Free Essays on Legally Beaten

â€Å"Corporal punishment is defined as the use of physical force with the intention to causing a child to experience pain, but not injury, for purposes of correction or control of the child’s behavior† (Walsh). This form of punishment has been used and accepted for many ages. However, during the last twenty years the debate on whether or not this kind of punishment is acceptable has continued to grow. There are many different views on the acceptance and uses of corporal punishment and those views seem to be dependant on a few different characteristics. â€Å"The characteristics associated with spanking a child are the age of the child, age and gender of the parent, socioeconomic status, circumstances, and cultural norms.† Yet all of these characteristics could easily be put under cultural norms. For it seems that as society and its views on corporal punishment change so do the views of the parents. Parent’s views have been changing throughout the years in a progression, which seems to be leading to the extinction of corporal punishment. Why has this change been occurring? â€Å"One reason for this change in attitudes is the heightened awareness of child abuse and its often devastating effects on children’s mental and physical development†¦Ã¢â‚¬  (Corporal Punishment). Some have said that they used corporal punishment and now regret it. â€Å"When I had children growing up in the 60’s corporal punishment was the thing used to discipline children. Now with all that has come out [about corporal punishment’s effects] I look back and wished I hadn’t followed what society’s norm was† (Pawlak). Many today try to encourage the use of other forms of punishment, such as sitting a child in a corner for time-out. â€Å"I always tell my kids that when they punish my grandchildren they should never hit them.† In the 1940s and 1950s corporal punishment was a very prevalent and acceptable form of punishment. Many thought hardly an... Free Essays on Legally Beaten Free Essays on Legally Beaten â€Å"Corporal punishment is defined as the use of physical force with the intention to causing a child to experience pain, but not injury, for purposes of correction or control of the child’s behavior† (Walsh). This form of punishment has been used and accepted for many ages. However, during the last twenty years the debate on whether or not this kind of punishment is acceptable has continued to grow. There are many different views on the acceptance and uses of corporal punishment and those views seem to be dependant on a few different characteristics. â€Å"The characteristics associated with spanking a child are the age of the child, age and gender of the parent, socioeconomic status, circumstances, and cultural norms.† Yet all of these characteristics could easily be put under cultural norms. For it seems that as society and its views on corporal punishment change so do the views of the parents. Parent’s views have been changing throughout the years in a progression, which seems to be leading to the extinction of corporal punishment. Why has this change been occurring? â€Å"One reason for this change in attitudes is the heightened awareness of child abuse and its often devastating effects on children’s mental and physical development†¦Ã¢â‚¬  (Corporal Punishment). Some have said that they used corporal punishment and now regret it. â€Å"When I had children growing up in the 60’s corporal punishment was the thing used to discipline children. Now with all that has come out [about corporal punishment’s effects] I look back and wished I hadn’t followed what society’s norm was† (Pawlak). Many today try to encourage the use of other forms of punishment, such as sitting a child in a corner for time-out. â€Å"I always tell my kids that when they punish my grandchildren they should never hit them.† In the 1940s and 1950s corporal punishment was a very prevalent and acceptable form of punishment. Many thought hardly an...

Do physical exercises with satisfaction

Do physical exercises with satisfaction 15 Exercises which will help every student stay healthy A lot of students just forget about their physical health, doing their regular reading and essays writing. It can influence your academic performance in a bad way. Sometimes, it is very important to put all your things away and just exercise to feel better and healthier. There are a lot of useful exercises, which are very easy for you to do in order to stay energetic. And you even shouldn`t have any special equipment to do the following exercises. Supine Pelvic Tilts This is the advanced crunch, which aims at the whole core region. Lie on your back with your knees bent. Your arms should be out to your sides and palms should be faced up.   Exhale and press your low back into the floor, using your abdominal muscles. Hold this position for some time. Inhale and create the arch in your low back. Don`t lift your hips. Return to your starting position after holding this position briefly. Side Plank with Bent Knee Lie on your right side with your legs stacked one upon the other and your knees bent. The right elbow should be bent under your shoulder. Raise your torso, engaging your abdominal muscles. Return to your starting position. Repeat this exercise on the other side. Side Lying Hip Adduction Lie on your side on a mat with your feet stacked in neutral position and with your legs lengthened straight away from your body. Your shoulders and hips should be aligned vertically to the floor. Place your upper arm on your upper hip and your lower arm under your head for support. Bring your lower leg forward until it lies in front of your upper leg. Exhale and raise your lower leg off the floor. Don`t raise the leg too high. Don`t allow the hips to roll back and forward. Raise the leg until you feel tension develop in your low back or your hips begin to tilt. Inhale and return to your starting position. Repeat such moves with the opposite leg. Squat Jumps Stand with your arms by your sides and your feet hip-width apart. Shift your hips back and down. Lower yourself until your heels about to lift off the floor. Keep your head directly facing forward. Make some jumping movements. Land quietly and softly on the mid-foot. Your head should be aligned with your spine. Keep your core muscles engaged in order to protect your spine. Contralateral Limb Raises This exercise is excellent for your troubling upper body areas. Lie on your stomach with your legs outstretched behind you. Your arms should be out overhead with the palms facing each other. Exhale and float one arm a few inches off the floor. Hold such position for some time. Inhale and return to your starting position. Don`t make any moves in your hips or low back. Supermans Lie on your stomach with your legs outstretched behind you. Your arms should be out overhead with the palms facing each other. Reach both your legs away from torso and float both arms until they lift a few inches off the floor. Your head should to be aligned with your spine. Inhale and return to your starting position. Don`t make any moves in your hips or low back. Glute Bridge This is an excellent entry exercise to the power of controlled and slow movements. Lie on your back in a bent-knee position. Your feet should be flat on the floor. Put your feet hip-width apart. Lift your hips up off the floor. Your abdominals should be engaged. Inhale and lower yourself back to the starting position. Side Lunge Stand with your feet parallel, hip-width apart. Keep your head over your shoulder. Your hands should be in the comfortable position. Shift your weight onto your heels. Inhale, step to the right and shift your weight toward the right foot. Exhale and push off with your right side in order to return to the starting position. Repeat the same movement for the opposite side. Standing Calf Raises – Wall It is a great area to improve your shins. Stand near the wall with your toes facing forward and feet hip-width apart. Place your hands on the wall in order to support your balance. Rise up to your toes and hold such position for some time. Inhale and lower your heels back to the floor. Side Plank with Straight Leg It is very important not to forget to breathe on this exercise. Lie on your right side with your left leg stacked on top of the right. Your right elbow should be positioned under your shoulder.   Lift your knees and hips off the floor. Your abdominals should be engaged in order to brace your spine. Return to the starting position. Repeat the exercise on the other side. Cobra This exercise will help you to get ready for your busy day. Lie on your stomach with your hands positioned under your shoulders. Your legs should be straight. Press your hips into the floor. Curl the chest away from the floor and lengthen the torso. Keep your shoulders rolling down and back. Lower your upper body beck to the floor. You should stop the exercise immediately if you feel the pain in the low back. Downward – facing Dog The controlled and slow movement is very important for this exercise. Come to an all-fours position on the floor.   Your hands should be under your shoulders. Engage your abdominals to support the spine. Rise up your hips. Press your heels toward the floor. Don`t lift your head.   Reach the heels toward the floor. Inhale and return your body to the starting position. Front Plank Lie on the stomach and put the elbows close to your sides. Flex the ankles and straighten your legs. Lift your thighs and torso off the floor. Keep your abdominal muscles strong. Don`t forget to breathe. Hold such position for at least 5 seconds. Lower your body back towards the floor in order to return to the starting position. Push-up This is the good old exercise. Come to a knees and hands position. Your hands should be under the shoulders. Bring yourself to the plank position. Keep the abdominals engaged. Bend the elbows, lowering your body toward the floor. Don`t allow your chin and chest to touch the floor. Press upward through your arms and straighten the elbows. Forward Lunge with Arm Drivers   This advanced exercise hits some core areas. Stand with your arms raised in front to shoulder height, feet together, and arms raised. Lift one foot off the floor, balancing on the standing leg. Hold this position for some time, before making a step forward. Then, shift your body weight to the front foot. Lower your body your front thigh becomes parallel with the floor. Your hands should reach to the point below your front knee. Keep your elbows straight and back flat. In order to return to your starting position, push off with your front leg.

