Case Study Developing Successful Business - 3492 Words

Assignment On â€Å"Developing Successful Business† Executive Summary Team effort and team bonding is a key factor for the achievement of a goals. In the managerial level there are many problems. The team effort can be helpful to eradicate them. The team leaders should nurture the employees in achieving the competitive advantages than the related organizations. The managers or the team leaders must assists and encourage the team members in case of achieving the goals. It is the team effort that is linked directly with the achievement of the objectives of the team. There are three dimensions in case of team performance. This are-individual behavior varies the team behavior, team behavior makes a successful team and proper management of performance can bring change of the behavior pattern of the team. Performance evaluation system encourages the team members to give their best in the team operation and resolving the faults or weakness that the employee and the total teams has while performing a team work. Contents Executive Summary 2 Introduction 4 Task I Understanding the features of successful business teams 5 1.1 Characteristics of successful business team 5 1.2 Importance of team roles in successful in successful business teams 6 1.3 Value of using theoretical models when building successful business team 7 Task 2 being able to support team development 8 2.1 The stages of team development 8 2.2 Plan of how to motivate team members to achieveShow MoreRelatedHow Entrepreneurship Has An Effect On The Economy Of India1557 Words   |  7 Pagesvariable in monetary advancement and has assisted with job creation. Be that as it may, in the present time it has quickened like never before. Entrepreneurship is favorable for the development of a country’s economic system for various reasons. Business enterprise has been surprisingly resurgent in the course of recent decades in nations that accomplished generous poverty diminishment, for example, in China. Third, benefactors and global advancement organizations have swung to entrepreneurship toRead MoreHow A Successful Seo Agency1058 Words   |  5 Pagesto Build a Successful SEO Agency Introduction As you might be aware, starting any type of business venture comes with plenty of challenges. SEO agency is no exception. In this jam-packed market, making your way through to the top can be such a daunting task. Just to mention, SEO is the current and probably the only next face of internet marketing. Therefore, any aspiring online marketer should make a prudent choice of including this efficient marketing strategy for his/her business. Coupled withRead MoreWebsite Migration Seo Case Studies1687 Words   |  7 Pagessummaries for 7 website migration SEO case studies Total Word Count In This Document: 1695 Title: ?7 Website Migration SEO Case Studies? Moving 5 Domains To 1: An SEO Case Study This article is about the benefits and risks of moving five domains to one domain in regards to business and marketing. It describes the reasons behind wanting to move five domains into one domain, the steps that should be taken to making the transition as smooth and successful as possible (especially for a corporateRead More3m Case Study - Questions612 Words   |  3 Pages3m Case Study Question 1 There are many examples of successful companies. To what extent is 3M justifiably highlighted as the ‘innovating machine’? This case study has highlighted some of the key activities and principles that contribute to 3M’s performance. Many of these are not new and are indeed used by other companies. 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With close cooperationRead MoreEssay on Week 6 Case Study A: Pkolino Financials834 Words   |  4 Pagesï » ¿ Week 6 Case Study A: Pkolino Financials The key revenue drivers for Pkolino are the tables that they plan to sell, They plan on starting out with two high end tables in the first two years of business and then moving on to developing a mid level table in its third year. These tables are going to be the main point of sales for the company. Pkolino plans to sale a large majority of these tables during the holiday season (fourth quarter) in which they plan on making a significantly large portion

Teen Smoking By Chris Woolston - 950 Words

While the article text written about Teen Smoker. I found that, today, as months turn into days and days into hours, the population of teen smokers dramatically increases. Apparently, there is enough material that helps to expound on this thesis. The author gives sufficient data about how teen smokers are increasing among youths citing ample convincing evidence from prior researches. He also gives the causes of the augmentation of the smoking behavior among teens and effective ways through which the matter could be solved. However, I could have liked categorization of the status of the teen more affected by the smoking habit (students and non-students). This article is Chris Woolston’s work entitled ‘Teen Smoking’. Woolston begins a brief reflection of Bubba Ash, a 15 years smoker who gives a short description of the painful repercussions which he has faced, having smoked for five years, from the time he was only 10. Bubba attributes smoking to his many problems including financial and health related problems. He was a good runner but today, smoking has killed his stamina. Apart from financial drains, Woolston cites other problems related to smoking as lung cancer, heart diseases, emphysema, complications with pregnancy and many other problems. Surprisingly, smoking habits amongst teens are on the rise. Woolston reports that 22% of high school student population in America is made up of regular smokers. A research by the Center for Disease Control and Prevention finds thatShow MoreRelatedTeenage Pregnancy Research Paper1865 Words   |  8 PagesPaper-Rough Draft Adolescent Pregnancy, also known as Teenage Pregnancy, is the period where teenage girls are at a stage where their mind is a bit undeveloped and carry around a fetus in their uterus. Did you know that the U.S. has the highest teen pregnancy rate in the industrialized world? It’s strictly because when you’re in your teenage years, it’s the time to have fun, you’re worry-free, and your living life to the fullest. However, several teenagers that are sexually active don’t comprehendRead MoreCan a Lack of Physical Education Classes in High Schools Become a Future Threat to the U.S Life Expectancy?1607 Words   |  7 PagesRecently in the state that started physical faced major budget cuts. â€Å"Art would be cut. Music too. Counselors. Physical education. Books. Summer school.† (Tucker) The city of San Francisco faced intense budget cuts, choosing cut programs essential for a teens devolvement. Physical education should be just as important because it nurtures the brain of a student, just as a math problem. Physical education should not be a privilege yet a essential part of a school. McKenzie Page 5 Schools should provide

Society

Society-Les Belles Soeurs Essay All characters in Les Belles Soeurs are trapped in their society against their will. Regardless each characters attempt to escape their impoverished society, various aspects pulls each one of them back. The aspects keeping the characters in their society are diverse with different reasoning. A comparison of Lise Paquette and Lisette de Courval- two characters on opposite ends of the wealth spectrum will be made regarding the aspects that keep them in their society, and an understanding of why they are trapped in their society will be established. Lise Paquettes lack of values, sense of reality and work ethic leave her trapped in the society of a French Canadian slum. Lise evidently seems to lack ethical principles, as she will go to any lengths to acquire fame and fortune, ultimately leaving her trapped in her impoverished society. This is clearly displayed in her dialogue on p.93 as she states Pierrette, shes lucky. Working in the same club for ten years, making a bundle. Although Lise knows the sad and cheap lifestyle Pierrette lives to earn her money, this does not influence her view of Pierrette, as she only sees her as a fortunate woman to be financially stable, regardless of her working circumstances. Lises moral belief that with money comes happiness, will lead her to do whatever it takes to get money. Ultimately, she has set herself up to be exploited and demoralized, as her conscience will allow her to go to any lengths to have money. Her lack of values leave her trapped in the slums of Montreal, as she will likely take the easiest route to money, subsequently leading to prostitution, which in turn will never allow her to escape her current lifestyle of poverty and desperation. Another aspect trapping Lise is her indolent work ethic, coupled with an obscure sense of reality. Lise states on p.88 that the father of her baby just took off somewhere. Sure, he promised me the moon. We were gonna be happy. He was raking it in, I thought everything was roses. One present after another. No end to it. It was great while it lasted. Through this comment, Lises ambiguous sense of actuality is evident, seeing as she does not make any effort to find a better job to care for herself, as she believes she requires a male to provide happiness and financial care for her. This also displays her extremely languid work ethic, as it never occurs to her to either find better employment or go back to school for a better education, in order to care for her child, instead of having to consider an abortion. Through Lises belief that she can only be happy and financially stable with a male partner, while not having to work herself, she is restraining herself from starting a life of independence away from the slums of Montreal. Through constantly leaning on others to support her, she is limiting herself to very few opportunities in life, subsequently leaving her in to live in the situation of poverty and despair for her entire life. Despite Lise wanting a proper life to make something of myself to be somebody (p.88), her utter lack of work ethic restraints her to very few options as she simply expects life to come together itself and fall on her lap. Lises life is subsequently a result of her poor decisions and morals, and therefore her own fault in which she is left to live in the Montreal slum. This comparison can be made to another character as well, who although is at the different end of the wealth spectrum, ultimately is left to live in the slum as well as a result of her own poor decisions. .u0728c0b951cdd0947d30437ae5aac342 , .u0728c0b951cdd0947d30437ae5aac342 .postImageUrl , .u0728c0b951cdd0947d30437ae5aac342 .centered-text-area { min-height: 80px; position: relative; } .u0728c0b951cdd0947d30437ae5aac342 , .u0728c0b951cdd0947d30437ae5aac342:hover , .u0728c0b951cdd0947d30437ae5aac342:visited , .u0728c0b951cdd0947d30437ae5aac342:active { border:0!important; } .u0728c0b951cdd0947d30437ae5aac342 .clearfix:after { content: ""; display: table; clear: both; } .u0728c0b951cdd0947d30437ae5aac342 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u0728c0b951cdd0947d30437ae5aac342:active , .u0728c0b951cdd0947d30437ae5aac342:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u0728c0b951cdd0947d30437ae5aac342 .centered-text-area { width: 100%; position: relative ; } .u0728c0b951cdd0947d30437ae5aac342 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u0728c0b951cdd0947d30437ae5aac342 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u0728c0b951cdd0947d30437ae5aac342 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u0728c0b951cdd0947d30437ae5aac342:hover .ctaButton { background-color: #34495E!important; } .u0728c0b951cdd0947d30437ae5aac342 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u0728c0b951cdd0947d30437ae5aac342 .u0728c0b951cdd0947d30437ae5aac342-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u0728c0b951cdd0947d30437ae5aac342:after { content: ""; display: block; clear: both; } READ: Critical Thinking Reflection EssayLisette De Courval, sophisticated and now wealthy, has experienced life and travelled throughout the world. However, despite this, she still comes back to the slums of Montreal as her friends who live there trap her to their society. It is evident that Lisette has full knowledge of the revolting lifestyle her friends live as she says They should be hidden away somewhere. They dont know how to live! We broke away from this and we must never, ever go back. Dear God, they make me so ashamed! p.54. Lisette understands that her friends live a disgusting and revolting lifestyle, and knows she should not allow herself to be lured back into their way of life as she has already once broke away. However, it is her friendship with these women that pulls her back as she does not have other people to socialize with. It is the pull of friendship, comfort and familiarity that pulls her to the slums. Lisette may be more refined and sophisticated, but her life started in the slums, and it is a part of her, whether she chooses to acknowledge this fact or not. Her companionship with the other women is her only ways to socialize with other women, and because of this, she is trapped into her old society and pulled back. Although she has the luck of being financially better of than the other women, she does not take advantage of this luck by meeting other people and removing herself from her past life. Although the aspects trapping Lise in her society are the polar opposite of those trapping Lisette de Courval, both aspects that trap them come down to their own mental mindsets and decisions. Although Lisette has the financial capabilities of escaping the impecunious slum, it is her companionship with the women, which she has difficulty breaking off, that keeps her trapped and unable to break away from the Montreal ghetto. In looking at the aspects that keep both women in the Montreal ghetto, it can be seen that for Lise Paquette, it is her mental mindset and morals that keep her trapped in her society. Her lack of morals and thirst for wealth, which lead her to sufferable consequences ultimately, keep her ensnared into her poor society. Lisette de Courval also suffers from not being able to make the right decisions for herself as she does not make a strong enough effort to separate herself from the women who she believes are shameful to be around. In comparing the two characters, it can be deduced that ultimately, people are responsible for the choices they make regarding their own lives, and must look at his/herself to see what changes they can make to themselves, before blaming others for their lack of success of happiness in life.

