and learning. Thus, we found that praise for intelligence tended to put students in a fixed mind-set (intelligence is fixed, and you have it), whereas praise for effort tended to put them in a growth mind-set (youre developing these skills because youre working hard). Of the two types of praise, Dweck notes, praise for student  effort such as â€Å"All that hard work and effort in completing the project paid off!† improves student motivation. One caution in praising, however, is to Make sure teachers are careful not to be inauthentic to inflate praise for students with low self-esteem. Critics have raised questions about the legitimacy of classroom praise, as rewarding trivial accomplishments or weak efforts. There may be some schools that do not support the use of evidence-based practices such as teacher praise. Additionally, at the secondary level, praise may also be received by students as drawing unwanted attention to an accomplishment. Regardless, there is no evidence to suggest that effective praise has a negative effect on students. Instead, effective praise can provide students with the kind of positive reinforcement that builds on success, motivates them to learn, and increases their participation in class. Steps to Effective Praise Notice effort by the student(s).Make eye contact with the student(s).Smile. Be sincere and enthusiastic.Deliver praise to students in proximity, especially at the secondary level.Prepare for praise by deciding what to say that is specific to the task.  Describe the behavior you want to reinforce telling how you feel about it with specific comments like, Your thoughts were well organized in this essay.Keep records of successful efforts and praise so you can make connections in future assignments. Finally, and most importantly, importantly, do not combine praise with criticism. To keep praise separate from criticism, avoid using the word, but immediately after a compliment. All this can make praise effective in the classroom. Effective praise can provide students with the kind of positive reinforcement that builds on success, motivates them to learn, and increases their participation in class.

Thursday, November 21, 2019

Re-Educating Health Care Providers on Hand Hygiene Practice Essay

Re-Educating Health Care Providers on Hand Hygiene Practice - Essay Example Hospital Acquired infections (HAIs) present a serious challenge in provision of healthcare services to patients in hospital settings. Studies indicate that about 80 percent of patients who contract HAIs often succumb to the diseases and die while receiving treatment in the hospital (Ivers, et al. 2012). The numbers have since risen up and it has become increasingly difficult for researchers to point to the exact numbers of patients suffering from HAIs. Nevertheless, existing literature has produced a lot of evidence pointing to the role of hand hygiene practices in reducing the rates of HAIs. However, compliance rates to hand hygiene practices such as hand washing and gelling remain low, which makes it difficult to prevent HAIs. There is also a gap in available literature concerning the impact of specific hand hygiene programs in reducing the rates of HAIs. This project assesses how reeducation can enhance compliance to hand hygiene in hospital settings thereby reducing the rates of HAIs. Hand hygiene encompasses various technics and practices for cleansing hands before and after treating patients. Several agents such as antiseptic agents, anti-microbial soaps, alcohol based rubs, plain soaps, and antiseptic agents play a critical role in hand hygiene practices. The main underlying factor is that compliance with hand hygiene practices reduces the rates of related infections to a greater extent (Ivers, et al. 2012). However, inadequacies exist in the literature available regarding how to increase compliance with hand hygiene practices before and after attending to each patient according to the guidelines stipulated by the WHO (Dennison & Prevost, 2012).

Tuesday, November 19, 2019

US Economic Situation Essay Example | Topics and Well Written Essays - 2000 words

US Economic Situation - Essay Example This essay discusses that  the problem lies in somewhere else. As the country is technically upgraded enough, the production technique they use in the industrial sector is mostly capital intensive. This leads to unemployment as the labour input is not extensively used in the production system. Nevertheless, the population of the country is not as high as the developing countries. Hence the unemployment rate is not so severe in this country. It has been found that the rate of unemployment in this country has remained at the level of 5.8 per cent for the last two years. The country has witnessed economic growth near about 5 per cent in the last quarter of this year.From this paper it is clear that  US economy is globally considered as a developed economy. However this paper will examine the amount of stress the country has witnessed in the path of development for the last two years. Globalisation has caused the integration of this economy with various developing as well as under de veloped and many other developed countries. The appreciation of the exchange rate causes low inflation and it influences the international trade in a greater extent. The United States achieves the score 76.2 in case of economic freedom. The freedom in business has fallen compared to the last year. However, control over the government spending has achieved modest gains compared to the recent past.  It has been found by the US officials that the unemployment rate of the country has fallen to 5.5 per cent in the last quarter.