Coaching and Mentoring Annotated Bibliography Example | Topics and Well Written Essays - 2750 words

Coaching and Mentoring - Annotated Bibliography Example The main research question that guided the selection of journal articles is: What are the mentoring and coaching strategies and principles in nursing theory and practice? I used the EBSCO database to search for journal articles. I know that even if I only select â€Å"peer reviewed journals† as part of my search limitations, I will still get irrelevant results, so I made sure to read the abstracts in choosing my articles. I also added â€Å"nursing† as a filter for â€Å"titles,† which limited my search to nursing journals. This approach may have excluded other potential multidisciplinary articles that may still be crucial for my research. Nevertheless, I settled on nursing journals to ensure the relationship between the chosen articles and nursing theory and practice. Finally, I did not limit my search to recent articles, because I wanted to see if other previous articles already conducted a review of literature on coaching and mentoring practices and frameworks in nursing. The first article is â€Å"Building the Capacity for Evidence-based Clinical Nursing Leadership† by Alleyne and Jumaa (2007) from the Journal of Nursing Management. Authors aimed to help primary care nurses connect management and leadership theories and clinical practice, through group clinical supervision (GCS) sessions, so that participants can improve their decision-making skills. Participants included six district nurses and two professional doctoral candidates and authors used executive co-coaching as their coaching framework. Executive co-coaching refers to a practical and goal-based approach to teaching. Findings showed that management and leadership theories improved the quality of nursing services to patients and the confidence of participants in performing their daily tasks. Authors concluded that through executive co-coaching, participants were more capable of learning systematically from the past, using evidence-based clinical nursing leadership (EBCNL), and this c oaching approach also enhanced leadership development. They recommended for executive co-coaching to be used in enhancing patient services and practitioner skills. The credibility of the journal and writers is rated as 10, because the research design, process, analysis, data, and results were adequately explained and credibility and validity measures were also included in the study. This article is important to the overall review, because it used conventional management and leadership theories to enhance clinical practice. Furthermore, it demonstrated the value of EBCNL in enhancing service quality and professional development. The sampling is too small, because it involved eight participants only. The authors should also have added other data-collection methods to engage the triangulation of research methods and to expand their sampling. A larger sampling can have better generalizability. The findings are applicable to nursing education, because it showed promising results in apply ing leadership and management theories. The findings indicate that nursing literature and practice should also look into other fields in developing leadership and management skills and concepts. These fields can provide exciting new concepts and tools for enhancing nursing mentorship literature and practice. The second article is â€Å"Mentorship in Nursing: A Literature Review† by Andrews and Wallis (1999), from the Journal of Advanced Nursing. Authors studied mentoring literature in nursing

UK Retail Banking Sector Essay Example | Topics and Well Written Essays - 3500 words

UK Retail Banking Sector - Essay Example These form 90% of the total market share of the industry. HSBC takes the top position with assets worth $1,267,777 million. The major groups within which this sector can be divided are the big banks, also called High Street banks, the Building Societies, and the Direct Banks. The High Street banks are the normal banks which provide accounts and loans to customers and businesses. They also have branches which can be accessed by customers. â€Å"Building societies are mutual societies, which are owned by their members for the benefit of members i.e. of both savers and borrowers alike.† (Davidmann 2006). These societies were earlier catering to the mortgage market only but have now started providing deposit and accounts to the customers very much like the normal banks. Direct Banks do not have any branches but reach the customer through the internet and other electronic sources. Many High Street banks like HSBC and Barclays also provide direct banking solutions for the convenience of the consumers but unlike Direct Banks, they have their branches for other activities like product sale etc. Tesco Perso nal Finance, First Direct, and Egg are some examples of Direct Banks in the UK. As stated earlier, HSBC holds the top position by market value also at 122.29 pounds (2010). Building societies are not listed but Nationwide building society is one of the main financial institutes. These societies have now started working more or less like banks. The retail banking sector provides loans for various needs and attract deposits from customers to partly finance these loans. The transactions are mostly small in value but high in volume (Buckle and Thompson 2004). As this sector earns through volumes, it is very important to attract customers by providing product differentiation. This is provided by most of the banks by using highly complex Information Technology networks.  