Urban Safari Essays - Christian Music, Christmas Music,

Urban Safari Urban Safari There are times when having a brother with twenty more years of age, experience, and wisdom, can adversely effect your credibility. This is especially true at nine years old. I found this to be the case one Christmas day many years ago when my brother Tom came home for the holidays. It appeared to be the start of a special Christmas, for my brother was coming to visit. I was even more excited than usual for a nine-year-old boy at this time of year. I wondered what new presents would be under the tree? In the past, Tom always got me such neat stuff. I could hardly wait to start shaking the gifts and guessing. As usual, I was up before dawn, tearing into my gifts with all the fervor with which the drowning seize life preservers. My folks, along with my brother, had now joined me in the gift-opening ceremony. Saving the best for last was out of the question; it was the gift from my brother that I tore into first. My dreams had come true. My prayers were answered. There it was, bigger and shinier than anything in the display case of any Western Auto store in the world. It was a B B gun. Finally, I had entered the ranks of the big kids. The prestige of such a gift! I anticipated the glory of shooting my first bird. This was truly a present for a twelve years old, maybe even a teenager. While reveling in my grandeur, I hadn't noticed that my Mother was watching with obvious disapproval. Apparently she had other plans for the B B gun. You can't shoot that thing in the yard! she barked. You'll have to go to the riverbed. With those words, I was instructed to leave the B B gun under the tree with the less attractive presents. You can open your other gifts now. Tom will watch you while we go visit Auntie Mabel, and don't forget, leave the B B gun alone, Mom ordered. No sooner than they were out the door my brother grabbed the gun and headed towards the back yard. Wherere you going? I asked. To test your gun out before Mom and Dad get back was his reply. I thought this was a grand idea. Our back yard was full of potential targets. My brother's first choice was two cases of empty mason jars my Mom used for canning fruit. Somehow this didn't seem like the right thing to do, but surely Tom would know right from wrong. He stacked up all twenty-four jars and shot them into a deadly pile of broken glass and jar lids. I had wanted a turn with the gun, but he said, I have to sight it in first. With the jars demolished, Tom decided to find a few new targets. First was the neighbors' weather vane: an aluminum rooster high atop their barn. As each shot connected with its intended target, paint chipped off the rooster. This looks like fun. Can I have a turn yet? I asked. His reply was an adamant No! After this target was exhausted, he moved on to the neighbor's porch lights. What a good shot he was, as the various outside lights of all three surrounding houses burst one by one. I was anxious for my turn, but now Tom was taking aim at the windows of a nearby work shed. I couldn't believe my eyes, as he shot out four window panes with consecutive rapid-fire shots. When will it be my turn? I cried, about to wet my pants with anticipation. You can't shoot the gun in the yard, he snapped. You'll have to go to the riverbed. With that shocking statement Tom marched into the house and tossed the gun back under the Christmas tree. Of course I was furious for not getting to shoot my own gun, especially with such good targets. It was too late, though, for by now my parents had returned home. Nothing was said about the target practice that went on in their absence, but I was sure they would find out soon. I was also sure my brother would be long gone before all the damages were

Stora Enso Co financial analysis

Stora Enso Co financial analysis A.In what ways has the company you have chosen made use of international financial market as a source of finance.Stora Enso is an integrated paper, packaging and forest products company producing publication and fine papers, packaging boards and wood products, areas in which the Group is a global market leader.Stora Enso sales totalled EUR 12.8 billion in 2002. The Group has some 42 500 employees in more than 40 countries in five continents and about 15 million tonnes of paper and board annual production capacity. Stora Enso's shares are listed in Helsinki, Stockholm and New York.Stora Enso serves its mainly business-to-business customers through its own global sales and marketing network. A global presence provides local customer service. Customers are large and small publishers, printing houses and merchants, as well as the packaging, joinery and construction industries worldwide. The main markets are Europe, North America and Asia.English: Stora Enso Baienfurt Mill Deutsch: Stora ...The Group has production facilities in Europe, North America and Asia. Its modern production capacity and the good integration between raw material, energy and efficient processes ensure production continuity.Stora Enso is committed to developing its business towards ecological, social and economic sustainability. This commitment is demonstrated through its values and its environmental and social policy, and has been recognised by selection for the Dow Jones DJSI World and DJSI STOXX sustainability indexes since they were launched in 1999. Stora Enso had the highest score in this sustainability ranking among forest products companies in 2002 . Stora Enso is also included in the FTSE4Good index.In the future, companies will be measured by more than just financial success. That is why we created the FTSE4Good Index Series, a family of benchmark and tradable financial indices.FTSE4Good indices have been designed to measure the performance of companies that meet globally recognized.. .

How to Make Homemade Slime (Classic Recipe)

How to Make Homemade Slime (Classic Recipe) There are lots of recipes for slime. Which one you choose depends on the ingredients you have and the type of slime you want. This is a simple, reliable recipe that produces classic slime. Tip Store your slime in a zip-lock bag in the fridge to prevent it from developing mold! What You Need to Make Slime Borax powderWater4 ounce (120 ml) glue (e.g., Elmers white glue)TeaspoonBowlJar or measuring cupFood coloring (optional)Measuring cup How to Make Slime Pour the glue into the jar. If you have a big bottle of glue, you want 4 oz or 1/2 cup of glue.Fill the empty glue bottle with water and stir it into the glue (or add 1/2 cup of water).If desired, add food coloring. Otherwise, the slime will be an opaque white.In a separate, mix one cup (240 ml) of water into the bowl and add 1 teaspoon (5 ml) of borax powder.Slowly stir the glue mixture into the bowl of borax solution.Place the slime that forms into your hands and knead until it feels dry. Dont worry about the excess water remaining in the bowl.The more the slime is played with, the firmer and less sticky it will become.Have fun! Playing with homemade slime. Welcome to buy my photos/Getty Images How Slime Works Slime is a type of non-Newtonian fluid. In a Newtonian fluid, viscosity (ability to flow) is only affected by temperature. Typically, if you cool a fluid down, it flows more slowly. In a non-Newtonian fluid, other factors besides temperature affect viscosity. Slime viscosity changes according to pressure and shear stress. So, if you squeeze or stir slime, it will flow differently than if you let it slide through your fingers. Slime is an example of a polymer. The white glue used in the classic slime recipe is also a polymer. The long polyvinyl acetate molecules in glue allow it to flow from the bottle. When polyvinyl acetate reacts with the sodium tetraborate decahydrate in borax, protein molecules in the glue and borate ions form cross-links. The polyvinyl acetate molecules cant slip past each other so readily, forming the goo we know as slime. Tips for Slime Success Use white glue, such as Elmers brand. You may also make slime using the clear or translucent school glue. If you use white glue, you get opaque slime. If you use a translucent glue, you get translucent slime.If you cant find borax, you can substitute contact lens solution for the borax and water solution. Contact lens solution is buffered with sodium borate, so its basically a pre-made mixture of the key slime ingredients. Dont believe internet tales that contact solution slime is borax-free slime! Its not. If borax is a problem, consider making slime using a truly borax-free recipe.Dont eat the slime. Although it isnt especially toxic, it is not good for you either! Similarly, dont let your pets eat the slime. While boron in borax isnt considered an essential nutrient for humans, it actually is an important element for plants. Dont feel bad if a bit of slime falls into the garden.Slime cleans up easily. Remove dried slime after soaking with water. If you used food coloring, you may need bleach to remove the color. Feel free to jazz up the basic slime recipe. The cross-linking that holds the polymer together also helps slime hold mix-ins. Add tiny polystyrene beads to make the slime more like floam. Add pigment powder to add color or to make the slime glow under black light or in the dark. Stir in a bit of glitter. Mix in a few drops of fragrance oil to make the slime smell good. You can add a bit of color theory by dividing the slime into two or more chunks, coloring them differently, and watching how they mix. You can even make magnetic slime by adding some iron oxide powder as an ingredient. (Avoid magnetic slime for very young children, because it contains iron and theres a risk they might eat it.)Ive got  a YouTube video of the slime showing what you will get if you use glue gel rather than white glue. Either type of glue works well.