Sunday, November 17, 2019

Analyzing Fiction Essay Example for Free

Analyzing Fiction Essay In â€Å"Where are you going, where have you been†, this story makes me frustrated with the main character Connie. She comes off to me as an immature little girl who wants to live the life of a mature woman, but when faced with reality she is still just a little girl. I felt Connie feels the need to rebel or act a different person when she leaves her house and in a sense lives a double life and has two personalities. In the story the author writes, â€Å"She wore a pull-over jersey blouse that looked one way when she was at home and another way when she was away from home† (Oates 325). This was an example of how Connie lived this double life. Connie made herself very vulnerable when she goes out with Eddie and exposes herself as a â€Å"woman† when she is not. What I feel is significant about this piece of literature is the story that is being told and the reality behind it. Many young girls face this kind of reality everyday and don’t have a good outcome. The authors’ intention in the story was to portray a little girl named Connie and show her struggle with adolescence and wanting to become a woman far too fast. The themes that stand out to me in this story are Connie’s constant fantasizing and daydreaming. She is always worried about her appearance and fantasizing about boys, but when it comes down to the reality of actually engaging and being confronted with a man, she reverts to being a child again. Another theme that stands out to me is Connie leaving herself extremely vulnerable. She has her friends’ dad drop them off at a shopping plaza, but sneaks off to a drive in to meet boys. Then she meets with Eddie and hangs out in an alley. This exposes her to Arnold Friend. She portrays herself with a lot of independence, but when she has the confrontation with him at her house, she tries to scare him away with saying, â€Å"But my father’s coming back. He’s coming to get me† (Oates 330). She says this because she is still a little girl and doesn’t quite know how to handle this situation. The reality of this type of story is what makes this piece of literature valuable. The author wrote a story about a young girl wanting to grow up too fast and puts herself in situations that portrays her independence, but then exposes her vulnerability. As a reader, I felt this story is a reality for many young girls. I think the authors’ goal here was to allow the reader to see what many young girls face and how easy it is to be manipulated by a man who has aggressive attributes. It was very creepy for this man to know everything about Connie when they were never formally introduced, but Connie’s appearance led him to believe she was open to her sexuality than what she really was or could handle. References Oates, Joyce Carol. â€Å"Where Are You Going, Where Have You Been.† Lit. Eds. Laurie Kirszner and Stephen Mandell. Boston: Wadsworth, 2012. 325-331. Print

Thursday, November 14, 2019

Avalon: Isle of Mystery Essays -- Island Avalon Essays

Avalon: Isle of Mystery The island of Avalon has been shrouded in mystery throughout the history of the Arthurian legend. Named Ynyswytryn, meaning "the glassy isle", it was famous as the Celtic paradise "The Happy Island of the Blest" (Webb 11). In the earliest religion it was believed that the souls of the dead were borne westward to "†¦an Island in the Western Sea, to the abode of Glast and Avallac†¦.Thus in later times was Arthur to be borne to the 'Island Valley of Avillion' " (Webb 11). The island supposedly held a mystic cauldron of Regeneration into which dead are dipped to spring out into a new life (Webb 12). In the Life of Gildas written by Caradoc of Llancarvan, Arthur comes to Glastonbury, and the writer tells us that the "City of Glass" derives its name from the British Yniswitrin, yet gives no hint that it was identical with Avalon (Robinson 7). "The Spoils of Annwn" also mentions the island, saying that after the battle of Camlan, Taliesin brings the wounded Arthur to Insula Pomorum, which is an attempt to translate the Welsh Ynys Avallach, and leaves Arthur there under the care of Morgen (Loomis, Roger Wales 154). Morgen was the chief of nine maidens on the island and was skilled in the arts of healing; the 4th line, 2nd stanza says that "By the breath of nine maidens it [the cauldron] was kindled" (Loomis, Roger Wales 154). A 12th century Welsh tradition derived the name of the island of Avalon from Avallach, the father of Morgain; from this, the Arthur legend acquired the name as well as the ministrations of Morgain le Fà ©e (Loomis, Roger Wales 72). William of Malmesbury, writing around 1125, also attributes the name to "a certain Avalloc, who is said to have lived there with his daughters because of the s... ...6. Loomis, Richard M. "Arthur in Geoffrey of Monmouth." The Romance of Arthur. Ed. James J. Wilhelm. New York: Garland, 1994. Loomis, Roger Sherman. Celtic Myth and Arthurian Romance. New York: Columbia UP, 1926. Wales and the Arthurian Legend. Cardiff: U of Wales P, 1956. Parry, Joseph D. "Following Malory out of Arthur's World." Modern Philology. 95.2 (1997): 147. Reid, Margaret J. C. The Arthurian Legend: Comparison of Treatment in Modern and Midiaeval Literature. London: Oliver and Boyd, 1938. Robinson, J. Armitage. Two Glastonbury Legends: King Arthur & St. Joseph of Arimathea. Cambridge: Cambridge UP, 1926. Webb, Albert E. Glastonbury: Ynyswytryn; Isle of Avalon. Glastonbury: Avalon,1929. Wilhelm, James J. "Arthur in the Latin Chronicles." The Romance of Arthur. Ed. James J. Wilhelm. New York: Garland, 1994.