Q Manual Essay Example for Free

Q Manual Essay After the lecture Tutorials and your learning Reading in your study 2. 8. 1 Reading to understand or comprehend 2. 8. 2 Reading for critical comment Checklist for studying faculty units and courses 13 14 14 15 16 16 Chapter 3 The research process: A basic guide 3. 1 The research process 3. 1. 1 Step 1: Understand the assignment topic/question(s) 3. 1. 2 Step 2: Decide what sort of information you need to complete the assignment 3. 1. 3 Step 3: Decide where to look for this information 3. 1. 4 Step 4: Develop and use a search strategy for database searching 3. 1. 5 Step 5: Evaluate the information found and revise the plan 3. 1. 6 Step 6: Presentation 3. 1. 7 Step 7: Final evaluation Using the Internet for research 3. 2. 1 Some further tips for productive Internet research 17 17 17 17 18 18 20 22 22 23 23 3. 2 Chapter 4 Academic writing skills 4. 1 4. 2 4. 3 4. 4 Characteristics of successful writing 4. 1. 1 Responding to the task Exam question, Accounting and Finance 4. 2. 1 Initial analysis, key terms and directions Structuring your writing clearly 4. 3. 1 Writing structure Forming and expressing your perspective on the task 4. 4. 1 â€Å"Crystallised response† 4. 4. 2 Plan the response Supporting your perspective 4. 5. 1 Paragraph structure 4. 5. 2 Use of references Presenting a consistent and logical response Expressing your ideas clearly 4. 7. 1 Formal academic language 4. 7. 2 Some other features of academic language Checklist for academic writing skills 25 25 25 27 27 27 28 29 29 30 31 31 32 33 33 34 34 36 4. 5 4. 6 4. 7 4. 8 Chapter 5 Writing essays 5. 1 5. 2 5. 3 5. 4 Analyse the task Synthesise your information Plan the essay Reference the sources of information 37 37 37 37 38 Chapter 6 Writing a literature review 6. 1 6. 2 6. 3 6. 4 The nature of a literature review Procedure for completing a literature review Writing the literature review Checklist for a literature review 39 39 40 40 41 Chapter 7 Report writing 7. 1 The process 7. 1. 1 Identify the purpose of the report 7. 1. 2 Identify the readers and their needs 7. 1. 3 Research the topic 7. 1. 4 Outline the report 7. 1. 5 Write the draft 7. 1. 6 Edit the draft 7. 1. 7 The finished product 7. 2 Report presentation and layout 7. 2. 1 Structure of a report 7. 3 Report writing checklist 42 42 42 42 42 43 43 43 44 44 44 46 Chapter 8 Case study method 8. 1 8. 2 Some general issues Problem solving case format. 49 49 49 Chapter 9 Academic integrity and honesty: avoiding plagiarism in written work 9. 1 9. 2 What is plagiarism? Monash University Statute 4. 1 and policy regarding plagiarism 9. 2. 1 What happens when plagiarism is suspected 9. 2. 2 Students’ responsibility Using references appropriately in your written work Use of references in writing 9. 4. 1 Unsuitable use of references Suitable integration of references 9. 5. 1 Techniques for using an author’s ideas 9. 5. 2 A summary 9. 5. 3 Paraphrasing, or writing in your own words Conclusion 51 51 52 53 53 54 54 54 55 55 56 56 57 9. 3 9. 4 9. 5 9. 6 Chapter 10 Referencing. 10. 1 10. 2 10. 3 10. 4 What is referencing? When should you reference? Why should you reference your work? Referencing using the APA style 10. 4. 1 Creating in-text citations 10. 4. 2 Creating a reference list Footnoting 10. 5. 1 In-text citations using footnotes 10. 5. 2 Creating the bibliography 58 58 58 59 59 59 62 69 70 74 10. 5 Chapter 11 Presentation skills 11. 1 11. 2 11. 3 What is a presentation? Planning and preparation 11. 2. 1 Analysing your audience Presentation design 11. 3. 1 Objective 11. 3. 2 Content 11. 3. 3 Structure Visual support 11. 4. 1 Handouts Delivery 11. 5. 1 Methods of delivery 11. 5. 2 Rehearsal Nerve control 11. 5. 3 11. 5. 4 Your voice 11. 5. 5 Non-verbal communication Group presentations 11. 6. 1 Team balance 11. 6. 2 Transitions 11. 6. 3 Support for the speaker 11. 6. 4 Your role as coach Evaluating the presentation Why do some presentations go wrong? 76 76 76 76 76 76 77 77 79 79 80 80 80 80 80 81 82 82 82 82 82 83 83 11. 4 11. 5 11. 6 11. 7 11. 8 Chapter 12 Exam strategies Preparing for exams 12. 1. 1 Establish the type of exam 12. 1. 2 Develop a broad understanding of the unit’s objectives 12. 1. 3 Develop summaries of topics 12. 1. 4 Review unit material and topics 12. 1. 5 Practise past exam questions 12. 1. 6 Multiple choice questions 12. 1. 7 Short answer and essay questions 12. 1. 8 Calculation questions 12. 2 Operating in the exam 12. 2. 1 Reading and noting time 12. 2. 2 Completing the exam Answering multiple choice questions 12. 2. 3 12. 2. 4 Completing written response questions 12. 3 Checklist for exams 12. 1 84 84 84 84 85 85 85 85 86 87 87 87 87 88 88 88 Q Manual Preface and Acknowledgements The purpose of the Q (for Quality) Manual is to provide new students with practical and easily accessible information regarding university-level study. As its name suggests, this publication is aimed at increasing your effectiveness as a student. For many of you who have not experienced university level study, the Q Manual will provide you with ideas, suggestions and guidelines to enable you to achieve academic success by producing quality work, and getting it submitted on time. We suggest you read the Q Manual thoroughly and refer to it often throughout your course of study. The Q Manual commences with an overview of the Faculty of Business and Economics, its goals, structure and expectations regarding student performance, as well as important policy information about student assessment. The next chapter provides useful advice in relation to approaches to study at the university level. Then follows the bulk of the Q Manual, which focuses on research skills, academic writing skills, and in particular, chapters devoted to commonly required academic assignments, such as essays, literature reviews, reports and case study method. The section relating to academic writing and assignment preparation is followed by chapters covering academic honesty and referencing techniques. The final sections of the Q Manual cover oral presentation skills and exam strategies. There are many people whose valuable contributions to this edition of the Q Manual must be acknowledged. They include (in no particular order): Andrew Dixon, Caulfield Campus Library David Horne, Caulfield Campus Library Owen Hughes, Faculty of Business and Economics Sally Joy, Faculty of Business and Economics Lynne Macdonald, Faculty of Business and Economics Michael Scorgie, Department of Accounting and Finance Claire Tanner, Faculty of Arts Our special thanks go to Lynne Macdonald and Claire Tanner for the many hours spent collating and editing the content and for coordinating production of the Q Manual. Without your efforts and patience, this edition could not have been published. Sincere thanks also go to my dear friend and colleague, Glenda Crosling, who has collaborated with me for many years on a number of significant educational projects for the faculty. A dedicated educator, Glenda works enthusiastically and tirelessly, keeping an open mind, and most importantly, always retaining her wonderful sense of humour! Glenda also thanks Nell for her collegiality, dedication, inspiration and hard work on this and other educational projects. Together, we have produced a publication that we hope will assist you in your studies. Finally, we wish you a stimulating, challenging and rewarding learning experience throughout your undergraduate and postgraduate studies with the Faculty of Business and Economics. Nell Kimberley Department of Management Faculty of Business and Economics January, 2008 Glenda Crosling Education Adviser Faculty of Business and Economics Chapter 1 Introduction 1. 1 Welcome Congratulations on your selection to study one of the courses offered by the Faculty of Business and Economics at Monash University. This manual is intended to provide you with information on how to produce quality work and achieve the best possible results in your examinations. The major goal of the university is to assist you to obtain an excellent education so that you may take your place in society as a well-qualified graduate. It is important to note that while the courses provide the teaching support and the necessary framework for your studies, success can be achieved only through your personal commitment and dedication to hard work throughout all the years of your course. The following information is aimed at familiarising you with the Monash University study environment and increasing your effectiveness as a Monash student, thereby enabling you to reach your potential. For those of you who are experiencing university level study for the first time, this manual will lay an important foundation and prepare you for a new world. 1. 2 Monash University Monash University was established in 1961 and named after General Sir John Monash (1865–1931). Sir John was a soldier, scholar and engineer, and the Commanding General of the Australian forces in France in World War 1. In addition, as the first Chairman of the State Electricity Commission, he took on the immense task of overseeing the development of the LaTrobe Valley’s brown coal resources. Sir John was a man of wide interests and vast intellectual range. He was this country’s first Doctor of Engineering and exemplifies the University’s motto – Ancora Imparo (I am still learning). The university now has a population of more than 50,000 students from over 100 countries, who speak 90 languages. There are eight Monash campuses and two centres, in Italy and London. The primary pursuits of teaching and research are carried out in the university’s ten faculties. The faculties, which each cover a specific body of knowledge, are: Art and Design; Arts; Business and Economics; Education; Engineering; Information Technology; Law; Medicine, Nursing and Health Sciences; Pharmacy; and Science. 1. 3 1. 3. 1 Faculty of Business and Economics Goals The aim of the faculty is to use its scale, scope and unique internal diversity to become an international leader in the pursuit, dissemination and analysis of knowledge, particularly in the disciplines of accounting, banking, econometrics, economics, finance, management, marketing, and tourism. By the application of such knowledge, its staff and students will contribute to the economic, social and commercial development of Australia and other countries in an increasingly globalised environment. 1. 3. 2 Faculty structure The Faculty of Business and Economics is the largest faculty in the university, with more than 17,000 students enrolled over five Australian campuses at Berwick, Caulfield, Clayton, Gippsland and Peninsula, as well as in Malaysia and South Africa. In addition to a diverse range of undergraduate bachelors degrees, the faculty offers a comprehensive range of graduate courses including an executive certificate, graduate certificates and diplomas, masters degrees by coursework and research, the Master of Business Administration, the Doctor of Business Administration, the Master of Philosophy and the Doctor of Philosophy. Courses are delivered on campus, usually through lectures, tutorials and WebCT Vista, while offcampus students are catered for by distance education. 1 The Dean and the main faculty office are located on the Caulfield campus. In addition, there are faculty staff located at the other campuses. Go to http://www. buseco. monash. edu. au/student/contact/ for location and contact details. 1. 3. 3 Departments and centres The Business and Economics faculty is subdivided into organisations that are responsible for particular areas of knowledge. There are six departments and two research centres. The departments are: Accounting and Finance, Business Law and Taxation, Econometrics and Business Statistics, Economics, Management, and Marketing. The research centres are: Centre of Policy Studies, and Centre for Health Economics. They cover fields of study including accounting, banking, business law, business statistics, economics, econometrics, finance, international business, management, human resource management, marketing, taxation and tourism. Whatever your major or areas of study it is essential that you have an understanding of each of the disciplines and how they interact with each other in the overall operations of a business organisation. 1. 3. 4 Aims for learning at Monash University and in the Faculty of Business and Economics The university and the faculty recognise the needs of students for their lives following graduation. As a Monash graduate you will be operating in a globalised and rapidly-changing world, and the university and faculty aim to develop in students’ attributes beyond the ability to understand and operate competently with course and unit content. The aims are that students will develop in ways that will enable them to: †¢ Engage in an internationalised and increasingly globalised world; †¢ Engage in discovery, analysis, integration and application for problem solving and learning with knowledge; †¢ Communicate competently orally and in writing across cultures and settings, including their specific disciplines. As you undertake your studies, you will notice an emphasis on these attributes and you will be engaged in activities and tasks to help you develop them. In the following chapters of this guide, we explain the influences of these attributes on your approach to study. 1. 3. 5 Units Each department offers a wide range of undergraduate and postgraduate units. In a three-year undergraduate degree, there are twenty-four units, with four units to be taken in each semester (parttime students would normally undertake two units each semester). The unit leader or coordinator is responsible for the administration of the particular unit. You can consult with your unit leader, and or coordinator in larger units you may also consult with the other lecturers and tutors. 1. 3. 6 Role of lecturers/tutors Lecturers and tutors have a key role as facilitators of your learning. They are able and most willing to help you with your studies and can be contacted using your student email account. Their email addresses are located in the unit outline. Alternatively, academic staff can be contacted during their consultation hours which are often posted on their door or outside the main administration office. 1. 3. 7 Role of on-line sources of information Monash has adopted a learning management system which provides you with access to on-line unit information. The web contains information that you need to know for the unit, both of an administrative nature as well as useful material for your studies. 2 1. 3. 8 Role of course directors/coordinators If you are encountering academic performance issues, course progression and similar problems you should initially discuss these with enrolment officers or course advisers. You may, occasionally, then be referred to course directors or course coordinators to help with these issues. Undergraduate students are referred to course directors or course coordinators by the faculty office and postgraduate students by departmental administration staff. If referred, course directors and coordinators are available during their consultation hours. 1. 3. 9 Additional important information The Undergraduate and Postgraduate Handbooks and the Student Resource Guide provide important information regarding various aspects of university life. The Student Resource Guide is distributed to all students at the time of initial enrolment and is available on-line at www. monash. edu. au/pubs. It contains details of the university’s code of practice for teaching and learning, as well as grievance and appeals procedures. Further copies can be obtained from Student Service Centres on all campuses. An excellent resource for students is also available on-line via the student link on the Business and Economics Faculty webpage at http://www. buseco. monash. edu. au/student/. The site contains links to important information regarding: courses and units, admissions and enrolments, schools and departments, exams and results, administration, study resources, calendars and timetables, IT and computing, support services, careers and employment, international students, and clubs and associations. 1. 4 Faculty expectations of student performance As students of the faculty, there are a number of units that you will study as part of your course. Although these units may have differing methods of assessment, the faculty has the following expectations of your behaviour and performance. 