Summarize the geologic history of the Mojave National Preserve Essay

Summarize the geologic history of the Mojave National Preserve - Essay Example A low, moving cloud of ash and some rock fragments spread out at extremely high speed across the nearby areas. Some of the rock fragments were approximately 60 feet across this preserve (Glazner et al. 15). The hot ash buried every living thing that was along its path, while the magma spread across a region of approximately 600 kilometers, and the hot rock and ash segments welded together when they reached the ground. Some of the rocks, exposed at the preserve, are from 16.5 to 1.4 billion years ago. They consist of metamorphic rocks, derived from the pre-existing volcanic, sedimentary, and igneous rocks. Some of these rocks have extremely high-grade metamorphic textures and minerals that are because of the high pressures and temperature that are typical of crust 20-40km below the earth’s surface (Glazner et al 16). The preserve has several admirable sceneries; the rocks form a prominent place for a tour, and through the vast and complex history of how the preserve came about to be formed, one cannot but appreciate the beauty of the

Police effectiveness Essay Example | Topics and Well Written Essays - 500 words

Police effectiveness - Essay Example eness obviously depends on the ability of law enforcement agencies to conform to the ideology, and meet the changing needs, of the society they protect, and to tackle the constant evolution in the character of crime. In democratic societies, policing policies have largely moved away from the rigidity of traditional policing. A policy which is popularly being adopted today is Community Oriented Policing and Problem Solving (COPPS). Community Oriented Policing acknowledges the right of the community to be involved in law enforcement. Prevention of crimes is by working in partnership with community members, and public and private non-governmental organizations, to identify and eliminate the underlying causal factors. There is the decentralization of authority and a personal approach from police officers, who are allotted permanent beats to become familiar members of the community. The focus is on shared responsibility of the police and the community through interactive community meetings, door to door calls and foot or bike patrols, fostering of mutual trust, and the formation of grassroots movements to monitor and report crimes. Community development projects, such as neighborhood clean-ups and combating drug usage, and problem solving, are prioritized. Officers are granted increased discretion and autonomy to deal with problems on a proactive, case-by-case basis, tailoring responses to particular local conditi ons. Rigid procedural responses are not favored. Community Oriented Policing â€Å"is cooperative, communicative and collaborative† (Summerfield, 2005). Problem Oriented Policing emphasizes preventive responses. It acknowledges that community problems may not be strictly criminal in nature and police discretion and locality-specific responses are more effective than arrest and prosecution. It favors a long term approach and a proactive police role. It involves (a) Scanning: identifying a recurring problem, its’ frequency and consequences. (b) Analysis:

Free

Free Will and Divine Foreknowledge Essay Free will is the ability to make our own choices in issues regarding all aspects of life. It is a power that enables us to make our own choices that are not affected by external factors such as divine will. Therefore, each one sins by his/her own will. While, divine foreknowledge is the fact that God has complete knowledge of what will happen in the future. In â€Å"On Free Choice of the Will†, St. Augustine discusses a critical issue which is the incompatibility of man’s free will and God’s foreknowledge. So the question is, do we really have free will in spite of the fact that God foreknows everything? If God knows what must necessarily happen next, then how do have the free will to make our own choices? Augustine comes up with a series of arguments to prove that we sin by our own will with no intervention of the divine foreknowledge. Augustine first argued a characteristic of God that He has free will, and that He has foreknowledge of his own actions. Therefore, both God’s will and foreknowledge go along with each other. From this point he then assumes that man’s will and God’s foreknowledge are both compatible. But can we compare God with man? And is this argument convincing enough? More elaboration has to be given in order to make it more convincing. Augustine then proceeds to do so. He states that people who do not believe in the compatibility of free will and divine foreknowledge are those who â€Å"are more eager to excuse than confess their sins† (p. 73). That means that people who always blame others for their own wrong doings rather than admitting it are those who claim that we have no free will and that everything is already known by God, and that nothing can be changed, which they also use as a justification for their wrong actions. These people live their life by chance, leaving everything according to the circumstances rather than trying to take good actions. An example for that is the beggars, who always try to take money from people without giving anything in return or even having a job, although they have the ability to do so. But because of their laziness and their belief that this is what they were created to be, they leave everything to happen by luck and according to God’s foreknowledge that couldn’t be changed (p. 73). Augustine then moves to another point which is the relation between the will and the power to achieve that will. He states that the will itself is within our power. Therefore, our desire to commit certain acts is a power that we own. But if we will something that is not within our power then it is not considered as a will because we can only will what is within our power. Augustine then discusses that if something good happens to us then it is accordance to our will, not against it. So for example, being happy, although God foreknows that you will be so, doesn’t mean that we are happy against our will. Thus, God’s foreknowledge of our happiness doesn’t take away our will to be happy (p. 76). And so, he concludes that if God foreknows our will, then definitely this will is going to occur, and so it will be a will in the future. Consequently, his foreknowledge doesn’t take away our will. And since that what we will is in our power, God foreknows our power and He will not take it away. Hence, we will have that power because God foreknows it (p. 77). So Augustine made it clear â€Å"that it is necessary that whatever God has foreknown will happen, and that he foreknows our sins in such a way that our wills remain free and are with in our power† (p.77). However, the fact that God’s foreknowledge of our sins is consistent with our free will in sinning still stays questionable. Taking into consideration the fact that God is just, so how does He punish our sins that happen by necessity? Or is God’s foreknowledge not an obligation? The topic is still confusing so Augustine then proceeds to make it clearer. He explains that if we are certain that someone is going to sin, then we have foreknowledge with the wrongdoing that he/she is going to commit. This foreknowledge didn’t force them to do so, but it was done by their own free will. Accordingly, their will to sin is consistent with our foreknowledge of that sin. Therefore, â€Å"God forces no one to sin, even though he foresees those who are going to sin by their own will† (p. 78). Augustine then compares foreknowledge with memory. He states that our â€Å"memory does not force the past to have happened†, and similarly God’s foreknowledge of the future doesn’t force it to occur (p. 78). And we remember things in the past that we have done but didn’t do everything that we remember, likewise God foreknows everything that He will cause in the future, but doesn’t cause everything that is within His foreknowledge (p. 78). As a result, God punishes our sins that we do by our own will and which He did not cause, as God is known by his justice. Augustine then comes up with a good argument for all those who are still slightly confused, that if God should not punish us for our sins that He foresees then He also shouldn’t reward us for our good work that He also foresees (p. 78). To conclude, Augustine succeeded in coming up with a good argument showing that man’s free will and God’s foreknowledge are both compatible. The sequence of his ideas made his argument understandable and convincing for any reader. As a reader, I’ve always thought about that subject but didn’t receive any answers. However, reading â€Å"On Free Choice of the Will† made everything clear for me and made me well convinced that God’s foreknowledge doesn’t intervene with our own choices that we make. Works Cited Williams, Thomas. On Free Choice of the Will. Indianapolis: Hackett Publishing Company, Inc. , 1993. 129. Print.

Free Narrative Essays - This Little Thing Called Hate :: Example Personal Narratives

This Crazy Little Thing Called Hate Hate is a very scary thing and there is much too much of it in the world. I am an object of hate because I am a lesbian. I had a very scary incident a year ago that will haunt me for the rest of my life. I had a girlfriend and we were openly together at school, so most students and teachers knew of our sexuality. We were the objects of a lot of hate but I had no idea how powerful that hate was until one horrible day. My girlfriend, two guy friends, and I were doing what we did every day after school - walking to our cars to go home. The two guys we were with also happened to be gay, and you'll know why that is important in a moment. We were just about at the parking lot when all of a sudden five or six guys surrounded us and began to hit us. As they were hitting and kicking they continuously yelled "F*g." That is one word I will never be able to hear again without shaking. We tried to fight back in the beginning, without success, then we just tried to huddle together to protect each other. All I remember thinking was how scared I was for my life and my friends' lives. The boys were beaten much worse than we were. I guess that is one time I was really glad to be a girl. I don't think there has ever been a time when I was more afraid; I was truly afraid for my life. Those kids who beat us never got into any trouble, even though there were many people around when it happened. No one tried to stop them. It was considered okay because we were gay. They physically beat the four of us because of who we are. It's no wonder so many people are afraid to be themselves, especially in high school. I walked away from that fight, or whatever you want to call it, with a few cuts and bruises, and a lot of pain, but nothing I couldn't deal with, physically. Mentally, however, they hurt me pretty bad. Every time I see the small scar on my wrist, or hear someone say that word, I cringe and feel like I'm getting beaten all over again.

Blue shark

Dear George Brady, Hello, my name is Patricia Dwell, I am 14 years old and I got to the Cole Leila North School. My class read the book â€Å"Henna's suitcase† and we learned information's about the holocaust. The â€Å"Henna's suitcase† book taught me a lot, it taught me to appreciate what and who I have in my life. You have inspired me because you stayed strong through everything you had to go through during the holocaust. Whilst we were reading the book, I couldn't imagine what you and Hanna had to go through. I couldn't imagine having such a happy life with my family then next thing you know you're separated from you parents and sibling.First of all I am really sorry for your loss, losing your parents, grandma, and your sister in such a young age must have been really hard to go through. I could never imagine going through what all the Jews did. You're a really good person to look up to because you didn't give up on life, some people did give up and most survivors f rom the holocaust don't ever want to talk about what they went through. So I think that you are brave for deciding to move on life and also for telling yours and Henna's story. I think that it is very special how you are able to tell children about your story and each them to not Judge people for being different.You inspired me to never give up and Just stay strong Just like how you stayed strong through the holocaust and how you never gave up on finding information about your sister Hanna. What you went through was horrible and I hope no one else would ever have to go through what you did. Through separating from your parents and sister, the box cars, having to wear a Jude star etc. You stayed strong and you decided to keep living life really Inspired me. Learning about the Holocaust taught me to never Judge anybody by what they believe In and who they are.What happened during the Holocaust Is so horrible; I honestly can't believe people would treat Jews differently Just because th ey were different, and because they believed In different things. If everyone learned about the Holocaust, world war will hopefully never happen again. From what Vive learned I will for sure never Judge anyone for being different. Blue shark By g-annoyed decided to keep living life really inspired me. Believe in and who they are. What happened during the Holocaust is so horrible; I different, and because they believed in different things. If everyone learned about