Tuesday, November 12, 2019

Climate Change and Society Essay

Topic : In considering solutions to the problem of global warming, state whether you agree with the statement by Tickell ((1996), in Houghton, Chapter 8 p.253) â€Å"Mostly we know what to do but we lack the will to do it†. Give reasoned arguments in support of your opinion. Global warming is the topic that increasingly occuipies the attention of world. Is it really happening? If so, how much of it is due to human activities? After realising the situation, has the public aware of it and contribute enough effort in combating the problem? This essay argues that in cosidering solutions to the problem of global warming, whether it contradicts with the statement â€Å" Mostly we know what to do but we lack the will to do it.† I believe that this comment can accurately describe the situation and i would like to give reasons to support my stance in four regarding areas: knowledge , attitude, values and actions. First, public have supreme knowledge in recognizing the threat of climate change since the late 1990s and has finally led to acceptance of the global warming hypothesis, however prompt actions were not taken within the public nor the society with the full awareness of the situation. As Mark Maslin( 2008 ) stated: It was not until the early 1980s, when the global annual mean temperature curve started to increase, that the global cooling scenario was questioned. By the late 1980s, the global annual mean temperature curve rose so steeply that all the dormant evidence from the late 1950s and 1960s was given prominence and the global warming theory was in full swing. However, the upturn in the global annual mean temperature data was not the sole reason for the appearance of the global warming issue. In the late 1970s and 1980s, there were significant advances in global climate modelling and a marked improvement in our understanding of past climates. Development in  general circulation models (GCMs) during this period included taking into account the role of particles and clouds in affecting the global climate. Despite the cooling effect thought to be associated with particle pollution, the new ocean- atmosphere coupled GCM tools emerged with revised and higher estimates of the warming that would be associated with a doubling of carbon dioxide in the atmosphere. After that, GCMs continued to improve and the numbers of scientific teams working on such models increased over the 1980s and 1990s. In terms of the study of palaeoclimate, during the 1980s there was also an intense drive to understand how and why past climate changed. All in all, the public and society had already gained enough recognition to the problem long ago. Furthermore, intense media interest throughout the late 1980s and 1990s contribute to the reason why global warming hypothesis was widely accepted and spread in the society. Second, people’s attitudes are also selfsh. Many recognise this lack of will to act as a spiritual problem that we are too obsessed with the material and fail to act according to generally accepted values if it cost to ourselves or if it is concerned with the future rather than the present. We are only too aware of the strong temptations we experience at both the personal and national levels to use world’s resources to satisfy our needs and greediness. The society holds different attitudes towards different issues. One of the main attitudes is equlity. In our world community, human beings are not all equal. Reality is full of inequities of many kinds. In the context of global warming, because it is long term and global, two equity issues are particularly important. In one hand, it is our responsibility to protect the environment for our future generations. However, this attitude is not universally shared. Once the problem would not become so serious in one’s lifetime, the longer we delay in taking actions. In the other hand, international equilty where climate change creates an huge challenge to the international community. The world’s developed countries have grown the wealth over the years from the cheap energer resources such as coal, oil and fossil fuels without realising the harm they did on the environment and the less developed countries. Third, environmental values in considering the solution regarding global  warming. What do we value in the environment and how do we decide what to preserve or not?As John Hougton ( 2009 ) stated: Moving away from science, we have already referred to values related to the environment that come from our basic experiences as human beings. These are also called â€Å"shared values† because they are common to different members of a human community. Forth, the effect of the action taken regarding the problem may not be the most effective. For example, developing alternative sources of energy. Many countries started to use nuclear power. 66% of electricity production in France and Belgium comes from nuclear power. They reduce the output of carbon dioxide effectively. However, there is also the problem for nuclear waste disposal. Other renewable energy eg. Solar, wind and H.E.P. have also been developed but the UK government blocks five wind farms since they will interfere with military rader. Large dams for H.E.P. may also cause environmental problems. For energey efficenciency, countries have try to improve fuel efficiency of cars, for example, sales of Japanese fuel-efficient cars in the U.S. markets have increased. And they have try to develop energy-saving transport, eg. Magnetically levitated trains, hydrogen cars or fuel cell vehicles. However, the construction cost of maglev is huge and the competition among maglev, â€Å"bullet trains† and airplanes is high in Japan. On the other hand, some countries have improved fuel efficiency of buildings through better design. In Canada, though the cost of an energy-efficient â€Å" R-2000† home is very high which is not very applicable for public. And the government has also controlled deforestation.Though countries give advices on forest project management, it is difficult to persuade the Brazilians to control the destruction of Amazon. In conclusion, human mankind has over exploiting the Earth resources over the past centuries since the beginning of industrial revolution. Great benefits are attained which makes people neglecting harm they have done over the environment.