1. 4. 1. Attendance and participation at lectures and tutorials Lectures and tutorials are central to your performance in the university. Lectures provide the material you require in order to understand the overall nature and direction of the unit. Important concepts and analysis can be emphasised by the lecturer and put into context for the student. Tutorials are a vital part of your studies. They reinforce lecture material and provide you with an opportunity to discuss material presented in lectures, as well as to ask questions. Tutorials also provide you with the opportunity to develop your oral communication skills. The material presented is not designed to give you one view on a topic but to facilitate your understanding of the issue under discussion. Where there are alternative views on an issue, you should learn to articulate, critically approach and assess these differing positions. 1. 4. 2 Special consideration and extension of time for submission of an assessment task Students need to use a Special Consideration Application when applying for Special Consideration for overall assessment, end-of-semester examinations, or additional assessment for a unit (or units) studied during the current semester. Please refer to the following webpage for information on both faculty and university special consideration policy and procedures: http://www. buseco. monash. edu. au/secretariat/policies/spec-con. html Students who require more time to complete a piece of work should apply for an extension of time for submission of an assessment task. Reasons for special consideration include serious short term circumstances beyond the student’s control, such as illness, accident, personal trauma, family emergency or compassionate grounds. Applications should be discussed with the examiner/lecturer/tutor responsible for assessing the task. Please refer to the current student faculty webpage for forms and further information: http://www. buseco. monash. edu. au/student/exams/specconsemester. html 3 1. 4. 3 Workload You are expected to undertake private study in addition to attending lectures and tutorials. Preparation of work to be discussed in tutorials is essential. You will also be required to complete assignments and projects and submit them on the due dates. When taking into account the work carried out during mid-semester breaks and exam weeks, you would expect to study more than thirty hours each week. 1. 4. 4 Self-reliance Compared to your school experience, at the university you are expected to be more independent and self-reliant. In contrast to teachers at school, lecturers and tutors usually teach large numbers of students, sometimes as many as one thousand. They are happy to assist you, but you need to approach the staff member and be clear about what you wish to discuss. It is also your responsibility as a self-reliant student to attend lectures and tutorials, prepare your tutorial work and submit all written work on time. 1. 4. 5 Time management. The expectation at the university is that you learn to manage your own time. This applies to full-time students who have a great deal of time available outside of classes, as well as for part-time students who have to balance work and study. The following chapter on study techniques in this manual provides, among other things, some helpful hints on how to best manage your time and get the most out of your career as a student. 1. 5 Student assessment Assessment in a unit may be made up of several components: a formal examination, essays, tests, assignments, oral presentations and tutorial participation. Assessment details for each unit are provided in the unit guide that you will receive in the first week of each semester. The final mark that a student receives in a unit will be determined by the board of examiners on the recommendation of the chief examiner, taking into account all aspects of assessment. The rights of students to have assessed work re-marked are determined at the departmental level. A student can only be failed after the exam paper has been marked by two staff members. All results are reviewed by the unit leader. You can find further information relating to the university’s assessment in undergraduate units and the responsibilities of examiners using the main policy bank link at: http://www. buseco. monash. edu. au/secretariat /policies/ 1. 5. 1 Examinations For details of examination regulations, please refer to the Monash University Calendar: http://www. monash. edu. au/pubs/calendar/ 1. 5. 2 Use of English dictionaries and calculators As English is the language of instruction within Monash University, foreign language translation dictionaries are not permitted to be used by students sitting examinations. Calculators are permitted if specified on the examination paper, but some units may have a calculator restriction. Students are advised to familiarise themselves with any calculator restrictions applying in units they are studying. For permitted calculator(s) for examinations and units of study go to the faculty policy link at: http://www. buseco. monash. edu. au/secretariat/policies/calculator. html 4 1. 5. 3 Results At the end of each semester, following the completion of examinations, a board of examiners considers student performance as a whole before the results are published. All undergraduate and coursework graduate students who pass are graded into the categories of high distinction, distinction, credit and pass. Honours courses use a different grading system, classified into first class, second class division A, second class division B, third class and pass. 1. 5. 4 Marks and grades Following is a list of marks and grades used within the faculty: 0–49 40–49 45–49 50–59 60–69 70–79 80–100 N NS NP P C D HD NE WH Fail Fail, supplementary exam awarded by Board of Examiners only to graduate students and under special circumstances Near pass is only awarded to undergraduate students. It may be awarded for the last unit to complete a degree. Pass Credit Distinction High distinction Not examined. Used when a unit is taught over two semesters Withheld. Used, for example, when assessment is outstanding due to a special consideration application or incomplete assessment. DEF Deferred examination granted SFR Satisfied faculty requirements This grading system will be current until 2009. For amendments after this time go to: http://www. buseco. monash. edu. au/secretariat/policies/methods-assessment. html 1. 5. 5 Honours grading Honours units are graded as follows: Below 50 50–59 60–69 70–79 80–100 Fail HIII HIIB HIIA HI 5 1. 5. 6 Examples of grades and corresponding achievement levels HD High Distinction 80–100% D Distinction 70–79% A very high standard of work which demonstrates originality and insight C Credit 60–69% Demonstrates a high level of understanding and presentation and a degree of originality and insight Thorough understanding of core texts and materials P Pass 50–59% Satisfies the minimum requirements N Fail 0–49% Fails to satisfy the minimum requirements General description. Outstanding or exceptional work in terms of understanding, interpretation and presentation Strong evidence of independent reading beyond core texts and materials Demonstrates insight, awareness and understanding of deeper and more subtle aspects of the topic. Ability to consider topic in the broader context of the discipline Demonstrates imagination or flair. Demonstrates originality and independent thought Highly developed analytical and evaluative skills Ability to solve very challenging problems Reading Evidence of reading beyond core texts and materials Evidence of having read core texts and materials. Very little evidence of having read any of the core texts and materials Knowledge of topic Evidence of an awareness Sound knowledge of and understanding of principles and concepts deeper and more subtle aspects of the topic Knowledge of principles Scant knowledge of and concepts at least principles and concepts adequate to communicate intelligently in the topic and to serve as a basis for further study Articulation of argument Evidence of imagination or flair. Evidence of originality and independent thought Clear evidence of analytical and evaluative skills. Well-reasoned argument based on broad evidence Sound argument based on evidence Very little evidence of ability to construct coherent argument Analytical and evaluative skills Problem solving Evidence of analytical and evaluative skills Some evidence of analytical and evaluative skills Very little evidence of analytical and evaluative skills Ability to solve non-routine Ability to use and apply problems fundamental concepts and skills Well developed skills in expression and presentation Good skills in expression and presentation. Accurate and consistent acknowledgement of sources. Adequate problem-solving Very little evidence of skills problem-solving skills Expression and presentation appropriate to the discipline Highly developed skills in expression and presentation Adequate skills in expression and presentation Inadequate skills in expression and presentation. Inaccurate and inconsistent acknowledgement of sources Source: University of Adelaide 2005 6 Chapter 2 Approaching study in the Faculty of Business and Economics Introduction Study at university is like a full-time job that requires commitment, and cannot just be added on to a range of other interests. It differs in many ways from study in other educational settings. A major difference is the independence and self reliance expected of students in their study. This idea concerns: †¢ Managing your time, balancing your study with other commitments. †¢ Your approach to learning in your units. In this chapter, we discuss the implications of independence and self reliance for the way you approach your studies. Assistance with time management is also available from university learning and personal support services, go to http://www. monash.edu/pubs/handbooks/srg/srg-266. html for faculty and campus contacts. 2. 1 The study â€Å"mindset† The units that you study present information, concepts and theories. It is expected that you will understand these fully. In addition, you must think critically and analytically so that you can evaluate and apply the knowledge, concepts and theories to different situations. You also need to think about the information from international and global perspectives, and to communicate your thinking clearly and appropriately orally and in writing. This means that you must do more in your written work than merely describe the concepts and knowledge, which will not get you good marks. There are times when you do need to provide definitions and an overview of concepts and theories, but such information usually only functions as an introduction for your integration of ideas, critical analysis and application, in relation to the issue, topic and task. Integration of information and critical and analytical thinking are central to the idea of independence in study. It means that you take an objective approach to the knowledge, concepts and theories. Such an approach is necessary so that you can: †¢ Integrate sometimes contrasting ideas from a range of sources and develop your own perspective on an issue or topic in relation to these; †¢ ‘Pull apart’ the knowledge in your units and explain how the parts all work together (analysis); †¢ Evaluate the strengths, weaknesses, advantages and disadvantages of knowledge, concepts and theories for particular situations (critical approach). This emphasis may differ from how you approached your study in other educational settings. For instance, you may have expected there to be one right answer, or two sides to an issue or topic. In your university studies, you need to understand that there are multiple views surrounding a topic or issue. The suitability of the view that you develop, often by synthesising several views, depends on the perspective from which you look at the issue. Such a concept of the relativity of knowledge applies to all the business and economics disciplines. In accounting, for instance, particular accounting situations are interpreted in terms of the Standard Accounting Concepts, and in econometrics and business statistics, a set of data is interpreted in relation to a particular purpose, or the needs of a particular user. Your ability to operate in the way explained above is based on you understanding the nature of academic enquiry and discovery, as we explain in the next section. 7 2. 2 Academic enquiry, discovery and independence in study Academic enquiry and discovery are concerned with the development or advancement of knowledge in a field of study, which occurs through research and investigation. Students engage in academic enquiry and discovery, to some degree, when they integrate and apply knowledge, concepts and theories to different situations. Thus, in university study, there are: †¢ No absolutes †¢ Knowledge evolves as researchers challenge, confirm or modify earlier understandings. When investigating an issue for an assignment task that is based on evidence from the literature, you need to overview and integrate the range of views surrounding the issue or topic. When you have formed your response and structured your written work to express this, you must indicate to your reader how you have arrived at that view. That is, the ideas and views that you read in the literature function as the ‘building blocks’ of your response. In your writing, if you do not explain to your reader the evidence or the building blocks for your view, you are only expressing opinions. These are ideas unsubstantiated by evidence and are not valued in university study. Another perspective The manager has a range of roles that are significant in the operations of an organisation, and decision making is one of these (Mintzberg, 1979) One perspective Decision making is an important aspect but only part of the manager’s role (Lee, 2000). Decision making in the manager’s role. Further perspective Decision making is the foundation of a manager’s role (Brown, 2002) Figure 1: Multiple views of a topic or issue Figure 1 depicts the situation in relation to a topic in a unit that relies on views in the literature. Note how decision-making in the manager’s role is seen from different perspectives by different authors. In a unit such as econometrics and business statistics, you may be required to analyse a set of data from a perspective of, for instance, a marketing manager, or a city council. Thus, the information in the data that would be relevant for the former would be on aspects such as sales, while for the city council which is concerned with providing services, the emphasis would be on the city’s population and its needs. Thus, in units that rely on data such as econometrics and business statistics, you need to analyse the data, form a perspective on the issue from the data analysis, and then select from your data to support the viewpoint you have developed. In a unit such as economics, it means being able to distinguish between facts and value statements. 8 2. 3 Approaching study in the faculty disciplines As you continue with your faculty study, you will realise that the approaches to knowledge in the disciplines of the faculty differ in some ways. Understanding such variation will help you adjust your thinking and approach across your units of study. This is particularly applicable if you are a double degree student and studying across two faculties. For instance, when you are studying a first year law unit in your Business and Economics degree, you will be presented with problem question assignments. You approach and think about these, and structure information differently, than you would for essays in a unit such as management, or, for example, reports in a marketing unit. You are using different forms of data and evidence, and applying critical analysis in ways that are particular to the unit and its discipline. The approach that the disciplines take to knowledge is reflected in the way information is put together in the texts and in lectures. These exemplify the characteristics of the particular discipline. To develop some understanding, you should think about your units in terms of: †¢ The type of data and info.