Classroom Observation Essay

Mrs. Cash’s 3rd grade classroom is a comfortable and safe environment for all of her 16 students. She has a very successful approach to education. Throughout the short amount of time I spent at Pelican Elementary, I was introduced to sheer creativeness. During my observation time, I was able to grasp the materials she used, the classroom environment, and the outcome of the classroom’s learning experience. Cash’s methods of teaching are primarily centered on teacher-student interaction. Her ability to serve a multitude of unique needs within the same class is no small feat. As it is an effective learning tool, the majority of the school days are filled with laughter. Because I observed on a Friday, though, I only got to witness test days. In the morning, her students begin with breakfast in the classroom. Mrs. Cash has ‘specials’ right after this because she is in the Green Hallway. ‘Specials’ consist of classes like art, gym, music, etc. She would then take them to lunch at 10:30. When they returned to the classroom, they headed straight into ‘A. R. Time’ where they would read a book on a certain level and then answer questions about that book on the computer. The questionnaire was for the teacher to know the students understood what they read. Each grade level is in a different colored hallway because their rotations are at different times in the day. The hallway that held her classroom was more toward the center of the school. The hallway to her left was the ‘Blue’ hallway for second grade and the hallway to her right was ‘Red’ for fourth grade. In the middle of all the hallways and the main focus of the school was the library. I liked this set up a lot because it showed how important books and reading was. This is where the school was able to show its diversity because there were posters on the walls with different ethnic children promoting sharing and equality. On the backside of the bookcases, there were anti-bullying posters and posters that encouraged speaking out and asking for help. This showed that the school helped students who were being bullied and who had problems at home. After all that was through, they started Language Arts. They took several quizzes where she would have the students put up privacy folders. Because I only witnessed test taking, I didn’t get to truly appreciate Mrs. Cash’s teaching method but I did get to see how she treated each student individually. She walked around the classroom and gave them pointers on how to hold their pencil and gave each child the time they needed to finish. She made the entire class look at her as she read spelling words aloud and then had them give her thumbs up when they finished writing them. The remarkable thing about Mrs. Cash is that she has a lot of patience and gives everyone the time they deserve. By doing this, it showed that she took the time to give everyone the time and materials they needed, regardless of racial background, to finish their work. She worked with everyone’s learning ability to help them succeed. When this subject was over, she took them outside to recess. I did not like this part of the day because it felt as though the day’s schedule was run by Mrs. Cash herself. She took them to recess when she thought it was necessary and then brought them back inside, after what felt like 10 minutes, because she was too hot. The schedule they had did not seem as though it was the school’s plan, but the teacher’s and that each teacher had their own. There were a few children who lost their privilege due to misbehaving and had to sit out while they finished late work. I thought this was a good method to use to teach students to turn in work on time. The academic lessons I watched with Mrs. Cash were focused on reading, writing, and spelling. The criteria seemed very enjoyable and quite natural to teach. The students are quite comfortable and challenged in a healthy way. When they completed a worksheet together, most of the class excelled in getting the right answers and Cash fed off of everyone’s contribution. She never pushed down an answer, even if it was wrong, and made everyone feel like their contributions were appreciated. I admire this because it is very difficult to achieve comfort of that level in a classroom for only a few short weeks. Being faced with adversity in the classroom is an everyday, perhaps every hour occurrence. Mrs. Cash engages her students’ adverse behavioral problems with ease. She agrees that â€Å"You must choose your battles†, and that, â€Å"Not every action deserves a reaction. † This concept, although not novel, is quite challenging for most. Luckily, she has had a lot of practice. I did notice, though, that she had the students who were grasping the material easier farther away from her desk than she had the ones who were struggling. I feel as though some of the students knew she did this and therefore did not want to try as hard. When facing diversity herself, though, Mrs. Cash did not treat everyone fairly. There was one boy in particular who she constantly picked on. He was of Latin descent and, I’m sure, spoke a form of Spanish, but he understood and could speak English. I understand that in most cases of diversity the language barrier is the biggest struggle, but there is more than one way to accommodate a student who does not understand English. I am not sure if he was just having a bad day, but he was being difficult with fulfilling requests. Cash would say things such as, â€Å"I know you understand English . . . † or â€Å"You’re not moving fast enough handing out those papers† as she would snatch them from his hands and turn away as though he were wasting her time. In these circumstances, I understand that she may have been flustered because it was a Friday, but I would have used different words and definitely a different tone of voice or even had an interpreter if I was struggling to communicate with him. The materials used within the classroom were varying. Mrs. Cash labeled everything to keep the classroom neat and organized. This also stimulated the students’ mind because they were subconsciously reading the labels and constantly learning where the materials went. They had purple folders during ‘A. R. Time’ that held their books and quiz scores in one place. They had cubbies that were assigned by seat number and all their school supplies stayed in there during the day. The subject text books were in bins lined up at the front of the class where a ‘Team Leader’ would retrieve them when needed. Mrs. Cash’s tidiness lends greatly to the success of her students. Her classroom is absolutely wonderful. She had an assortment of posters and class work tacked on the walls and a variety of knick-knacks all throughout. She had nicely scented soap that she bought for the class in an amusing pump on the sink, she had silly window stickers on the windows and she had a collection of funny pens and pencils on each table. The tables were set up in four groups of four individual desks and there were assigned ‘Team Leaders’ and â€Å"Material Monitors’. Her classroom decoration was fluid and made it a better learning environment because the students were facing each other, and not toward the teacher. This gave them opportunities to work together and to improve their social skills. What I did not like about the classroom was that it was openly joined with the one next to them. It was hard for some students to test because the class next door was being taught a lesson and therefore making a lot of noise. When Mrs. Cash asked the teacher to quiet her classroom down, she apologized but made no changes. This irritated me because it wasn’t fair to the students. I assume the classrooms were designed this way to save water, because of fewer bathrooms, but it is not a very constructive learning environment. A wife, mother and distinguished grade school teacher, Mrs. Cash has been an ideal observation candidate. Her approach to education is a successful one. Taken away is an informed standpoint about teaching young students in general that assists greatly to the morale of a perspective teaching professional.

Free Essays on The White Heron

The short story â€Å"A White Heron† written by Sarah Orne Jewett is the story of a young girl and how she becomes her own person in a time when women were supposed to be loyal like dogs toward men. The current views and the beginning of change in those views that some of society held towards the independence of women in the late 1800s can be seen through the character portrayals in â€Å"A White Heron.† In the opening of the story, Sylvia is alone in the woods driving home her cow when she runs into a young man. As the man approaches she refers to him as the enemy, and in a way he is. In the story Sylvia, her grandmother, and even the female cow are living a life that is free of males, yet happy. Suddenly, in comes this hunter to throw off the balance of the independent and female dominant life Sylvia knows. When Sylvia and the hunter return to Sylvia’s grandmother, Mrs. Tilley’s house Sylvia believed Mrs. Tilley had misunderstood the situation and made a mistake in allowing him to stay. The story also showed change when it mentioned the awakening of Mrs. Tilley’s â€Å"long slumbering hospitality,† reminding the reader of how secluded the women were (Charters, 391). Jewett shows men as being proud and always in search of a prize, rather than companionship. When the hunter began to converse with Mrs. Tilley he claimed a love for birds and that he had a great collection of them, in this way he wanted the birds as a prize he could display rather than a companion or friend. With this character and his display of stuffed dead birds, it relates how women were also viewed in this time. In this time women could be considered prizes, part of a man’s belongings to be displayed and admired. It can also be said that women were not expected to really live their life, but instead to become dead inside like the birds were dead. Love for men was similar to ownership. In the story Mrs. Tilley is an older woman who is easily able to rever... Free Essays on The White Heron Free Essays on The White Heron The short story â€Å"A White Heron† written by Sarah Orne Jewett is the story of a young girl and how she becomes her own person in a time when women were supposed to be loyal like dogs toward men. The current views and the beginning of change in those views that some of society held towards the independence of women in the late 1800s can be seen through the character portrayals in â€Å"A White Heron.† In the opening of the story, Sylvia is alone in the woods driving home her cow when she runs into a young man. As the man approaches she refers to him as the enemy, and in a way he is. In the story Sylvia, her grandmother, and even the female cow are living a life that is free of males, yet happy. Suddenly, in comes this hunter to throw off the balance of the independent and female dominant life Sylvia knows. When Sylvia and the hunter return to Sylvia’s grandmother, Mrs. Tilley’s house Sylvia believed Mrs. Tilley had misunderstood the situation and made a mistake in allowing him to stay. The story also showed change when it mentioned the awakening of Mrs. Tilley’s â€Å"long slumbering hospitality,† reminding the reader of how secluded the women were (Charters, 391). Jewett shows men as being proud and always in search of a prize, rather than companionship. When the hunter began to converse with Mrs. Tilley he claimed a love for birds and that he had a great collection of them, in this way he wanted the birds as a prize he could display rather than a companion or friend. With this character and his display of stuffed dead birds, it relates how women were also viewed in this time. In this time women could be considered prizes, part of a man’s belongings to be displayed and admired. It can also be said that women were not expected to really live their life, but instead to become dead inside like the birds were dead. Love for men was similar to ownership. In the story Mrs. Tilley is an older woman who is easily able to rever...

Difference Between Anatomy and Physiology

Difference Between Anatomy and Physiology Anatomy and physiology are two related biology disciplines. Many college courses teach them together, so its easy to be confused about the difference between them. Simply put, anatomy is the study of the structure and identity of body parts, while physiology is the study of how these parts function and relate to one another. Anatomy is a branch of the field of morphology. Morphology encompasses the internal and outward appearance of an organism (e.g., is shape, size, pattern) as well as form and location of external and internal structures (e.g., bones and organs anatomy). A specialist in anatomy is called an anatomist. Anatomists gather information from living and deceased organisms, typically using dissection to master internal structure. The two branches of anatomy are macroscopic or gross anatomy and microscopic anatomy. Gross anatomy focuses on the body as a whole and the identification and description of body parts large enough to be seen with the naked eye. Microscopic anatomy focuses on cellular structures, which may be observed using histology and various types of microscopy. Physiologists need to understand anatomy because the form and location of cells, tissues, and organs are related to function. In a combined course, anatomy tends to be covered first. If the courses are separate, anatomy may be a prerequisite for physiology. The study of physiology requires living specimens and tissues. While an anatomy lab is primarily concerned with dissection, a physiology lab may include experimentation to determine the reaction of cells or systems to change. There are many branches of physiology. For example, a physiologist may focus on the excretory system or the reproductive system. Anatomy and physiology work hand-in-hand. An x-ray technician might discover an unusual lump (change in gross anatomy), leading to a biopsy in which the tissue would be examined on a microscopic level for abnormalities (microscopic anatomy) or a test looking for a disease marker in the urine or blood (physiology). Studying Anatomy and Physiology College biology, pre-med, and pre-vet students often take a combined course called AP (Anatomy and Physiology). This anatomy portion of the course is typically comparative, where students examine homologous and analogous structures in a variety of organisms (e.g., fish, frog, shark, rat or cat). Increasingly, dissections are being replaced by interactive computer programs (virtual dissections). Physiology may be either comparative physiology or human physiology. In medical school, students progress to study human gross anatomy, which involves dissection of a cadaver. In addition to taking AP as a single course, its also possible to specialize in them. A typical anatomy degree program includes courses in embryology, gross anatomy, microanatomy, physiology, and neurobiology. Graduates with advanced degrees in anatomy may become researchers, healthcare educators, or continue their education to become medical doctors. Physiology degrees may be granted at the undergraduate, masters, and doctoral level. Typical courses may include cell biology, molecular biology, exercise physiology, and genetics. A bachelors degree in physiology can lead to entry-level research or placement in a hospital or insurance company. Advanced degrees may lead to careers in research, exercise physiology, or teaching. A degree in either anatomy or physiology is good preparation for studies in the fields of physical therapy, orthopedic medicine, or sports medicine.