Sunday, November 10, 2019

What are the arguments for and against the state taking on responsibility for social welfare?

The different arguments for and against the state taking on responsibility for social welfare have been powerfully put across by people of opposing political persuasions in Britain over the last 60 years. In this essay, therefore, I intend to use Britain's welfare state to exemplify arguments for and against the state taking primary responsibility for social welfare. The welfare state in Britain was introduced in 1945 by the newly elected Labour government. Although this was the first comprehensive attempt at creating a functional welfare state it is important to note that it was not an entirely new policy. In fact, we can trace back to 1601 to find an early attempt at implementing a state welfare provision – the Poor Law. The theory behind this legislation was that the poor were to be categorized into the deserving (â€Å"the impotent poor†) and the undeserving (â€Å"the persistent idlers†). There were many obvious flaws in the methodology and logic in the implementation of the Poor Law but it must be recognised that this was an early attempt at providing a social welfare system. This demonstrates that for hundreds of years a case has been made for some measure of state social welfare provision. It is also vital not to underestimate the impact the studies carried out by social researchers such as Rowntree (1901) and Booth (1902) had on the forming and implementation of a social welfare provision in 1945. The Beveridge report (1942) pointed to the â€Å"chaotic† and â€Å"piecemeal† introduction of changes into the system and stated the need for a new and more comprehensive system to be installed. Beveridge's report was underpinned by the need to cure the â€Å"five giants†. Beveridge identified these â€Å"five giants† as: Idleness, Squalor, Ignorance, Want and Disease. He identified the need for a state commitment to securing full employment to combat idleness. He argued public housing must be available for all citizens to rent. To cure ignorance he suggested the need for a free education system for anyone up to the age of 15. He suggested the implementation of a national health service to help cure disease. Finally, Beveridge argued that National Insurance benefits should be handed out to all in need. The welfare state had to be introduced in a series of acts, notably the National Health Service Act (1946), the Education Act (1944), the Family Allowance Act (1945). At the time there was much reluctance towards carrying out all of the proposals. The arguments against this degree of state provision stemmed from concerns about cost and the fundamental principles of welfare (e. g. how decisions are made and who should be entitled to receive welfare). Because of the reluctance that grew from the fact that these arguments were never resolved. Beveridge's suggestions were never fully implemented but his ideas still clearly formed the inspiration for the future of welfare reform. One of the main criticisms of Beveridge's proposals and of the concept of a welfare state is that a number of important assumptions have to be made for it to function successfully. For example, within the report, Beveridge makes the assumption that married women would be full time housewives and that for most of their lives women would not be employed. Therefore, married women would only receive benefits through men, thus, creating a culture which encourages women's reliance on men. Because of this feminists have argued that the British welfare state relied on a â€Å"familial ideology† and treated women as second class citizens. This example of the role of women within the welfare state illustrates the point that any welfare system is not neutral that is based on ideological assumptions. These assumptions will influence the way that different members of the public will respond to state provision of welfare. Another example of these ideological assumptions would be the 17th century belief that only the â€Å"impotent poor† deserve state welfare. The economics of Britain's state welfare system have also come under a lot of criticism. These critics argue there are some fundamental flaws with the economic ideology underpinning the system. Firstly, for the welfare state to operate properly and fairly their must be nearly full employment in the country where it is based as, in theory, this will maximize tax revenue and minimize unemployment benefits. This system worked relatively effectively until the early 1970's. However, due to the relative decline of the UK economy, Britain suffered an economic crisis and unemployment started rising rapidly. Since then mass unemployment has been a serious problem within British society. Critics suggest that this is proof of how dependent a welfare state is on a prosperous economy. Basically this meant that the welfare state was reliant on capitalism – rather than contributing to the undermining or softening of its most brutal aspects . The New Right have made strong arguments against state welfare provision. The 1979 election brought into power a conservative government that had a new and radical approach to public expenditure and the welfare state as a whole. Probably the most notable change in policy brought in by the New Right was the end of the commitment to full employment that previous governments had encouraged. The New Right believed in a â€Å"natural level of employment†. They felt that this â€Å"natural level of employment† was being undermined by wages being too high due to the actions of trade unions. Therefore, they argued that the market would solve unemployment by creating downward pressure on wages. Because of this, the differential between wages and benefits was increased by creating downward pressure on benefit levels and therefore welfare expenditure. However, despite this right wing shift in political thinking, there was no major change in welfare expenditure until the late 1980's. The year 1988 