Operational Management Issues for Services Essay

Operational Management Issues for Services - Essay Example The organisation generally offers next day gift delivery service throughout the United Kingdom and also in the overseas business market. However, in recent times, new market players have considerably entered into the business market of Pinnacle due to increased market competition and thus the organisation is quite concerned to reconsider its superior market position. The chief vision of Pinnacle is to remain as the topmost brand as well as the first choice of gift delivery service for the customers. In this particular paper, a comprehensive analysis regarding the business operations that are performed by Pinnacle in relation to the business goals as well as the levels of customer service of the organisation will be taken into concern. Moreover, certain alternatives that might enhance the business operations of Pinnacle, suggestion of suitable options along with covering implementation issues and depicting appropriate recommendations for Pinnacle will also be addressed. A Critical Rev iew of the Business Operations of Pinnacle The crucial business function of Pinnacle is generally associated with offering gift delivery service throughout the UK and also in the overseas regions. The majority of the sales of the organisation usually arrive from next day gift delivery service. ... In this context, all the orders of the organisation are delivered by the respective outlets or stores. The retail outlets or the stores are independently owned and perform the business transactions under Pinnacle brand name. From the perspective of the business operations in relation to order distribution and processing, Pinnacle places its business orders from one shop to other shop within the UK. In order to place its business orders in the overseas regions, the organisation executes this sort of business operation through its established mode of central operation. In terms of performing direct sales, the organisation fundamentally conducts its direct sales through a nationally advertised free contact number, online sales through making use of the website of Pinnacle and direct mailing responses that come over phone. It has been viewed that the main business operational systems of Pinnacle include paper based system for taking business orders from the customers by contacting them d irectly over telephone and PDQ (credit card swipe) machines for the purpose of effectively processing all credit card related payments. Furthermore, the other chief operational systems of Pinnacle include the website of the organisation for performing online sales and an outdated Automated Call Distribution System for directing the calls of the customers in relation to the placement of the business orders of the organisation. In this context, Pinnacle should introduce a unique or innovative Automated Call Distribution System that can direct more customer calls and thus ultimately can raise the business orders of the organisation by a significant level. On the basis of the flow chart, in relation to the business objectives along with the level of the

Effects of Christianity on Behaviour, Attitude and Lifestyle Essay Example for Free

Effects of Christianity on Behaviour, Attitude and Lifestyle Essay There could be no such things as prison in a truly Christian society. I think a truly Christian society is based on the life and teaching of Jesus, this means we must follow the 10 commandments and the gospel values. At the heart of Christian society there should be existence of love, forgiveness, mercy, justice to criminals. Jesus command was to Love your God, Love your neighbour and Love yourself. By obeying these commandments we are being Christ-like which is what the Christian society is all about. Forgiveness does not mean letting people walk all over you! But it is important. Christianity follows Jesus teaching in stressing that forgiveness is vital. It may be very hard, particularly for the victim of a crime. The Prodigal Son was a parable that showed forgiveness. The prison is the means to deliver the punishment, the denial of freedom. The convicted are imprisoned as a punishment, not for punishment. Her Majestys Prison Service serves the public by keeping in custody those committed by the courts. Our duty is to look after them with humanity and help them lead law abiding and useful lives in custody and after release. HM Prisons Services Mission Statement 1988. Three principles in prison craft: Security- to hold securely those sent to prison. Humanity- to treat prisoners with humanity, prisoners lose their liberty they should not lose their humanity. They are still human beings with the rights that their nature awards them. Assistance- to help make prisoners law abiding and give them useful lives. Prison can exist in a truly Christian society but not always, poor prison conditions do not lead to reform, they only serve to make prisoners worse. To become better people they need first and foremost their dignity, remember Jesus command to love self, this means having a good self-esteem. Prisoners have a right to feel safe, the opposite happened in Fletham Young Offenders Institution. March 2000, 19 year old Zahid Mubarek was beaten to death by his cellmate, Robert Stewart had a history of racist and violent behaviour. This evidence does not allow for fostering self-esteem or provide opportunities to rehabilitate. For prison to uphold Christian principles the reform of the offender is of paramount importance. Practical measures such as education, drink and drug therapy and counseling are required. There is evidence that education effects personal change in prisoners, not only through the acquisition of practical skills and knowledge, but also through fostering self-esteem and skills in communication. Mike Hart, Category A prisoner, killed a 20 year olds woman in an armed robbery. Whole in prison he become a born again Christian, and has worked on projects while inside to help young people be aware of what prison is really like in an attempt to turn young people away from the life of crime or potential crime. One such project, Better Out than In was a drama presentation re. The image of prisoners and prisons, depicting the harsh reality. How effective his work been, very difficult to assess but anecdotal evidence suggests that it is. There could and couldnt be such things as prison in a truly Christian society, it depends on the type of prison and what happens in the prison as to whether prison has a place in a truly Christian society. For prisons to co-exist in a truly Christian society they need to have therapeutic regime employed to rehabilitate the offender rather than punitive one. Not many people can uphold the mission statement, so it needs to be looked at and improved in order to fit into a Christian society. If we look ahead Christians today can also help reform prisoners like the Howard Penal League, where prisoners where able to reform by their help. During the 19th Century Elizabeth Fry Quaker who was a Christian went to prison to help rehabilitate criminals.