Essay --

CHAPTER 3 STATUS OF MENTAL HEALTH CARE AVAILABLE IN THE COUNTRY People affected by mental health conditions are forced to hide their illness to avoid discrimination, which they might be subjected to in all aspects of their lives, even in healthcare settings where they receive poorer quality care. This is one of the reasons why people with mental health conditions live shorter lives. But, most tragic of all are the frank human rights abuses, from eviction, to chaining, and to violence, endured by people in their homes, in mental hospitals and in traditional healing centres. It is no surprise that a substantial proportion of the homeless in India’s cities are affected by a mental health condition. (Vikram Patel, Legislating the Right to Care for Mental Illness) Vikram Patel believes that the sophisticated and complicated psychiatry scares many people. His agenda is to demystify the mental health. Community based epidemiological studies have estimated the life-time prevalence of mental disorders to range from 12†¢2% to 48†¢6%, according to the WHO Mental Health GAP Action Programme. Data for India show a prevalence of 200 cases per 1,00,000 people for schizophrenia and bi-polar disorder, respectively, while three in 10,000 people experience an episode of acute psychosis every year. Additionally, 1% of people have severe mental disorders. The Ministry of Health and Family Welfare estimates that 6—7% of India's population suffers from a mental disorder. (http://www.thelancet.com/journals/lancet/article/PIIS0140-6736(10)62083-1/fulltext) This is coupled with the fact that the vast majority of mentally ill and their families do not have their mental condition recognised and do not have access to the right kind of treatments. A wide range... ...HM), India's flagship initiative to integrate vertical health programmes under one umbrella, has yet to be achieved.(http://www.thelancet.com/journals/lancet/article/PIIS0140-6736(10)62083-1/fulltext ) Presently, most of the rural population approach traditional healers(religious saints,tantriks(black magicians), unregistered medical practitioners, and quacks) for treating mental health problems. The so-called therapy, conducted by witch doctors or family members, can include chaining up the mentally ill, chanting spells, poking them with pins, or beating them "to force the evil spirits out." Serious response mechanisms to tackle the dismissal state of mental health in India need to be urgently undertaken. The following chapter would deal with this structure that, which when implemented, would ensure an earnest redressalof lacunae of mental health in the country.

Economic Policies Of The Presidential Candidates Essay

The presidential election is coming just in the time when America is in desperate need to get out of many crises. Some of the apparent crises are the health reform crisis, the credit crisis and the political crisis generated by the war. Considering this background environmental condition, the coming election might be one of the most important events in the history of America and one that will decide the future of the country. In this paper however, I will focus on discussing the economic policies proposed by both presidential candidates. The discussion will focus on evaluating each of the candidates’ economic agenda and how they will affect the US economy in terms of growth (the supply side) and stability (the demand side). II. Thesis Statement Based on the news rails and publications regarding the economic agenda of the two candidates we can assess to a certain extent, the direction of each candidate. From my analysis, each of them has different approach on how to address the challenges faced by the nation. In the end of this paper I will provide a conclusion stating the different overall positions of both candidates and what benefits could come from each economic agenda. First however, I would make a thesis statement based on a quick glance over the available information in order to direct the course of this discussion. The thesis statement is: â€Å"Obama has an economic action plan that is aimed to affect the US economy in the form of improved living conditions for the middle class American workers in all aspects and thus generate economic stability, while McCain has an economic action plan that is aimed to affect US economy in the form of enhanced America’s competitiveness in businesses and thus create stronger macroeconomic growthâ€Å" III. Candidates on Economic Growth (the Supply Side) There are several perspectives of measuring the quality of a economic policy. In this paper, I am using two basic measurements of economic performance, which is economic growth and economic stability. Economic growth represents development of the supply side within the economy, which is represented by factors like productivity growth, capital accumulation and the supply of labor. Economic stability on the other hand, represents development of the demand side of the economy, which is represented by factors like inflation, demand for goods ands services, employment and price levels. Despite their nature of sometimes being a trade-off to each other, both are important economic indicators to ensure a prosper society. The lack of attention to any of those factors mentioned above will generate concerns and even protest from unsatisfied citizens of America. Thus, this paper is dedicated to evaluate the presidential candidates’ economic policies proposal within each and ever factors mentioned above. III. 1. John McCain on Economic Growth III. 1. 1 John McCain’s Agenda John McCain has confessed previously in one of his interviews that economy is not really his strong point. However, due to the presence of numerous professors as his economic advisors, it is not objective to judge the candidate from this statement alone. After a period of unclear statements regarding his economic agenda, John McCain has finally stepped-up confidently with a clear-cut economic agenda. His website reveals several sections consisting of actions under a title of ‘McCain Tax Cut Plan’. In the ‘Pro-growth Tax Policy’ section, McCain proposed the following actions: 1. Keep Tax Rates Low Under this action John McCain intends to fight the Democrats on their tax hike agenda and in the exact opposite of that plan, John McCain believes that there should be a reduction of taxes for the entrepreneurs of America. John McCain believes that small, medium and successful entrepreneurs are at the hearth of American innovation and therefore, should be protected by sound government policies. 2. Make It Harder to raise Taxes To support his commitment to maintain a low tax level, John McCain will strive to change the current legislation and suggested a new one, regulating that tax increases require at least 3/5 majority vote in Congress. 3. Cut Corporate Taxes Especially for corporations, John McCain suggested that a further tax reduction is important for US competitiveness. He believes that America was once a low-tax business environment, but later failed to keep pace as trade partners lower their rates. Thus, a tax deduction is appropriate to restore US competitiveness. 4. Rewards Savings, Investments and Risk-Taking John McCain believes that the reduction of tax will enable saving and further investment on innovation. Thus, it is imperative to maintain low taxes. 5. Allow First Year expensing of Equipment and Technology investment In order to boost investment in research and development, the government should allow corporations to expense their capital expenditures used for developing cutting edge technologies (‘John McCain’, 2008). III. 1. 2. Perceived Effects of the Agenda As elaborated, McCain’s economic agenda focused on his tax-cut plans. There are pros and cons regarding this action plan, especially regarding whether this tax cut plans will actually support economic growth. In theory, McCain’s agenda is in line with the general understanding on macro economic tendencies. Macroeconomic theories revealed that when taxes are low and entrepreneurship & innovation are supported by various legislations, there will be increased investment on business that will finally enhance the level of productivity of related businesses. This means that ‘in theory’, McCain has met the first criteria of economic growth, which is increased productivity. By lowering taxes on huge corporations, McCain will also allow these companies to enhance their capital accumulation process and generate business expansion faster than it would be otherwise. This means that ‘in theory’, McCain would have also met the ‘capital accumulation’ criteria. In terms of labor supply, McCain’s campaign website does not mention any effort of increasing the supply of labor for American industries. In his speeches and interviews on the other hand, the candidate has mentioned that his economic agenda will also include training programs for to increase the skills and capabilities of US labors and thus, enhanced their wages also. If these government training programs are truly a part of McCain’s action plan, than it the candidate had also ‘theoretically’ fulfilled the third factors, which is labor supply. Concerns however, are stated by economic observers. These observers stated that in the past 4 years, we have performed this strategy of providing entrepreneurs and corporations with supporting strategies, but the fact is, during the entire Bush’s administration, the amount of new jobs created is less than a year within the Clinton’s administration. Observers and writers also perceived that the corporate tax cut will enrich the already rich and done little for the middle class. This is quite in contrast to the current concerns throughout the United States toward increasing the quality of life for the middle class and the working class. Some perceived that this is only a clever strategy to get the support of powerful entrepreneurs in McCain’s campaign. Therefore, McCain’s idea of continuing this program (further protecting and supporting large corporations) does not impress most economic scholars and economic observers, but gain interest of the business sectors. Another concern is that McCain’s plan to increase labor supply is considered weak. This is due to the fact that American corporations are outsourcing their production activities overseas, due to the cheaper cost structure in foreign countries. Thus, supporting the large corporations with huge tax cuts will not guarantee that American labor will gain advantage over the growth generated by those tax cuts. Furthermore, with trainings that enhance American labor’s wage-rates, it will be less likely for American companies to use American labor in their production. These policies might have the potential of generating increased growth rates and innovation as promised, but even with the tax returns for workers families, the middle class will only gain a small portion, compare to the benefits gained by rich entrepreneurs.