was an important one in terms of implications for the welfare state as it represented a far more radical application of New Right thinking towards the welfare state. Firstly, the New Right introduced a shift from the previous system of universal provision towards a system based more upon selective provision. For example, some of the benefits that were previously available to everyone (universal) became only available to some via a â€Å"means test† (selective). This was a big move that completely contradicted the universal method employed by previous more left wing governments. Another change made by the New Right was the introduction of privatization and marketization. An example of this is the case of the sale of council houses. The public housing stock was privatized and sold off in an attempt to create a market for the council housing which had originally in Beveridge's thinking, been intended for public ownership and private rent. Another major shift made by the Conservative government was towards community care. There was a trend for mentally ill, elderly and disabled people to be moved from institutions to care in the community. However, what this basically meant was that rather than institutional care the responsibility was shifted onto the family. It is also very important to note that care in the community was considerably cheaper for the state to maintain than institutional care. The New Right also consciously made an effort to change the public's perception of welfare – shifting away from the view that the state is the only provider of welfare. The responsibility of the state was reduced through the encouragement of private provision and by emphasizing the importance of the charitable and voluntary sector. This is one of the central strands of the argument against state welfare provision. At this juncture it is important to consider the effect privatization has had on society and the welfare state. Since the New Right introduced new policy pertaining to welfare in 1979 there have been a number of examples of the UK government seeking to encourage private provision of welfare. People have been encouraged to take out private insurance plans for their welfare needs and the number of people covered by private health insurance rose from 2. million to 5. 2 million between 1976 and 1986 (Julian Le Grand, 1990). In the mid 1980's the Conservative government tried to shift sickness insurance and pension insurance into the private sector also. These plans, however, never came to fruition owing to major criticism and insurance companies expressing a reluctance to take up policies for all employees Hutton (1996) strongly criticizes the New Rights welfare expenditure policy. He argues against the belief that public expenditure should be reduced during troubled times for the economy. Hutton believes that the cuts are spurred by political ideology rather then by economic need. In Hutton's words â€Å"apart from Iceland, Britain runs the meanest, tightest, lowest-cost social security system in the world†. Hutton alleges that the twenty-first century will see a large rise in the amount of tax revenue available to fund welfare payments. The voluntary sector must also be discussed when considering arguments for and against the state taking on responsibility for the welfare state. Organizations such as Barnados, the Salvation Army and the NSPCC provide voluntary care. They serve a different role to statutory bodies set up by Parliament, but the views of these voluntary providers are respected and need to be taken into account as well. These organizations tend to have specialized expertise and experience in certain areas and the government can benefit from this knowledge. A major bonus of voluntary provision is that they are often very cost effective as unpaid volunteers are often used. It is estimated by Knapp (1989) that the total amount of public-sector support for voluntary provision between 1983 and 1986 was i3151 million. However, there are also inherent weaknesses in voluntary provision. The biggest and most blatant problem stems from the nature of voluntary work as it cannot be guaranteed. Critics also point to the fact that voluntary work may be unequally provided across the country. The service can therefore be inconsistent and the advice from the voluntary sector to government might differ depending on the region. It is also suggested that due to financial restrictions the voluntary sector will never be anything more than a secondary level service that relies on the state or private sector provision. Social security benefits are the most redistributive aspect of the welfare state as they distribute income to the poorest people in the country. A point in favour of a social welfare system, from a socialist or social democratic perspective, is that the social security benefits can be used to redistribute wealth to make society economically fairer by heavily taxing the rich and giving it to the poorest people in society. On the other hand, opponents see this as a Robin Hood aspect of state social welfare which demotivates both the richest and the poorest people in the country – encouraging idleness (one of the â€Å"five giants† beveridge was trying to eradicate) amongst the poor and encouraging the rich to leave the country. The New Right when in power, therefore, cut back on the redistributive aspects of welfare provision. The one-off grant system that was previously in effect was replaced in the 1986 and 1988 security acts and 16 to 18 year olds entitlement to income support was revoked. In current political debates the Conservative party, now in opposition frequently accuse the Labour party of redistributing wealth from the rich to the poor via â€Å"underhand† or â€Å"stealthy† methods. This is an indication that the argument about the extent to which the state should take responsibility for social welfare remains highly contested. Where you stand on this issue is fundamental to your political beliefs and how you will vote.