Using Environmental Management For Businesses

Using Environmental Management For Businesses Human beings depend on nature for various purposes like food, water, clothing, shelter and even the air to breath. But, the unintended impacts of human actions are now creating a number of environmental issues like global warming, tropical deforestation, toxic waste disposal, ozone depletion and so on. These environmental issues, in turn, cause increased awareness of the importance of environmental ethics, pertaining to the moral relation between human beings and their natural environment (Stewart, p. 154), and increased awareness of the importance of minimizing the impacts on environment arising out of the activities of manufacturing industries, supply chains, transportation, government etc. Manufacturing industries and business organizations cause major environmental issues and therefore effective Environmental Management has recently been viewed as imperative for businesses. This piece of research paper is an attempt to address the need and importance of environmental management for businesses, and outline the benefits of using such management system for business organizations. Environmental Management As Barrow noted, environmental management, a significant part of environmental ethics, is a system of efforts that attempt to minimize the negative environmental impacts of the products and services that a business is related with (p. 33). When companies are manufacturing large volume of goods by using of various technologies, it causes major issues of waste disposal, toxic wastes, air, water and environmental pollution and so on that in turn ultimately cause major environmental issues of global warming, ozone depletion etc. the fundamental concept of environmental management is that negative impacts of organizational activities on its environment should be minimized, energy to be saved, waste to be disposed effectively or to be renewed and environmental pollution to be avoided. In a broader sense, environmental management system that a business implements not only saves human being life, but also, keeps sustainable environment for animals, species and all others living beings in the earth. Environmental management is essentially a significant part of business ethics and corporate social responsibility, because, the operation of the business should never be harmful to the environment and social life. Ryding emphasized that a business, when it is socially responsible and ethical, must have commitment to keep sustainable environment. He suggested that a good corporate citizen must be socially and ethically committed to conduct operations in order to avoid serious damage to the environment and social life (p. 536). Business organizations, regardless of small or large, nationals or multinationals, should set up a system approach, by taking a group of people to be involved in and by setting certain organizational goals and standards to be achieved by them in order to make the company more ethical, socially responsible and morally committed to its environment (Tinsley, p. 2). In recent days, green business concept, environmental management and ISO 14001 have gained significant attention among the corporate giants. ISO 14001 is a specific and systematic international standards for environmental management, providing a framework on how a business can implement environmental management at corporate levels. The environmental management in a business can be effectively implemented if there are well defined policies, good communication among its members, strong desire from the management and social and ethical commitment towards sustainable environment. Importance of using environmental management for businesses The environmental management at corporate levels would be a system approach aligned with strategies, actions and managerial activities that aim at eliminating the impacts of business operation and its products or services on the environment. There are large numbers of electronic machines, plastic products, household goods, food items and chemicals that cause major pollution to the environment or dispose toxic and dangerous wastes or even cause major health issues to the humans. By effectively implementing the environmental management system or ISO 14001, these pollution and environmental issues can be eliminated up to a greater extent and can do justice to the occupants of the earth, including humans, animals and all other living beings. It shows that environmental management at business level can obviously help enhance environmental ethics. Businesses today face rigorous competition from counterparts that causing them to put any potential efforts that can help them achieve competitive advantages. Businesses require environmental management as an effective tool for achieving its competitive advantages because customers that they face are increasingly aware of environment and products and services that are environment-friendly. To be more specific, a business that fails to meet specific requirements of its customers pertaining to providing goods and services that are conforming to the environmental ethics, will lose its market. In contrast, a business with effective environmental management will eventually be socially responsible, ethical and thus to be able to achieve competitive advantages too. It also can be perceived that environmental management is helpful for businesses to create customer loyalty and reputation through satisfying their needs. Secondly, environmental management helps maintain healthy communication among the members of the organization, because people or workforce of the business are more likely to like working environment that are goods for their health and work and this in turn motivate them to perform in their works. Thirdly, by implementing effective environmental management system and by conforming its standards to that of ISO 14001, it can be certified as ISO 14001 that gives greater values in international relations. Waste minimization, energy saving and effective waste disposal are some of the positive aspects of implementing environmental management for businesses. Waste minimization and effective waste disposal can help the business become socially more responsible, especially among the people who live nearby the business. These both result cost saving to the business as well, because, by minimizing wastes and through better disposal methods, the company will be able to cut its costs down. Environmental management encourages energy saving, that not only helps reduce pollution to the nature, but also cut down expenses of the business. Evaluative Conclusion Ethics is perhaps one of the hot buzzwords of today. Ethics relates to both business and environment. This piece of research work integrated environmental ethics and business ethics, detailing how environmental ethics can be enhanced by businesses through an effective environmental management system. This research paper has highlighted key benefits of implementing environmental management for the businesses.