Unauthorized Trespass Essay Example | Topics and Well Written Essays - 1000 words

Unauthorized Trespass - Essay Example It was around 2am when he heard the plaintiff plus another man attempting to break in. the defendant took his shotgun and loaded it, then he poked the barrel via a minute opening in the door, he fired and the plaintiff was hit at a close range of around 5feet on his upper arm, by the armpit and eventually into the chest. Plaintiff pleaded culpable to a number of offences which were committed at that night. Defendant was impeached on charges of injuring/wounding but was later acquitted. Not in favor of the defendant, the plaintiff claimed damages owing to infringement of duty of care in negligence and under Occupier’s Liability Act 1984(sec 1). Held: The defendant was found guilty of significant contributory negligence (one third) since he applied violence to the plaintiff that was beyond reasonable limits allowed for lawful self-defense. The plaintiff was awarded 4,033pounds as compensation for personal injuries, the defendant appealed but this was dismissed by the court of ap peal. The defendant should seek supporting evidence that the cause of action by the plaintiff was founded on illegal or immoral act, self-defense or accident. The property owner by applying comparative negligence as a defense should show that the plaintiff did not apply reasonable care for his own safety; and with reference to a new law that came into effect in 1996, in case the injured party is more than 50% fault for detriment lies with him/her, he/she cannot recover non-economic damages (Zweigert and Kotz 1998).

Parent training gender norm during through youth age Research Paper

Parent training gender norm during through youth age - Research Paper Example Gender norms are the creation of society as a whole, with the unconscious notions of normal behaviors for the genders begun through the influence of a child’s parental role models. Gender norms begin through the actions of parents to the children. Reactions define how the child will see themselves as either a boy or a girl. Through the purchase of toys, the tone of speech, and even their own role modeling, parents insert their ideas about gender norms into the behaviors of their children. Newman and Newman (2012) discuss the complexity of influences that parents have on their children concerning norms. They state that â€Å"the experience to which they expose them (their children), and the activities in which they encourage their children’s participation all reflect dimensions of the parents’ gender role standards† (Newman & Newman, 2012, p. 245). When children get to school age they have had discipline for gender inappropriate behavior and encouraged to adopt the social standards of behavior that are expected. Gender is an issue of social construction. Although there are many debates on how children are socialized to enact their gender, whether it is biological or strictly psychological, the development of social roles for the genders as a topic has shown that men and women are taught to act different than each other in society. Gender roles are developed through the creation of norms, behaviors, and beliefs about the abilities of a gender to act within society. Social expectations tend to refine those beliefs so that roles can be filled (Munez, 2013). Acculturation occurs within a family where examples and teaching provide young males and females with information about how their gender identifies them within a community. Through the continuation of these beliefs throughout a community, gender norms are created. The use of gender norms as a way in which to calculate behaviors provides the researcher with a

Adult nursing scenario Essay Example | Topics and Well Written Essays - 1000 words

Adult nursing scenario - Essay Example Mrs. Taylor, 68 is admitted with a history of chronic obstructive pulmonary disease (COPD) She is breathless and anxious.She has limited mobility due to a painful left hip.Using the Reflective Cycle of G. Gibbs (1988) I will reflect on the learning and developmental needs identified in the scenario described. The six 'stopping points' provide a helpful personal insight and are followed, in order, throughout this essay.Description: When Mrs. Taylor was admitted in the condition earlier described, I was working with a senior colleague, a ward sister experienced in adult nursing. The patient was in pain, greatly distressed and with some cyanosis.She had been handling her condition at home with the help of oxygen and drug therapy, so her present state indicated that some triggers must have exacerbated the condition.These could be bronchitis, pneumonia, allergy or too many cigarettes.Feelings: I felt a sense of urgency and the need to get medication started to alleviate the symptoms. I fe lt concern for her physical well-being and some frustration that it could be helped 'at once.'When I observed how sister spoke softly and reassuringly to Mrs. Taylor, touching her hand and smoothing her forehead, I felt slightly ashamed.At sister's suggestion, Mrs.Taylor breathed more slowly and her anxiety diminished. I then sat with her, asking how she was feeling, really listening carefully to her responses.I thought how much more difficult this would be with a child or mentally disabled adult,recognising the need for a more psychological approach... These could be bronchitis, pneumonia, allergy or too many cigarettes. NICE Guideline (2004) conclude ' The disease is predominantly caused by smoking and nearly all sufferers are over 35.' 2. The painful left hip was another major cause for concern. We got her settled in bed, nebuliser mask on and bed head raised, promising pain relief for the hip. Feelings: I felt a sense of urgency and the need to get medication started to alleviate the symptoms. I felt concern for her physical well-being and some frustration that it could be helped 'at once.' When I observed how sister spoke softly and reassuringly to Mrs. Taylor, touching her hand and smoothing her forehead, I felt slightly ashamed. At sister's suggestion, Mrs. Taylor breathed more slowly and her anxiety diminished. I then sat with her, asking how she was feeling, really listening carefully to her responses. 'Attending is the act of really focusing on the person who needs help. We need to make ourselves deliberately aware of what the other person is saying and of what he or she is trying to tell us.' Morrison and Burnard (1991) I thought how much more difficult this would be with a child or mentally disabled adult, recognising the need for a more psychological approach, more reassurances and a 'person-focused' nursing style. Adults like Mrs. Taylor appear more able to contribute to their own improvement, being both knowledgeable and aware. I thought that no matter which nursing domain I was involved in, I would recognise that the same requirements of reassurance, administration of medication and accurate record keeping would apply. I would also adhere to the principles of respect for any cultural or social background.