How Aerial Travel and Cabin Pressure Adversely Affects the Human Body Essay

The idea of humans traveling to the Moon or other areas out side of the Earth’s orbit is mostly scientific. However, when astronauts remain in space, having to re-balance the body to suit less or no gravity compared to the Earth could bring about many changes to the body. Scientists have found that the time required for recovery depends on the time spent in zero-gravity conditions. The longer one stays off of the Earth’s surface, the more damage can be caused. Strictly speaking, even a trip in an Airplane would require safety precautions to minimize damage to the body of this. For example, cabin pressure increased to maintain balance and prevent feeling different to a lower pressure. This essay will consist of two sections. The first will be of flight effects within the Earth’s hemisphere, and how to perhaps prevent damage to the body. The second, and longer section deals with space travel through Zero-gravity and effects of weightlessness on the body and the cou nter-measures to prevent damage to the body. Section 1, flight effects on the passengers, specifically dealing with cabin pressure: Airplanes fly at the cruising altitude of around 33’000 feet, or approximately 10’000 meters. Because the cruising altitude has a cabin pressure lower than air pressure on ground or even under sea-level, the oxygen availability is less and gases within the body expand. This causes the oxygen saturation level of the blood to reduce, which can lead to mild hypoxia, the reduced supply of oxygen to the tissues around the body. Due to the effects of hypoxia, alcohol consumption would affect the brain much more than it would on Earth. As the aircraft makes its decent back to Earth, air must be allowed to flow into the middle of the ear to equalize pressure differences. Passengers often can feel this change in air pressure. People with ear, nose and sinus infections are usually advised to avoid flying because of these changes in air pressure. Air travel in airplanes has less thank 20% humidity. This causes discomfort to the eyes, mouth and nose but does not risk the passenger’s health. This discomfort can be prevented by drinking liquids (water recommended) before and during the flight, and using skin moisturizers. Also passengers with short-sightedness or long-sightedness are advised to wear eye-glasses rather than contact lenses during flight as the contact lenses may dry out. In order to avoid de-hydration, passengers should drink non- alcoholic beverages. Section 2, how traveling through space affects humans Astronauts often experience â€Å"Zero- Gravity† during their travels through space. This zero gravity or micro gravity can bring about health concern to the body if astronauts remain in space for a long period of time. It would be much healthier for crews to live under artificial gravity. In order to prevent any biological changes in the body when experiencing zero gravity, scientists recommend a force of artificial gravity equal to a third of the Earth’s level of gravity. However, scientists still haven’t research affects of artificial gravity on humans but they know for a fact and there is an imbalance in the body due to the shifts of gravity levels. Artificial gravity prevents physiological changes from occurring. In zero-gravity, the body deteriorates. It takes less muscle to move around, so after a long period of time in space, muscles weaken so the body bends. Because there is no tension in space, muscles relax and after a while they atrophy as a result of disuse and eventually disappear. To prevent the fracture of bones, limbs and muscles, all space shuttles give the opportunity for astronauts to do rigorous exercise everyday to keep the muscles strong. Staying in Zero-gravity for months causes bones to lose mass and get thinner, as they are not carrying any weight. This means astronauts must go through rigorous trainings in the spacecraft everyday in order to keep muscle and bone strength. â€Å"When a great deal of the crew’s precious time in space is spent exercising rather than doing science, money and potential knowledge are being squandered for the sake of health. It is a sacrifice, but a necessary one1† In space, receptors in the inner ear allow humans to sense direction. In space, ear receptors don’t receive the same cues and the mind gets used to ignoring the inner ear’s feelings about balance. Hand-eye coordination, posture and balance are all affected by the disorientation of the mind. When astronauts return to earth, they are often â€Å"overwhelmed by dizziness† and have difficulty in maintaining balance. An example of the mind adapting to the new gravity less surroundings would be with Shannon Lucid, who was on board the Russian space Station MIR for six months. The astronaut said â€Å"You just sort of get used to floating around† but we also know that floating around is not all that astronauts do- they must resist the effects of micro gravity on the body. Also, no gravity means no resistance from growing, so some astronauts return to earth some 6 inches taller than when they left. It is only after a few months that they grow down/ shrink back to normal height. This is because of the unloading of spinal discs- because of lack of gravity, the discs in the spine are not holding up or don anything, so they tend to stretch rather than contract. Traveling through micro gravity causes bodily fluids to shift from the lower body to the cephalic area (head), and so people’s faces tend to swell and become rounder than they are on earth. When the brain senses a higher amount of blood than usual, it interprets the situation that there is now an overall increase in the total volume of fluids in the body. The brain responds by triggering the excretion of fluids, making astronauts prone to dehydration. Also, the fluid redistribution can shrink legs as the bones are weaker. These fluids pass through the kidneys, causing kidney filtration rate to increase, bone loss can cause Kidney stones. Fluids that leave the body include calcium loss and bone demineralization. The loss of blood plasma causes temporary Anemia upon the return to Earth. Some crew members get â€Å"space anemia.† Scientists are concerned about the affects of catching this disease on over all crew performance. Blood volume may decrease by 10 percent. The increase of fluids in the head causes the same feeling as when one has a cold and feels blocked in. in space astronauts begin to lose their sense of taste, causing the craving for strong flavorings in the food such as horseradish, mustard and taco sauce. Fluid loss, lack of exercise and diminished appetite cause weight loss as astronauts tend not to eat as much as they would on earth. Meals and exercise are planned to prevent excessive loss. Zero-gravity affects the cardio-vascular system. On earth we must cope with gravity, which sustains or slows down the blood-flow. In zero gravity, there is no gravity force, causing the heart to slow down due to the decreased demands of blood as it travels more freely. The immune system in the body is also affected by weightlessness. In space, one is exposed to illness as the immune response lowers and numbers of anti-bodies decrease after a long exposure to micro gravity. Approximately half of all astronauts are affected by this unpleasant syndrome which affects nausea, headache, lethargy and sweating (taken from NASA sources). Also, minor effects of weightlessness on the body include puffiness in the face, flatulence, weight loss, nasal congestion and often sleeping disturbances. Upon returning to earth, recovery time depends on the duration of stay in space. Muscles are weak and the body is not used to gravity forces, (causing them to feel dizzy) and so some astronauts are taken back in stretchers. This shows why astronauts need to be â€Å"at the peak of fitness.† If in the near future the human race would build space stations as tourist resorts, some would prefer hotels with zero-gravity and some would want partial gravity, which would bring about competition like hotels on earth, which would drive prices low. As gravity affects all biological, physical and chemical processes on earth, building an International Space Station gives new opportunity to study a world without gravity and its affect on animals and other living organisms. Observing the weightlessness effect on these living organisms could teach scientists about biological processes on earth, such as aging and osteoporosis. In the end, we can see that human travel through space is safer under artificial gravity when compared to astronauts being exposed to weightlessness, micro gravity or zero gravity (all three mean the same). Most of the problems mentioned such as fluid loss and muscle deterioration would not cause problems as long as the crew remained in a weightless environment. Remaining in a zero-gravity environment for over a long period of time could cause problems, however. In 1987, in the later stages of his 326-day mission, Russian Yuri Romanenko was fatigued both physically and mentally due to traveling through space. The majority of his day was spent sleeping regaining strength, in the meantime his bones were deteriorating. Some say if many like Romanenko stayed in space for much longer, he may not have survived re-entry to the Earth. Returning to Earth could cause problems as the body is much weaker due to demineralization and atrophy of the bones and shortage of red blood cells. Oneâ€℠¢s balance must now again be readjusted causing many astronauts to feel dizzy when back to a strong â€Å"g† force gravity on earth. Whether or not the large amount of time and money spent on keeping astronauts fit during space flight is worth the scientific findings is debatable. Physiological effects need to be prevented as much a possible. Again, this is usually prevented by rigorous exercise and micro gravity could still be a danger to the astronaut’s health. Many scientists believe that the benefits of transporting/sending out machines (robots) and humans to space, despite the health issues, are nothing compared to the huge benefit that society will receive. Humans will not be perfectly suited to living in a weightless environment, but that won’t stop Astrobiologists and many other research firms like NASA from exploring space. The many benefits of space exploration such as technological knowledge and inspiration easily outweigh the negative aspects. Bibliography: Sources were from Newspapers, CDs, web sites and a large extract of a book in one of the web-pages. Most web sites accessed on the 11th December 2003 and 9th January 2004. 1) http://library.thinkquest.org/C003763/index.php?page=adapt02 2) www.permanent.com/s-nograv.htm 3) http://library.thinkquest.org/C003763/index.php%3fpage=adapt02 4) www.spacefuture.com/habitat/zerog.shtml 5) http://mos.org/cst/article/77/6.html 6) http://school.discovery.com/schooladventures/spacestation/basics/why.html 7) www.relaxincomfort.com/zerogravity_benefits.html 8) http://experts.about.com/q/2540/2677459.htm 9) www.uclas.ac.uk/facs/science/physastr/courses/space/ssyear1/sc1201.htm 10) http://www.who.int/ith/chapter02_01.html 11) Definitions from Microsoft Encarta 2003 Premium Suite CD 12) http://library.thinkquest.org/2606/Environmental_problems/water_pollution_-_effects.html (used for first idea of project) 1 http://library.thinkquest.org/C003763/index.php%3fpage=adapt02