Thursday, November 7, 2019

Composing a Brilliant Who Am I Essay

Composing a Brilliant Who Am I Essay How to Compose a Brilliant Who Am I Essay When it comes to creating a Who Am I essay many students may find themselves at a loss. Though this paper may seem to be easier to compose in comparison with essay on History or Linguistics, it requires time and writing skills as well. To come up with a brilliant autobiographical essay you ought to be aware of essay structure fundamentals. Furthermore, you should be able to narrow this topic and pick up the most suitable ideas to expose in your paper. In addition, essay format turns out to have a large impact on your overall success. Who Am I Essay Writing Ideas and Hints As it was mentioned above, writing ideas are of vital importance when composing this kind of essay. Indeed, if they are developed properly, they may help you to describe your Character; Interests; Values; Skills; Achievements. Furthermore, it must be noted that writing essay about yourself does not imply that you should mention your strong points only. You may write about your weak points as well. It may even help you to make your essay more convincing and realistic. Guidelines on Creating a Nice Paper about Yourself If you want your autobiographical paper to be complete, catching and well-reasoned, follow the guidelines presented below: Work out a detailed plan for your essay about yourself. Think over the facts to present. Write about things, which may be intriguing for other people. Don’t present a chronological list of events. Structure your essay in line with the academic requirements. Create a draft of your autobiographical essay. Rewrite it and double check for errors. Who Am I Essay Structure Another constituent of your success, while fulfilling this written task, is sure to be proper structuring. You need to keep in your mind that your essay should contain the following integral parts: The Introductory part, where you ought to mention every issue you are going to present in your Who Am I essay. The essential body. Here you should describe yourself and draw a portrait of yourself. A small summary. In this section, it is necessary to sum up everything you’ve exposed in your autobiographical essay. If you happen to have doubts concerning your structuring skills, WritingBee.com is always ready to assist. Let our first-rate and qualified writers supply you with an ideally structured autobiographical paper. Professional Who Am I Essay Writing Assistance If you find this kind of assignment to be challenging, nerve-racking and difficult, you shouldn’t torture yourself. WritingBee.com appears to offer efficient and qualified essay writing assistance, which is available 24/7. All you need to do is to complete an order form and give us clear instructions to follow. Afterwards, our experienced writers will provide you with a matchless, well-reasoned and properly organized paper. Place your order now and enjoy a considerable discount.