Palliative Care Clinical Experience

Palliative Care Clinical Experience Introduction The purpose of this assignment is to reflect on a clinical experience in palliative care and demonstrate the knowledge and skills associated with this. The symptoms, symptom management and government guidelines and standards will also be discussed in relation to how this will impact the care of the patients who are experiencing life threatening illnesses. This will be achieved through using Gibbs (1988) model of reflection. I chose this model of reflection because it is clear and cyclical model which allows the reflector to revisit the same problem and also to examine my practice which will help me to develop and improve in the future. Description As an adult nursing student, I will be reflecting on an experience with a patient who was receiving palliative care that I encountered during my community placement. The patient received palliative care and required management of symptoms to help maintain their quality of life for the patient and their family. This involved a patient, who will be named Mr. Jones for confidentiality reasons. Mr. Jones was an elderly patient who had been diagnosed with bowel cancer along with liver metastases, the cancer was in the advanced stages. Mr. Jones was being cared for at home by his wife and carers who visited him at home twice a day to help with getting him up, washing and dressing and helping him back to bed. The district nursing team also visited him on a regular basis. When meeting with the patient his main concern was his pain control and available options which he would be able to receive to manage this. Feelings Initially when I heard about the diagnosis I was intrigued and wanted to find out more about the patient and their condition. When I met the patient I felt sympathetic towards him and the family and upon discussion he revealed that he felt like giving up and ending it all. A mixture of thoughts entered my mind, although I could understand why he would want to give up, the only reason was because he was worried about the pain he was starting to experience. When the nurse and I discussed the pain control options he appeared to be more positive about the situation and apologized for what he had said. On reflection it was a positive experience as it allowed me to see how people cope differently with terminal conditions, and the impact it has on the family and carers Evaluation During this experience I thought that the nursing team had built a good professional relationship with the patient and their family. The patient had plenty of time to discuss any concerns or issues that he had .The issues discussed such as symptom management were all assessed and prioritized well; how the patient is feeling is important and needs to be taken into consideration. This would also need to be discussed with his wife alone, to find out how she is feeling and to offer her support. When discussed further, the feelings of giving up related to his pain management. This is why the Visual Analogue Scale was used for a couple of weeks to monitor the progression of his pain (Crichton 2001). I found the tool to be beneficial for effective management of pain because it was a good indicator as to when we would need to adjust his analgesia using the World Health Organization (WHO) analgesic ladder (WHO, 2004). This aims to give the correct drug, correct dose, given at the correct time and proves to be inexpensive and 80-90% effective (WHO, 2004). This ensured the patient was in the least amount of pain which enabled them to carry on with activities of daily living. Analysis The World Health Organization (2009) has defined palliative care as: an approach that improves the quality of life of patients and their families facing the problem associated with life-threatening illness, through the prevention and relief of suffering by means of early identification and impeccable assessment and treatment of pain and other problems such as physical, psychosocial and spiritual.Caring for those receiving palliative care in the community during the end stages of life requires an extraordinary commitment from the nursing team, not only human resource but also competence, compassion and focus in anticipating the needs of the patient and family. It is a complex activity involving a holistic approach, building relationships together with expert professional skills and decision making processes (Melvin 2003). As well as pain, other common symptoms during advanced cancer are nausea and vomiting, with rates ranging from 50-60% (Kearney and Richardson, 2006). It is important to treat the reversible causes of nausea and vomiting before resorting to antiemetics. This can be achieved by appropriate assessment and documentation of symptoms which evaluate the effect of treatment given and can be completed and reviewed quickly to utilize less patient energy and nursing time (Kearney and Richardson, 2006). Cancer patients also experience psychological or affective symptoms of fatigue which include lack of energy and motivation, depression, sadness and anxiety, the sense of willpower and fighting spirit is often lacking and personal resources that have usually kept a person going in the past are ineffective (Juenger, 2002). Fatigue can take away the ability to do things that the patient and family want to do or need to do. The control over life events reduces, further affecting the persons quality of life. An essential part of nursing care for fatigue includes returning some of that control (Porock 2003). Giving information can be a positive way to do this. Nu rses can explain that the person is not alone in the experience as fatigue is an expected occurrence in advanced cancer and discuss the causes of fatigue, effects and side effects of treatment and the impact of stress and depression, this will help the patient to manage the fatigue more effectively (Porock 2003).Mr. Jones was prescribed oral slow-release Morphine Sulphate for his pain, however he was beginning to experience break through pain, nausea and vomiting which was making it difficult for him to take his morphine. We suggested he kept a record of his pain over a couple of weeks using a visual analogue scale (VAS). When we visited him again we were able to use the VAS to assess his pain and make changes to analgesia as appropriate using the analgesic ladder (see appendix). From the assessment it was appropriate to increase his analgesia to step 3 of the analgesic ladder (WHO, 2004). A syringe driver was prescribed to administer morphine and an antiemetic over a 24 hour period which could be increased or decreased as required. Providing drug compatibilities have been checked, a combination of three drugs can usually be administered safely with the advantage that vomiting will not affect absorption, as it is given subcutaneously and the gut is not involved (Thompson, 2004). Although using a syringe driver improves symptom management with minimal inconvenience, complications can arise and nurses should be able to recognize these quickly and solve the problems efficiently (Lugton, 2002). The disadvantages of using this equipment is the painful injection site, infection risks and infusion rate problems (Thompson, 2004). Mr. Jones commented on giving up and after further discussion, we found this related to his pain. Evidence shows that there is a link between chronic pain and depression as they share similar physiological pathways, whilst social and psychological factors appear to affect the severity of it and when they co-exist the severity of both conditions appears to worsen (Gray, 2001). Ineffective management of psychiatric disorders can be caused by failure to recognize, diagnose and treat appropriately in palliative care settings with 50% of psychiatric disorders being undetected (Payne et al, 2007). Patients with cancer should have access to appropriate psychological support and should be assessed regularly by trained professionals as recommended by National Institute for Clinical Excellence (NICE, 2004).Many people may wish to try complementary and alternative medicines to improve symptoms of their cancer, the reason being many feel dissatisfied with conventional medicine and feel the desir e to experience holistic health care for symptomatic relief with a sense of well being (Nayak et al 2003). Auricular acupuncture (acupuncture to the ear), therapeutic touch, and hypnosis may help to manage cancer pain, whilst music therapy, massage, and hypnosis may have an effect on anxiety, and both acupuncture and massage may have a therapeutic role in cancer fatigue (Mansky and Wallerstedt 2006). However there is a lack of evidence to support that complementary and alternative medicine treatments are effective, the risks associated with them are unknown and can potentially be harmful. There has been increasing concern with the use of botanicals and dietary supplements by cancer patients because of the potential interaction between them and prescription drugs (Mansky and Wallerstedt 2006). During this experience, I realised just how important communication is, not only in this situation, but any situation that includes the patient, relatives, carers and multi-disciplinary team. C ommunication is an essential part of good nursing practice and forms the basis for building a trusting relationship that will greatly improve care and help to reduce anxiety and stress for patients, their relatives and carers (NMC 2008). Groogan (1999) acknowledges that communication is not something that people to do one another, but it is a process in which they can create a relationship by interacting with each other. From Mr. Jones perspective, patient-focused communication can be the most important aspect of treatment, due to its capacity to exacerbate or relieve the fear that often accompanies cancer, with evidence of effective communication resulting in decreased anxiety, greater coping ability and adherence to treatment (Dickson 1999). Communication can be divided into three types; cognitive, emotional and spiritual. Cognitive communication involves the giving and receiving of information, emotional communication involves the feeling and expression of psychological responses and spiritual communication involves the expression and feeling of thoughts relating to existing issues beyond the person (Fallowfield Jenkins 1999). When speaking with Mr. Jones and his family the language used was clear and easy to understand. Stress, emotions and fatigue that accompany a terminal illness make it necessary for the information to be repeated to ensure the patient and family have absorbed it and feel reassured (Latimer 2000).Mr. Jones was given enough time to discuss his concerns and issues without feeling like he had a limited period or that the nurses had many other patients to see, however, what often matters is the quality of interaction rather than the length of time. Giving a few moments of time which are totally focused on the patients communication needs can often limit the amount of time spent communicating later when further explanation or clarification is needed (Faull et al, 2005). Mallet and Dougherty (2000) suggested that patients tend to be more dis satisfied with poor communication than with any other aspect of their care and concluded ineffective communication continues to be a major issue in health care.The Department of Health has produced the End of Life Care Strategy (DoH 2008) which promotes high quality care for all adults at the end of life which is the first for the United Kingdom and covers adults in England. Its aim is to provide people approaching the end of life with more choice about where they would like to live and die. In addition, the Macmillan Gold Standards Framework (2003) is another way of combining many different practices. The framework includes 7 Gold Standards which relate to key aspects of care, and guidelines for best practice on teamwork and continuity of care, advanced planning, symptom control and support for patients and their carers. Primary Health Care Teams who join the programme are guided and supported through a combination of workshops, resource materials and networking (Macmillan Cancer R elief 2003). In place is also the NICE clinical guidance on supportive and palliative care (NICE 2004) which advises those who develop and deliver cancer services for adults with cancer about what is needed to make sure that patients, their families and carers, are well informed, cared for and supported. These initiatives had a positive impact on Mr. Jones as the nurses were able to use these guidelines to offer Mr. Jones the best care suited for him and he was then able to make informed decisions regarding the care he would like to receive. These initiatives also have a positive impact on health care professionals as they are supported and encouraged to improve their knowledge through workshops and resource materials. Action Plan/Conclusion My reflection of this experience has taught me how complex it is caring for someone receiving palliative care. It requires a holistic approach to ensure the patient and the family receive the best possible care in accordance with the guidelines and standards, in which they must remain empowered and make informed choices regarding their care and treatment with the help of health care professionals. I now understand how complicated symptom management can be; cancer patients experience many symptoms from their condition and also side effects from their medication. Assessments are vital to ensure the appropriate treatment and management of symptoms. The importance of communication has been brought to my attention once again, in my future nursing practice I will focus on my communication skills as this is an essential part of good nursing practice and plays a vital role in palliative care. Although this was an upsetting experience it has also been a positive one as this will affect my fut ure nursing practice a great deal as I have gained vital skills to look after those receiving palliative care and I am now aware of the various strategies and frameworks in place to ensure patients and families receive a high standard of care.

My Mom, a True Hero Essay -- Personal Narrative

My Mom, a True Hero You may not realize it, but you may already be someone’s role model, someone’s hero. It’s such an amazing concept. Stop and think for just a moment about those around you. This ability to influence others is extraordinary and yet it can be so easily misused. Mothers and fathers, sisters and brothers, anyone can be a hero. Young or old, male or female, heroism has no prerequisites. Heroism amounts to more than just saying and believing in certain ideas. It is only through action that heroes emerge. I say this as a means to understanding the true traits of a hero. While there are those who preach of wonderful things, it is the hero who goes out and accomplishes the extraordinary. Firefighters are heroes. Police officers are heroes. Every time firemen storm into a burning building, they risk their lives to save others. Every time police officers go to work, they fear the might not be coming home that night. Their willingness to risk their own safety an d sacrifice their own well-being to protect others is a true example of what heroism is all about. However, these aren’t the only heroes in our world. There are many heroes that often go unrecognized for their wonderful actions. I know a hero. Her name is Linda Gomez. I have known Ms. Gomez for as long as I can remember. It was so long ago that we were first introduced that I cannot imagine life without her. What makes this woman a hero is the ability she has shown to overcome all obstacles. It was not until 1999 that I began to understand just how special this woman truly is. After going through a messy divorce from her husband, it was the court’s decree that the children of the marriage be sent to live with their father. Unfortunate... ...ssist with the son’s college funding and has forced Ms. Gomez to produce the entire amount on her own. Because of the existence of the three other children, this is extremely difficult for her. Never once though has she complained or been unable to provide him with the money. In her I see a true hero willing to do anything to take care of her children. This parent’s love for her children is so deep that nothing could destroy it. She is a mother so loving of her children that her own wants and her own wishes are merely afterthoughts. To know a hero is to be truly blessed. Twenty years of life has shown me that Ms. Gomez is indeed a hero. She has sacrificed so much of herself and has the characteristics of a true hero. She is extremely giving, absolutely selfless and willing to lend a hand in any possible situation. I’m so grateful that I can call her mom.