4 Tips for Completing Your Homework On Time

4 Tips for Completing Your Homework On Time Homework, a necessary evil according to many teachers, has a lot of students tied up in knots. Some students can never seem to get things turned in on time. In fact, many students do not even realize that they  have  homework  until a friend from class texts them or they overhear someone in the halls talking about Ms. So-and-sos terrible, no-good, awful, horrifying worksheet for Chemistry that is due the next day. These five tips for completing your homework on time, however, should help you get that homework finished on time.   Tip 1: Rely On a Planning System Most of you by now are well acquainted with a homework planner. It has the dates, the school subjects you are taking, and a whole lot of blank space to write down your homework assignments. Use these planners if you have them. Writing with an actual pencil or pen may seem almost archaic what with technology virtually doing everything for us, but the kinesthetic movement of writing down an assignment into one of those little squares (Language Arts test tomorrow - STUDY TONIGHT), will actually help solidify that homework in your brain. Plus, when you are packing up to go home at the end of the school day, all you have to do is open up that planner to see which books, folders, and binders need to go home with you so you will not miss out anything that you need to do that evening. Some people  hate  using planners. Theyd rather walk on a pile of crushed glass than actually write something down in a planner. Thats quite all right. One student kept a wadded up piece of paper in his pocket where hed scrawl his assignments. It worked for him, so it was fine. For those of you not keen on planners or crumpled up notes,  your phone can come in really handy. Just download a productivity app and type your assignments in there. Or, keep track of all the work due in the notes section of your phone. Or, snap a picture of the homework board in each teachers class before you head out into the hallway. Or, if you are really dead-set against anything planner-related, then just send yourself a text after each class with your homework assignments for the night. No matter which planning system you prefer, use it. Check off each item once you get it in your backpack. Your brain can only process so much information at a time, so you absolutely must write your homework down if you plan to complete it on time.   Tip 2: Prioritize Your Homework Assignments All assignments are not created equal. Its strongly recommended you use a prioritizing system when you sit down at home with your homework. Try a system a little  something like this: A 1 assignment is of primary importance. Severe negative consequences will occur if this assignment is not completed tonight.Examples: Studying for a major test coming up tomorrow. Finishing a major project due tomorrow. Writing an essay worth a LOT of points that is due tomorrow.  A 2 assignment is important. Some negative consequences will occur if this assignment is not completed tonight.Examples:  Studying for a quiz coming up tomorrow. Completing a homework sheet that is due tomorrow. Reading a chapter that is due tomorrow.  A 3 assignment needs to be finished by the end of the week.  Examples: Studying for a spelling test that will occur on Friday. Writing a blog and posting it on the class board by Friday. Finish a book upon which you will take a quiz on Friday.A 4 assignment is ongoing and needs to be finished by test day or the end of the quarter.  Examples: Reviewing chapters for the midterm exam. Working on an on-going project, research paper, or long assignment due at the end of the quarter. Completing a packet that isnt due for two weeks.   Once youve prioritized the work you have to do, complete all the 1s first, then the 2s, moving down as you go. That way, if you find yourself pressed for time because Great-Grandma decided to stop over for family dinner and your mom insisted you spend the evening playing bridge with her despite the fact that you have hours of homework ahead of you, then you will not have missed anything vitally important to your grade.   Tip 3: Get the Worst Assignment Over With First So, maybe you absolutely hate writing essays (But, why, though when all you have to do is follow these essay tips?) and you have a major essay staring you in the face that  must  be completed before tomorrow. You also have to study for a major math test, complete a social studies blog by Friday, study for the ACT  next month,  and finish up your science worksheet from class. Your 1 assignments would be the essay and the math test. Your 2 assignment is the science worksheet, the 3 assignment is that blog, and the 4 assignment is studying for the ACT.   Ordinarily, you would start with the science worksheet because you  love  science, but that would be a big mistake. Start with those 1 assignments and knock out that essay first. Why? Because you hate it. And completing the worst assignment first gets it off your mind, out of your homework cache, and makes everything that comes after it appears to be really, really easy. It will be an absolute  joy  to complete that science worksheet once you have written the essay. Why rob yourself of joy?   Then, once youve completed the stuff due first, you can focus on putting in a little bit of time on the ACT. Easy peasy. Tip 4: Take Planned Breaks Some people believe that sitting down to complete homework means that you literally park your behind in a chair and you dont move it for the next four thousand hours or so. That is one of the worst study ideas in history. Your brain only has the capacity to stay focused for about 45 minutes (maybe even less for some of you) before it goes on the fritz and starts wanting to make you get up and dance the Roger Rabbit. So, schedule your study time with breaks actually built in. Work for 45 minutes, then take a 10-minute break to do whatever it is people your age like to do. Then, rinse and repeat. It looks a little something like this: Homework Time: 45 minutes: Work on 1 assignments, starting with the absolute worst.10 minutes: Get a snack, play Pokemon Go!, surf Instagram45 minutes: Work on 1 assignments again. You know you didnt finish.10 minutes: Do some jumping jacks, dance the Macarena, polish your nails.45 minutes: Work on 2 assignments and maybe even finish with any 3s and 4s. Put everything in your backpack. Completing your homework on time is a learned skill. It requires some discipline and not everyone is naturally disciplined. So, you have to practice checking that you have everything you need for homework when you are still at school, prioritizing your work, plunging into the assignments you loathe, and taking planned breaks. Isnt your grade worth it? You bet it is.