Tuesday, November 5, 2019

The 15 writing habits of people who build amazing careers

The 15 writing habits of people who build amazing careers The 15 writing habits of people who build amazing careers One of the great pleasures of my job is that I frequently get a chance to talk to people who really are at the top of their game. Over the last 18 years, my colleagues and I have worked with over 40,000 people. And among them have been many industry leaders who have built seriously impressive careers and truly made a difference in their particular sector. These people are undeniably successful –Â  regardless of whether you define success in monetary terms, in what theyve been able to achieve, or both. Along the way, Ive noticed certain characteristics coming up again and again in the documents and emails that these super-successful people write – and in the approach they take to writing them. Clear patterns have emerged: ways of writing that so many successful people seem to share that I strongly suspect they are habits that underpin their success. Some of these patterns are in the way they write. Others are in what they write (and in how they develop that content). Together, these things propel them forwards, enabling them to make the kind of progress that others can only dream of – and often to earn many times more than those people. No single person exhibits all the traits, or even most of them. And these extraordinary individuals may not even be aware that the way they approach written communication is special or know why their approach works so much better than what other people do. But the fact that they do it that way has almost certainly been a major factor in their rise to the top. So here are those characteristics: 1. They write with confidence It takes courage to tell it like it is, but these people have it in spades. Theres a fine line between being arrogant and being confident, and these people are definitely the latter. They exude belief in their messages by never hiding behind flowery language or using 30 words when ten will do. 2. They nurture their ideas So much writing advice (and presentation training, for that matter) focuses on methodology. But even the most articulate wording will not disguise lazy thinking. Effective thinking needs to come first and it takes time. It cant be done between emails or checking Facebook. These people make and take that time, building and developing their ideas. As a result, what they write has real value. In the longer term, this builds their personal PR, and their organisations begin to recognise that value more and more. 3. They keep notes Neuroscientists have made many real breakthroughs in the last 20 years. One of these is the discovery that there are two distinct types of thinking: focused thought and free association (sometimes called mind wandering mode). Our brains cant do both at the same time, needing instead to switch between the two. (Brain researchers have even identified the neural switch that does this – the cingulate cortex.) The best ideas often spring from the second type of thinking, which typically happens when you are not sitting at your desk. In fact, it tends to happen when youre doing something completely unrelated to work – like shopping or loading the dishwasher. Successful people tend to capture ideas from these moments of mind wandering by noting them down on their smartphones or on a small pad, which they keep with them at all times for that purpose. 4. They are careful readers Successful people often seem to recognise that their attention and mental capacity are precious resources that they must spend wisely and renew regularly. As such, they use social media and other websites judiciously, reserving them for free thinking time rather than getting sucked down into all-day Facebook fests that drain them of energy and original thought. They also allow time to focus on one thing –Â  which benefits them not just because they can develop their ideas but because continually switching attention drains mental energy. 5. They look after their mind This habit often extends into other areas of their lives. For example, they make sure they get enough sleep and they eat sensibly: avoiding the highs and lows of sugar binges or overdosing on caffeine. Of course, they are human. But their secret is self-awareness. So, if the ideas arent there, they do something about it: whether thats going for a walk, stimulating their mind – with more reading or music, for example – or simply stopping and picking things up tomorrow. 6. They are conscious writers This one is critical. People who build extraordinary careers are expert influencers, so they are acutely aware of the effect both poor and good writing can have on others. They know that every document or email is an opportunity to influence many more people than they will ever meet, so they never squander that opportunity. That means they think before they write (unlike their less successful colleagues, who typically think while theyre writing –Â  or even afterwards, when it may well be too late). 7. They write to express, not impress The most successful writers never waste time or screen space posturing with verbose language. Theyd much rather engage directly with the brains of those they seek to influence in the most efficient way possible. 8. They know that its not all about me The first and main focus for them is their reader: who they are, what interests them, what they might be thinking and what they want them to think. That focus underpins their planning and stays with them throughout the writing process. (This is in contrast to less effective writers, whose focus tends to be on just getting the thing written and crossed off their list.) 9. They see the big picture This is another aspect that truly marks out highly successful people from the rest. Ive noticed that they develop a keen understanding of where their organisation is going and make sure they keep that at the front of their minds, rather than dwelling on the minutiae of the day-to-day. But that doesnt mean they ignore minor tasks or issues. They just see those as part of the bigger picture and keep that in mind when theyre writing. As a result, they often have a direct connection with the executives in the C-suite, who tend to be similarly focused. 10. They know when enough is enough The most successful people make their written communications only as long as they need to be: never longer. They also know that those communications usually need to be a lot shorter than many of their colleagues think they do. 11. They set clear objectives and they plan Uncommonly successful people know exactly what each report or proposal needs to achieve. Often, they write down those objectives; always, they base them on a knowledge of their readers. (See point 8.) This is part of an essential planning process. Many people start their documents by immediately firing up Word (or, if theyre a management consultant, more likely PowerPoint) and starting to type. But not these people. They know that planning is essential and they take time to work out a structure for their document before they even touch their keyboard. 12. They know how to build a persuasive argument By the time they start typing, they already have a clear idea of who their reader is, where they need them to go and –Â  crucially –Â  how theyre going to get them there. The most successful people know that persuasive writing is more of a science than an art. So they build their argument carefully first. As a result, their battle is half won even before they open up their laptop. 13. They are politically aware Awareness of organisational politics – and how to use that knowledge to your advantage –Â  is a sensitive issue. In an ideal world, everyone would work together selflessly and and logically for the greater good. But the real world is populated by humans, with all their foibles, ambitions and emotions. Successful people know that their documents will have to work with those too. So, regardless of what theyre writing, they take into account human psychology and how its played out in their particular workplace. 14. They dont rely on writing alone Its tempting to think that the written word is the only tool in your communication toolbox. The most successful people know that there are other tools too, and theyre careful to choose the right one for the job each time. So their documents often include captivating charts, diagrams or pictures. And these people know when to talk to someone instead of emailing them (sometimes as a way to ensure a document hits its mark). 15. They sweat the small stuff Ive deliberately left spelling, punctuation and grammar to the end of this list – even though those are the things that most people think of if you mention effective writing. Thats because a technically perfect document can still be devoid of original thought, totally disengaging and, therefore, potentially useless. However, it is still important to make sure that silly mistakes in accuracy dont undermine all your hard work. Successful people use spell-check and proofread their work. This list is still evolving and its not exhaustive. You may well have noticed other habits that make all the difference. Id love to hear what they are, so do let me know in the comments below. Image credit: mimagephotography / Shutterstock