A Case Study of Wegmans Food Markets Essay

Wegmans Food Markets, Inc., is one of the premier grocery chains in the United States. Headquartered in Rochester, NY, Wegmans operates over 70 stores. The company employs over 23,000 people, and has annual sales of over Rs. 2.0 billion. Wegmans has a strong reputation for offering its customers high product quality and excellent service. Through a combination of market research, trial and error, and listening to its customers, Wegmans has evolved into a very successful organization. In fact, Wegmans is so good at what it does that grocery chains all over the country send representatives to Wegmans for a firsthand look at operations. Many of the company’s stores are giant 100,000 square foot superstores, double or triple the size of average supermarkets. A superstore typically employs from 500 to 600 people. Individual stores differ somewhat in terms of actual size and some special features. Aside from the features normally found in supermarkets, they generally have a large bakery Section (each store bakes its own bread, rolls, cakes, pies, and pastries), and extra-large produce sections. They also offer film processing a complete pharmacy, a card shop and video rentals. In-store floral shops range in size up to 800 square feet of space, and offer a wide variety of fresh-cut flowers, flower arrangements, varies and plants. In-store card shops covers over 1000 square feet of floor of floor space. The bulk foods department provides customers with the opportunity to select what quantities they desire from a vast array of foodstuffs and some nonfood items. Each store is a little different. Among the special features in some stores are a dry cleaning department, a wokery, and a salad bar. Some feature a Market Cafe that has different food stations, each devoted to preparing and serving a certain type of food. For example, one station has pizza and other Italian specialties, and another oriental food. There are also being a sandwich bar, a salad bar and a dessert station. Customers often wander among stations as they decide what to order. In several affluent locations, customers can stop in on their way home from work and choose from a selection of freshly prepared dinner entrees. Some stores have a coffee shop section with tables and chairs where shoppers can enjoy regular or specialty coffees and variety o f tempting pastries. The company prides itself on fresh produce. Produce is replenished as often as 12 times a day. The larger stores have produce sections that are four to five times the size of a produce section of an average supermarket. Wegmans offers locally grown produce a season. Wegmans uses a ’farm to market’ system whereby some local growers deliver their produce directly to individual stores, bypassing the main warehouse. That reduces the company’s inventory holding costs and gets the produce into the stores as quickly as possible. Growers may use specially designed containers that go right onto the store floor instead of large bins. This avoids the bruising that often occurs when fruits and vegetables are transferred from bins to display shelves and the need to devote labor to transfer the produce to shelves. In addition to large display cases of both fresh and frozen meat products, many stores have a full-service butcher shop that offers a variety of fresh meat products and where butchers are available to provide customized cuts of meat for customers. Each department handles its own ordering. Although sales records are available from records of items scanned at the checkouts, they are not used directly for replenishing stock. Other factors, such as pricing, special promotions, local circumstances must all be taken into account. However, for seasonal periods, such as holidays, managers often check scanner records to learn what past demand was during a comparable period. The superstores typically receive one truckload of goods per day from the main warehouse.During peak periods, a store may receive two truckloads from the main warehouse. The short lead-time greatly reduce the length of the time an item might be out of stock, unless the main warehouse is also out of stock. The company exercises strict control over suppliers, insisting on product quality and on-time deliveries. The company recognises the value of good employees. It typically invests an average of Rs.7000 to train each new employee. In addition to learning about stores operations, new employees learn the importance of good customer service and how to provide it. The employees are helpful, cheerfully answering customer questions or handling complaints. Employees are motivated through a combination of compensation, profit sharing, and benefits. Quality and Customer satisfaction are utmost in the minds of Wegmans management and its employees. Private label food items as well as name brands are regularly evaluated in test kitchens, along with the potential new products. Managers are responsible for checking and maintaining products and service quality in their departments. Moreover, employees are encouraged to report problems to their managers.If a customer is dissatisfied with an item and returns it, or even a portion of the item, the customer is offered a choice of a replacement or a refund. If the item is a Wegmans brand food item, it is then sent to the test kitchen to determine the cause of the problem. If the cause can be determined, corrective action is taken.

Dealing with Loneliness

I never had many friends. I was always the loner kid, sitting in the corner, not talking or even looking at anyone, you know? The one with the glasses, the braces, the ‘uncool’ shoes; the classic victim. For as long as I could remember I’d been picked on. Whether it was someone thieving my books, or pushing me over ‘by accident’, there was always something. The awful thing was, nobody seemed to care. The teachers chose not to see it, and my parents just told me to deal with it; â€Å"just ignore them† was one of their favourite lines. So I built up a wall. I learnt to keep out of peoples’ way, and just do what they told me to do.I never drew attention to myself in lessons; pretended that I was dumb, that I didn’t know anything. My teachers despaired of me, I think; after all, wouldn’t you? So when I started secondary school, I saw it as an opportunity to start afresh. No one knew me, I could be a different person, and maybe people wouldn’t be so mean. And at first, it worked. I had a group of friends, which was a novelty for me, seeing as it had never happened before, and I made more of an effort in lessons. My parents didn’t mind that I was going out every night to hang out in the park.They were just relieved that I wasn’t still a loner. I actually spoke to them at home, told them about my day; they were amazed. Over the next few months, my popularity increased. I found myself in the middle of a large group of friends, and it was fascinating to me that these people actually wanted to be around me, to be my friend, to talk to me; and this time, they said nice things, not insults and threats. I never told any of my new friends about the bullying at my primary school. I guess I thought that if I told them, they might change their opinions of me and maybe think that I wasn’t so cool after all.About half way through my first year at secondary school, a boy started at our school . When we were told in assembly, the name rang a bell in my memory, but I couldn’t put a face to the name. But as soon as he walked into our class, I knew who he was. I must have done a double take or something, because my best friend sitting next to me immediately asked me what was wrong. He was a guy from my primary school, the leader of the nastiness. I don’t think he recognised me; at least he didn’t show it – after all, the glasses had gone and I was sitting with loads of my friends, not in my old haunt in the corner.For about a week he did nothing, he didn’t even speak to me; I was stupid enough to think that maybe he had forgotten. But I was wrong. About a week after he started, I started to get these texts, saying horrible, cruel things; worse than they’d been before. I knew it was him straight away, but he never said his name, so I couldn’t prove it. My friends didn’t know. I didn’t tell them. My parents didnâ⠂¬â„¢t notice, it was a busy time at work and they were too wrapped up in their own lives. I became more and more shy, more closed off, and slowly my school work started to suffer.It was like being back at primary school all over again. Luckily, the teachers at my secondary school wouldn’t let it slip so easily. They phoned home and told my parents they thought something was wrong. My parents sat me down and wouldn’t let me leave until I told them what was going on. I didn’t want to, it was like admitting defeat, but finally I showed them the texts. They were horrified. I didn’t want to contact the school, I didn’t want to do anything about it, but they did, and I realise now that it was for my own good.The school sorted it all out; he’s gone from my life now, and I don’t have to speak to him ever again. My friends were shocked when they found out what had been going on. They couldn’t believe I hadn’t told them about it before. What surprised me the most was that they didn’t think I was weak or stupid, and they didn’t change their minds about me; in fact, it made our friendships stronger, because I felt more open with them. I think I would have dealt with it better if I’d told my friends. But it’s in the past now, and I try not to stay on it. My life has moved on.

The Original 13 States of the United States

The Original 13 States of the United States The first 13 states of the United States of America were comprised of the original British colonies established between 17th and 18th centuries. While the first English settlement in North America was the Colony and Dominion of Virginia, established 1607, the permanent 13  colonies were established as follows: The New England Colonies New Hampshire Province, chartered as a British colony in 1679Massachusetts Bay Province chartered as a British colony in1692Rhode Island Colony chartered as a British colony in 1663Connecticut Colony chartered as a British colony in 1662 The Middle Colonies New York Province, chartered as a British colony in 1686New Jersey Province, chartered as a British colony in 1702Pennsylvania Province, a proprietary colony established in 1681Delaware Colony (before 1776, the Lower Counties on the Delaware River), a proprietary colony established in 1664 The Southern Colonies Maryland Province, a proprietary colony established in 1632Virginia Dominion and Colony, a British colony established in 1607Carolina Province, a proprietary colony established 1663Divided Provinces of North and South Carolina, each chartered as British colonies in 1729Georgia Province, a British colony established in 1732 Establishment of the 13 States The 13 states were officially established by the Articles of Confederation, ratified on March 1, 1781. The Articles created a loose confederation of sovereign states operating alongside a weak central government. Unlike the current power-sharing system of â€Å"federalism,† the Articles of Confederation bestowed most governmental powers to the states. The need for a stronger national government soon became apparent and eventually led to the Constitutional Convention in 1787. The United States Constitution replaced the Articles of Confederation on March 4, 1789.The original 13 states recognized by the Articles of Confederation were (in chronological order): Delaware (ratified the Constitution on December 7, 1787)Pennsylvania (ratified the Constitution on December 12, 1787)New Jersey (ratified the Constitution on December 18, 1787)Georgia (ratified the Constitution on January 2, 1788)Connecticut (ratified the Constitution on January 9, 1788)Massachusetts (ratified the Constitution on February 6, 1788)Maryland (ratified the Constitution on April 28, 1788)South Carolina (ratified the Constitution on May 23, 1788)New Hampshire (ratified the Constitution on June 21, 1788)Virginia (ratified the Constitution on June 25, 1788)New York (ratified the Constitution on July 26, 1788)North Carolina (ratified the Constitution on November 21, 1789)Rhode Island (ratified the Constitution on May 29, 1790) Along with the 13 North American colonies, Great Britain also controlled New World colonies in present-day Canada, the Caribbean, as well as East and West Florida by 1790. Today, the process by which U.S. territories attain full statehood is left largely to the discretion of Congress under Article IV, Section 3 of the U.S. Constitution, which states, in part, â€Å"The Congress shall have Power to dispose of and make all needful Rules and Regulations respecting the Territory or other Property belonging to the United States†¦Ã¢â‚¬ Ã‚   Brief History of the US Colonies While the Spanish were among the first Europeans to settle in the â€Å"New World,† England had by the 1600s established itself as the dominant governing presence along the Atlantic coast of what would become the United States. The first English colony in America was founded in 1607 in Jamestown, Virginia. Many of the settlers had come to the New World to escape religious persecution or in hopes of economic gains. In September 1620, the Pilgrims, a group of oppressed religious dissidents from England, boarded their ship, the Mayflower and set sail for the New World. Arriving off the coast of what is now Cape Cod in November 1620, they established a settlement at Plymouth, Massachusetts. After surviving great initial hardships in adjusting to their new homes, colonists in both Virginia and Massachusetts thrived with the well-publicized assistance of nearby Native American tribes. While increasingly large crops of corn kept them fed, tobacco in Virginia provided them with a lucrative source of income. By the early 1700s a growing share of the colonies’ population was comprised of African slaves. By 1770, the population of Britain’s 13 North American colonies had grown to more than 2 million people. By the early 1700s enslaved Africans made up a growing percentage of the colonial population. By 1770, more than 2 million people lived and worked in Great Britains 13 North American colonies. Government in the Colonies On November 11, 1620, before establishing their Plymouth Colony, the Pilgrims drafted the Mayflower Compact, a social contract in which they basically agreed that they would govern themselves. The powerful precedent for self-government set by the Mayflower Compact would be reflected in the system of public town meetings that guided colonial governments across New England. While the 13 colonies were indeed  allowed a high degree of self-government, the British system of mercantilism ensured that the colonies existed purely to benefit the economy of the  mother country. Each colony was allowed to develop its own limited government, which operated under a colonial governor appointed by and answerable to the British Crown. With the exception of the British-appointed governor, the colonists freely elected their own government representatives who were required to administer the English system of â€Å"common law.† Significantly, most decisions of the local colonial governments had to be reviewed and approved by both the colonial governor and the British Crown. A system which would become more cumbersome and contentious as the colonies grew and prospered. By the 1750s, the colonies had started dealing with each other in matters concerning their economic interests, often without consulting the British Crown. This led to a growing feeling of American identity among the colonists who began to demand that the Crown protect their â€Å"Rights as Englishmen,† particularly the right of â€Å"no taxation without representation.† The colonists’ continued and growing grievances with the British government under the rule of King George III would lead to the colonists’ issuance of the Declaration of Independence in 1776, the American Revolution, and eventually, the Constitutional Convention of 1787. Today, the American flag prominently displays thirteen horizontal red and white stripes representing the original thirteen colonies.