4 Expert PSAT Calculator Tips + Approved Calculators

4 Expert PSAT Calculator Tips + Approved Calculators SAT / ACT Prep Online Guides and Tips PSAT math can be intimidating, so it would be nice to be able to have some computerized help. But can you use a calculator on the PSAT? Yes, you can, though only on the second of the two Math sections on the PSAT.But what kind of calculator can you use, and when does it make sense to use a calculator on the PSAT? Read on for the complete list of approved calculators for PSAT test day and our top tips for using your calculator effectively. Can You Use a Calculator on the PSAT? Like the SAT, the PSAT has four sections: Reading, Writing, Math (No Calculator), and Math (Calculator). The No Calculator Math section is 25 minutes long, and has 17 questions, while the Calculator section is 45 minutes long and has questions. As the name suggests, the only time during the PSAT where you can use your calculator is on thefinal Calculator mathsection. According to College Board, most questions on the Calculator Math section can be answered without using a calculator, but a calculator could be useful on some questions. Translated from the College Board's cautious official language: you absolutely should use a calculator when it’s called for to make your life easier, but don’t over-complicate questions by using a calculator when it would be quicker to solve by hand. For example, it’s faster (and presents lower chances of error) to use your calculator to multiply 34 x 174. However, it’s much faster to solve an equation like 3x + 4y = 17, 4x + 8y = 26 by hand than to use your graphing calculator to do it. Approved Calculators for PSAT Test Day The College Board allows three types of calculators on the PSAT: four-function calculators, scientific calculators, and graphing calculators. Four-function calculators are so-called because they can basically just do four things: add, subtract, multiply, and divide. Although you could theoretically use just a four-function calculator on the PSAT, it's not recommended, most likely because four-function calculators usually lack useful features like parentheses and entry lines. The only advantages of four-function calculators are that they tend to be relatively inexpensive and take up less space. But honestly, the disadvantages of not being able to see what you just entered into the calculator far outweigh the benefits. All scientific calculators are permitted for use on the PSAT. A scientific calculator has all the features of a four-function calculator plus a few other useful things. Key functions included in all scientific calculators are parentheses, pi, and trigonometric functions, as can be seen below: AJC1/Flickr Parentheses in particular are great because you can use them to make sure your calculations happen in the right order. For example, ((15 x 19) – (13/2)) /100 is a whole lot easier to enter in all at once with parentheses, instead of having to break it up into its individual parts and then re-use the parts; every extra calculation entry you do introduces the chance of more error. The final type of calculator you can bring to the PSAT is a graphing calculator. Graphing calculators are great because they will definitely have features like entry lines as well as everything a scientific calculator has. They can also be helpful in visualizing solutions to linear equations – for instance, if you want to find out where the two equations cross, you can just look at the graph to get the coordinates The only problem with graphing calculators is that their multifunctionality can trick students into using them when not using a calculator would be faster. Avoid this trap by using a graphing calculator as you take practice tests and challenging yourself to question each time you use the calculator if it’s really necessary, or if it’s taking up more time than it’s saving. Unlike with scientific calculators, not all models of graphing calculator are allowed under the PSAT calculator rules. Below is a chart of acceptable PSAT graphing calculators, sorted by brand. Casio Hewlett-Packard Radio Shack Sharp Texas Instruments Other Brands FX-6000 series HP-9G EC-4033 EL-5200 TI-73 Datexx DS-883 FX-6200 series HP-28 series EC-4034 EL-9200 series TI-80 Micronta FX-6300 series HP-38G EC-4037 EL-9300 series TI-81 Smart2 FX-6500 series HP-39 series EL-9600 series (stylus not permitted) TI-82 FX-7000 series HP-40 series EL-9900 series TI-83/TI-83 Plus FX-7300 series HP-48 series TI-83 Plus Silver FX-7400 series HP-49 series TI-84 Plus/TI-84 Plus T FX-7500 series HP-50 series TI-84 Plus CE/TI-84 Plus CE-T FX-7700 series HP Prime TI-84 Plus Silver FX-7800 series TI-84 Plus C Silver FX-8000 series TI-85 FX-8500 series TI-86 FX-8700 series TI-89 FX-8800 series TI-89 Titanium FX-9700 series TI-Nspire/TI-Nspire CX FX-9750 series TI-Nspire CAS/TI-Nspire CX CAS FX-9860 series TI-Nspire CM-C/TI-Nspire CM-C CAS CFX-9800 series TI-Nspire CX-C CAS CFX-9850 series CFX-9950 series CFX-9970 series FX 1.0 series Algebra FX 2.0 series FX-CG-10 (PRIZM) FX-CG-20 Want to improve your PSAT score by 150 points? We have the industry's leading PSAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so that you get the most effective prep possible. Check out our 5-day free trial today: Avoid These PSAT Calculators Some calculators, like TI-92 Plus or Voyage 200, are banned from the PSAT because they violate College Board PSAT calculator guidelines. Most of these guidelines are common sense, like that you can’t use a calculator that makes noise or a calculator that can access the Internet. A few of the other qualifications, though, are less obvious, like the fact that you can’t use a calculator that requires an electrical outlet. If your calculator meets any of the following criteria, you cannot use it on the PSAT: It’s part of a portable/handheld computer, laptop, electronic writing pad, or pocket organizer. Shockingly, you can't use your computer while taking the PSAT. It has QWERTY (i.e., typewriter) keypads as part of hardware or software (e.g., TI-92 Plus, Voyage 200). You also can’t use any â€Å"hardware peripherals† with an otherwise approved calculator (e.g. an external keyboard or LCD screen) It has pen-input/stylus/touch-screen capability (e.g., Palm, PDAs, Casio ClassPad) It has wireless or Bluetooth capability It paper tapes It can "talk" (terrifying) or make noise It requires an electrical outlet It can access the Internet It has cell phone capability or audio/video recording capability. No using your cellphone calculator on the PSAT! It has a digital audio/video player It has a camera or scanning capability No external view screens allowed on yourPSAT calculator! (Joe Haupt/Flickr) 4 PSAT Calculator Tips Now that you know what your options are for approved calculators for PSAT testing, let's go through a few key tips to help you use your calculatoreffectively on test day. Tip 1: Bring an Approved Calculator to the Test It’s better to have a calculator you can use and end up not needing it than to need a calculator and not have one. The same thing goes for making sure it’s an approved calculator; there’s no point in bringing a calculator with you that you can’t use. Tip 2: Be Familiar With Your Calculator One of the main reasons to use a calculator is that it enhances your speed and accuracy on the test. If you’re using a calculator you’ve never used before, you’ll be slower and more prone to errors, no matter how fancy the calculator is. Avoid test-day peril by using the calculator you plan to use on the PSAT for your everyday schoolwork and homework as much as possible. That way, when PSAT time comes, you’ll be comfortable with your calculator. Tip 3: Check the Calculator's Entry Line When you’re doing calculations during the test, it can be easy to get caught up in the rush to finish the test in time and accidentally hit "8" instead of "5," or "x" instead of "-". To limit the impact of these errors on you, double check the entry line before hitting â€Å"enter† to make sure you haven’t entered in the wrong number or operation. Double-checking the entry line is particularly important if you’re not using a graphing calculator that keeps a running log of all the calculations you’ve done. Tip 4: Know When Not to Use Your Calculator Especially if you have a graphing calculator, it can seem like the easier thing to do is to let the calculator work for you. Meticulously entering in an equation into the calculator and getting it to solve it for you, however, can take way more time than just doing it by hand would. This doesn’t mean you shouldn’t use the calculator at all; rather, use it as a supplement to your skills, rather than as a replacement. Be warned,you shouldn't rely on calculator apps to do the hard work for you. PSAT proctors have the right to inspect your calculator and delete all programmed apps on there, and if you’d grown accustomed to using apps to solve problems, you’ll be in hot water. Hot water: beautiful to watch spewing from a geyser, less beautiful to be in. What’s Next? Now that you've gotten your calculator figured out, what's left to do? Only to learn what a perfect PSAT score is and how to get it, naturally. Ready to get into the details of what you'll be tested on when you take the PSAT? We discuss what's covered (and what's not) in our complete guide to the PSAT. Find out when you can take the PSAT with our up-to-date PSAT test dates article. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Renaissance Humanism Essay Example | Topics and Well Written Essays - 500 words

Renaissance Humanism - Essay Example Bernini captures the essence of the story of Apollo and Daphne because of the actions and reactions of the characters in the sculpture and because of the items in it that altogether provide the emotions and meanings of the original story. Apollo lovingly grabs Daphne. He is running after her, so he is in the movement of a running man. It shows his desperation because of his passionate love for her. Daphne, however, hates Apollo and calls help from his father. Her face is a frantic plea for her father to save her from Apollo. She reaches up to prevent Apollo from touching her and she becomes a tree during this process. Her hands are already turning to branches and leaves. Somehow, her face also shows freedom. She seems to be in a transition from anxiety to calmness as she becomes a tree and remains free from Apollo’s advances. This transition from human to tree is part of the Greek myth. Bernini’s sculpture captures the story of St. Teresa of Avilas encounter with an angel because he includes the main characters of the story and the emotions that came with the story. His sculpture has an angel with the arrow that is positioned toward Teresa’s heart. He is smiling in his act of thrusting the arrow to her. Rays of light are coming down on Teresa. Teresa is already experiencing ecstasy with her closed eyes and parted lips. The deep folds of her clothes suggest movement of her pleasures for the arrow. The way that Teresa also lies down with her left hand clutching the clouds and left foot in display reinforce her feelings of deep oneness with God. She receives God inside her and feels the full force of her spiritual marriage with God as if it is both physical and spiritual. This is Bernini’s sculpture, The Rape of Proserpina. Pluto or Hades kidnaps and rapes Proserpina in the Underworld. The two-headed dog Cerberus is included to signify that it is Hades who kidnaps her. It can be seen how he grabs Proserpina by her waist and thighs that

Bitch first Essay Example | Topics and Well Written Essays - 1000 words

Bitch first - Essay Example For many decades, the society has considered the word offensive, more so when used to refer to a woman (Donalson 136). Until recently, the word ‘bitch’ was a derogatory name for a whore or a woman with loose morals (Low 96). Nevertheless, the contemporary society has fully embraced the use of the word even in inoffensive situations such as when referring to female colleagues and in idiomatic expressions (Dines, Gail, and Humez 78). Essentially, Queen Latifah brought significant influence on the use of the word through her rap music that continues to gain wide acceptance to date. Although the mention of the word ‘bitch’ in reference of a person was hitherto a taboo, the influence of rap as stated by Queen Latifah has made the word acceptable to the current generation. In the ancient times, the society was most conservatives and the use of certain words such as ‘bitch’ was limited to the animal reference and not humans (Allen 104). However, with r apid modernization, the use of the word to insinuate various scenarios has been widely accepted especially considering the huge number of slangs that the modern English has brought (Dines, Gail, and Humez 78). ... Although the traditionalist still abhor the use of the word ‘bitch’ to insinuate a human character, the modern use of the word has surpassed the virtual rule (Dines, Gail, and Humez 78). Perhaps it is appropriate to insinuate that Queen Latifah frequently named women in the same word in her lifelong musical career and in the world of art (Allen 104). This actually means that the use of the term in a social manner is acceptable in many social platforms as opposed to the ancient times when its mere mention was an abomination (Keyes 79). While the mention of the term bitch in the modern social context may elicit mixed reactions, it is widely believed that it appeals to many people in the same sense that it may offend others (Dunn 41). Therefore, one ought to consider the audience and the immediate social context whenever they plan to use the word in their conversation in order not to attract negative judgment from conservative audience (Donalson 136). Perhaps another aspect of the use of the term ‘bitch’ in the contemporary context is the reference to awful things (Dunn 41). For instance, one can refer to life as a bitch to connote the various challenges that come along in this world. In this regard, the use of the terms ought not to offend anyone, as it is used positively (Allen 104). Perhaps the use of the term ‘bitch’ came into popularity because of being used in many idiomatic expressions (Hess 82). While most of the idioms that use the word ‘bitch’ may not have any intention of negativity in them, it is important to admit the fact that modernity has only worsened the offensiveness of the word, particularly considering the disgusting idioms that use the