Sunday, November 3, 2019

ESSAY Example | Topics and Well Written Essays - 500 words - 3

Essay Example In most cases, the novel meets unfavorable criticism about the limitations faced by females. She describes her role as the mother and does her best to portray the best motherhood and wife of the family. I this situation, the place of women in the American society is taken as care givers and housewives whose mandate is to take care of their children. In another occasion, after the death of John, Alcott is faced with difficult responsibilities. She takes in a full responsibility to provide for the family. This is taken as deviant within the society. Women became victims of the patriarchy society. However, in the story, Loisa felt much distressed by her poor family and felt responsible to play her part. She is considered a heroin in the way she went against the feminism and played her role as the only family bread winner. The death of her husband gave her much humility which later helped her in the fight for feminism in America (Knellwolf et al., 2001). In â€Å"the things they carried†, the cast is comprised of soldiers with the narrator being one of them. Different soldiers are distinguished through out the story by the items that they carry. O’ Brien points out the things carried by the soldiers who include both emotional and physical, whereby they all carry major military items (Knellwolf et al., 2001). The ambiguity of war and the tenuousness of morality demonstrate how exposure to the carnage of the nations at war leads to soldiers developing twisted perspectives on what is right and wrong. The ambiguity that consumes the narratives of the things they carried is displayed with much irony for the moral. In such stories, it is depicted that there is no moral at all. O’ Brien is much affected by the theory of psychoanalysis by Sigmund Freud. Soldiers are said to walk around the fire in a state of much boredom and tension. This tension drives them crazy. In this situation, O’Brien describes the way the y cover their fear in a rational

Friday, November 1, 2019

States have used Responsibility to protect as a reason not to act Essay

States have used Responsibility to protect as a reason not to act rather than a reason to act. Discuss - Essay Example mple, the Americans used their own troops to attack Afghanistan in October 2001 and Iraq on March 2003.The principle of the state responsibility to protect is a norm and military interventions are the last resort and permission from the United Nations Security Assembly is a requisite before use of force. In this article, I will define the meaning of responsibility to protect and will discuss the state’s responsibility to protect norm by providing instances where the states used international organizations to advance this norm. I will also provide instances where the state failed to effectively intervene. I will analyze the states responsibility to protect role in view of Bosnia and Darfur Sudan as well as the impacts of their actions, for example intervention as in the case of Bosnia and limited or lack of it in the case of Darfur. This article will equally analyze the notion of legitimacy in the intervention of states in pursuit of their responsibility to protect role and it will answer the following questions: If a state is a failed state, and is unable to protect its citizens from the above crimes and peaceful measures are not working, then the international community has an obligation to prevent such crimes through diplomacy or coercive means. In September 2000, The Norm of Responsibility to Protect got a major boost from the Canadian Government. The Commission on States Sovereignty and Intervention, formed by the Canadian Government released its report on December 2001. The report noted that the Global Community has a responsibility to prevent mass atrocities by using diplomatic means or a more coercive means and use of military interventions should be as a last resort. Security should be emphasized while enforcing this role and justice should be carried out to victims of mass atrocities. The African Union, in its founding charter observed the fact that the global community has a duty to intervene in crisis situations if states cannot provide security