James Hutton Essay Example

James Hutton Essay Example James Hutton Paper James Hutton Paper James Hutton A report done by Sarah Lynn Brixey James Hutton was a Scottish geologist, naturalist, and experimental farmer. He is considered the father of modern geology. His theories of geology and geologic time, are also called deep time, and came to be included in theories which were called plutonism and uniformitarianism. Plutonism is the disproven theory that all rocks formed by solidification of a molten mass. Uniformitarianism means of or pertaining to the thesis that processes that operated in the remote geological past are not different from those observed now. Another definition of uniformitarianism is supporting, conforming to, or derived from a theory or doctrine about uniformity, esp. on the subject of geology. In this report on James Hutton, you will learn who he was, his theory of rock formations, and his publication career. James Hutton was born in Edinburgh on June 3, 1726 as one of five children of a merchant who was also Edinburgh City Treasurer, but died when James was very young. He attended school at the Edinburgh High School, where he was particularly interested in mathematics and chemistry. At the age of 14, he attended the University of Edinburgh as a â€Å"student of humanity†. He was an intern to a lawyer at the age of 17, but took more of an interest in chemical experiments than legal work. At the age of 18, he became a doctor’s assistant and attended lectures of medicine at the University of Edinburgh. Three years later, he studied medicine in Paris, and in 1749, he received the degree of Doctor of Medicine at Leyden with a thesis on blood circulation. Around 1747, he had a son by a woman named Miss Edington, and other than giving the boy financial assistance, he had little to do with him. The boy went on to become a post office clerk in London. After receiving his degree, Hutton returned to London, and in the summer of 1750, at the age of 24, went back to Edinburgh and resumed experiments with close friend, James Davie. Their work on production of sal ammoniac from soot led to their partnership in profitable chemical works, manufacturing the crystalline salts which were used for dyeing, metalwork, and as smelling salts that were previously available only from natural sources and that had to be imported from Egypt. Hutton owned and rented out properties in Edinburgh, which employed a factor to manage this business. James Hutton inherited his father’s Berwickshire farms of Slighthouses, which are lowland farms that had been in the family since 1713, and a hill farm of Nether Monynut. In the early 1750s, he moved to Slighthouses, with his goal being to making improvements, which introduced farming practices from other parts of Britain and experimenting with plant and animal cultivation. He recorded his ideas and innovations in an unpublished thesis on The Elements of Agriculture. This developed his interest in meteorology and geology, and by 1753, he had become very fond of studying the surface of the earth, and was looking with anxious curiosity into every pit or ditch or bed of a river he came across. Working in a clearing and draining his farm provided many opportunities, and he noticed that a vast proportion of the present rocks are composed of materials afforded by the destruction of bodies, animal, vegetable and mineral, of more ancient formation†. His theoretical ideas began to come together in 1760, and while his farming activities continued, in 1764, he went on a geological tour of the north of Scotland with George Maxwell-Clerk. In 1768, Hutton returned to Edinburgh, leaving his farms to tenants but continuing to take an interest in farm improvements and research, which included experiments carried out at Slighthouses. He developed a red dye made from the roots of the madder plant. He had a house built in 1770 at St. John’s Hill, Edinburgh, overlooking Salisbury Crags. He was one of the most influential participants in the Scottish Enlightenment, and fell in with numerous first-class minds in the sciences including John Playfair, philosopher David Hume, and economist Adam Smith. He was a particularly close friend of Joseph Black, and the two of them together with Adam Smith founded the Oyster Club for weekly meetings, that included Hutton and Black to find a venue, which turned out to have rather disreputable associations. Between 1767 and 1774, Hutton had considerable close involvement with the construction of the Forth and Clyde Canal, making full use of his geological knowledge, both as a shareholder and as a member of the committee of management, and attended meetings including extended site inspections of all the works. In 1777, he published a pamphlet on Considerations on the Nature, Quality and distinctions of Coal and Culm, which successfully helped to obtain relief from removal duty on carrying small coal. Hutton hit on a variety of ideas to explain the rock formations he saw around him, but according to Playfair, he â€Å"was in no haste to publish his theory; for he was one of those who are much more delighted with the contemplation of truth, than with the praise of having discovered it. † After some 25 years of work, his Theory of the Earth; or and Investigation of the Laws observable in the Composition, Dissolution, and Restoration of Land upon the Globe was read to meetings of the Royal Society of Edinburgh in two parts, first by his friend Joseph Black on March 7, 1785, and the second by himself on April 4, 1785. He subsequently read an abstract of his dissertation Concerning the System of the Earth, its Duration and Stability to the Society meeting on July 4, 1785, which he had printed and circulated privately. In it, his theory states that the solid part of the present land appears in general, to have been composed of the productions of the sea, and of other materials similar to those now found upon the shores. Hence we find reason to conclude:  ·That the land on which we rest is not simple and original, but that it is a composition, and has been formed by the operation of second causes.  ·That before the present land was made, there had subsisted a world composed of sea and land, in which were tides and currents, with such operations at the bottom of the sea as now take place.  ·That while the present land is forming at the bottom of the ocean, the former land maintained plants and animals; at least the sea was then inhabited by animals, in a similar manner as it is presently. Hence we are led to conclude, that the greater part of our land, if not the whole had been produced by operations natural to this globe; but that in order to make this land a permanent body, resisting the operations of the waters, two things must be required.  ·The consolidation of masses formed by collections of loose or incoherent materials.  ·The elevation of those consolidated masses from the bottom of the sea, the place where they were collected, to the stations in which they now remain above the level of the ocean. At Glen Tilt in the Cairngorm Mountains in the Scottish Highlands, Hutton found granite penetrating metamorphic schists, in a way, which indicated that the granite had been molten at the time. This showed him that granite formed from cooling of molten rock, not precipitation out of water, as others at the time had believed, and that the granite must be younger than the schists. He went on to find a similar penetration of volcanic rock through sedimentary rock near the center of Edinburgh, at Salisbury Crags, adjoining Arthur’s Seat, which is now known as Hutton’s Section. He found other examples on the Isle of Arran, also known as Hutton’s Unconformity and in Galloway. In 1787, Hutton noted what is now known as the Hutton Unconformity at Inchbonny, Jedburgh, in layers of sedimentary rock. Hutton reasoned that there must have been several cycles, each involving deposition on the seabed, uplift with tilting and erosion, then undersea again for further layers to be deposited, and there have been many cycles before over an extremely long history. Although Hutton privately circulated printed version of the abstract of his Theory, which he read at a meeting of the Royal Society of Edinburgh on July 4, 1785, the theory as read at the March 7, 1785 and April 4, 1785 meetings did not appear in print until 1788. It was titled Theory of the Earth; or and Investigation of the Laws observable in the Composition, Dissolution, and Restoration of Land upon the Globe and appeared in Transactions of the Royal Society of Edinburgh. Following criticism, especially Richard Kirwan’s, who thought he was an atheist and not logical, among other things, Hutton published a two volume version of his theory in 1795, consisting of the 1788 version of his theory that included slight additions along with a lot of material drawn from shorter papers Hutton already had to hand on various subjects such as the origin of granite. It included a review of alternative theories, such as those of Thomas Burnet and Georges-Louis Leclerc, and Comte de Buffon. This whole was entitled An Investigation of the Principles of Knowledge and of the Progress of Reason, from Sense to Science and Philosophy when the third volume was completed in 1794. Its 2,138 pages prompted Playfair to remark that â€Å"The great size of the book, and the obscurity which may justly be objected to many parts of it, have probably prevented it from being received as it deserves†. His new theories placed him into opposition with the then-popular Neptunist theories of Abraham Gottlob Werner that all rocks had precipitated out of single enormous flood. Hutton proposed that the interior of the Earth was hot, and that this heat was the engine, which drove the creation of new rock; land was eroded by air and water and deposited into stone, and uplifted it into new lands. This theory was dubbed â€Å"Plutonist† in contrast to the flood-oriented theory. As well as combating the Neptunists, he also opened up the concept of deep time for scientific purposes, in opposition to Catastrophism. Rather than accepting that the Earth was no more than a few thousand years old, he maintained that the Earth must be much older, with a istory extending indefinitely into the distant past. His main line of argument was that the tremendous displacements and changes he was seeing did not happen in a short period of time by means of catastrophe, but that processes still happening on earth in the present day had caused them. As these processes were very gradual, the Earth needed to be ancient, in order to allow time for the changes. Before long, scie ntific inquiries provoked by his claims had pushed back the age of the earth into the millions of years- still too short when compared with what is known as in the 21st century, but a distinct improvement. The prose of Principles of Knowledge was so obscure, in fact, that it also impeded the acceptance of Hutton’s geological theories. Restatements of his geological ideas by John Playfair in 1802 and then Charles Lyell in the 1830s removed this hindrance. If anything, Hutton’s ideas were eventually accepted too well. At least some of the initial resistance to modern scientific ideas like plate tectonics and asteroid strikes causing mass extinctions can be attributed to too-strict adherence to uniformitarianism. It was not merely the Earth to which Hutton directed his attention. He had long studied the changes of the atmosphere. The same volume in which his Theory of Earth appeared contained also a Theory of Rain. He contended that the amount of moisture, which the air can retain in solution, increases with temperature, and, therefore, that on the mixture of two masses of air of different temperatures a portion of the moisture must be condensed and appear in visible form. He investigated the available data regarding rainfall and climate in different regions of the globe, and came to the conclusion that the rainfall is regulated by the humidity of the air on the one hand, and mixing of different air currents in the higher atmosphere on the other. In conclusion, James Hutton was a great man who did many things. On a more personal note, reading and learning about him peaked my curiosity in the things that we are learning in Earth Science class, and also to an extent in Geography. Before reading this, I didn’t really care about geology or rocks, for that matter. But after reading this, it sort of made me want to learn more about geology. Bibliography Page 1. britannica. com/EBchecked/topic/277702/James-Hutton 2. plutonism. Merriam-Webster Online Dictionary. 2008. Merriam-Webster Online. 1 September 2008 merriam-webster. com/dictionary/plutonism