Classroom Behavior Essay -- essays research papers

Would you be surprised to learn that in today’s classroom children sometimes aren’t learning due to behavioral issues? Teachers are attempting to teach classes in which students can be disruptive, disrespectful and defiant. Classrooms are often overcrowded which adds to the frustration of the situation. Teachers are often tempted to take the easy way out, using antiquated strategies that will usually not help the child to learn. In fact, some types of punishments can actually cause the child to become even more rebellious. The child can experience a sense of worthlessness after being punished again and again. Children do not act out because they are â€Å"bad.† They act out in the hopes of receiving some kind of response or reward. In the past, children who acted out were classified as â€Å"bad kids† therefore were isolated or punished and often wound up slipping through the cracks of the educational system. Recently, some teachers have been attempting to help the behaviorally challenged child. Instead of isolating, punishing, labeling or ignoring a child, with work we can help them to become a part of the class. Teachers also have the power to help the child who would have once been considered a â€Å"lost cause† to learn. Many researchers have worked on learning about the causes of behavioral problems and possibly more importantly, have suggested some solutions to the problem. Behavioral theorists include B.F. Skinner, E. Thorndike, and William Glasser to name a few. Although their research and theories go by different names they all have one thing in common. All o f the above theorists are, in effect, saying that we are not going to change the child’s behavior by changing the child. We must change our reaction to the behavior in order to change it. The idea that bad behavior should not be rewarded is a basic concept. When one rewards any kind of behavior, bad or good, that behavior will continue. Children are especially quick to catch on to what kind of behavior will get them the result that they desire. B.F. Skinner, a behavioral theorist, says that â€Å"when a particular Stimulus–Response (S-R) pattern is reinforced (rewarded), the individual is conditioned to respond.† Skinner’s theory is known as Operant Conditioning (Skinner, 1950-71). Although it seems basic or common sense it is easy to forget that each behavior displayed addresses a need. That need may be attention... ...t every student will understand or grasp every lesson. The important thing to remember is that the student who tries needs to be rewarded too. When using the reward system, teachers need to make the result that we desire the same result that the child desires. This is very tricky. William Glasser’s â€Å"having fun† need comes into play here. The lessons have to be fun for the student that participates. On the other hand the student who is disruptive or refuses to participate should be uncomfortable due to his or her â€Å"attitude.† The norm should be participation and appropriate behavior. If teachers continue to try different strategies in the classroom and pay attention to the theorist’s research and suggestions, they will find that there are less children falling through the cracks of the educational system. References Boeree, George C. (1998). Abraham Maslow. Personality Theories http://www.ship.edu/~cgboeree/maslow.html. Boatman, Andrew Mclain. (1998). Educational Theory Handbook. http://www.theshop.net/aboatman/edtheory.htm. Skinner B.F. Operant Conditioning. 1950-1971. http://tip.psychology.org/skinner. Thorndike, E. Connectionism. (1913-1928). http://tip.psychology.org/thorn.html.

Pro Choice IS Pro Life Essay

â€Å"No woman wants an abortion as she wants an ice cream cone or a Porsche. She wants an abortion as an animal caught in a trap wants to gnaw off its own leg.† Frederica Mathewes-Green In a perfect world, every pregnancy would be considered an utmost blessing. In a perfect world, every birth would involve a healthy, beautiful baby-born to absurdly giddy, loving parents- with the promise of basic needs met and creature comforts strived for. In a perfect world, there would be no such thing as an unwanted pregnancy or the hell of having to make the decision whether or not to terminate. Although the opposing sides will likely never be in agreement on the morality of abortion, both sides can surely agree that the world isn’t perfect and that, consequently, not every pregnancy can be cause for joy and happiness. Regardless of where our moral compass points on the issue of abortion, the fact remains that an estimated 40-50 million abortions take place worldwide each year and nearly half of them are illegal, unsafe procedures that result in severe disability and even death. Accordingly, in 1973, the United States Supreme Court ruled 7–2 that a right to privacy under the due process clause of the 14th Amendment of the Constitution extended to a woman’s decision to have an abortion. Some pro-life proponents bitterly objected to the landmark decision, known as Roe v Wade, as if they felt the ruling had â€Å"invented abortion† or somehow created the problem altogether. The unavoidable reality, however, is that the world is imperfect and so abortion happens. Chinese folklore from 500 BCE suggests the ingestion of mercury to induce abortion. It happened in 1550 BCE in ancient Egypt. Hippocrates is noted for having prescribed â€Å"jumping up and down† to his female patients suffering unwanted pregnancy! It happened in ancient Greece in 421 BC. It happened in the Bible in the book of Numbers. Even Plato proclaimed it the right of women to seek early terminations of pregnancies in â€Å"Theaetetus†, circa 360 BCE. Abortion will always happen, as it always HAS happened, and no amount of legislature or religious browbeating will ever change that fact. To be fair, most people who oppose abortion are well intentioned, pious individuals with a reasonable, valid, argument for favoring ‘pro-life’. They feel that abortion is the equivalent of murder; life begins at conception. Their religious faith compels them to believe that a fertilized embryo is a human being and, therefore, entitled to the right to live. This argument, however, is based on an mere assumption rather than factual evidence. Joyce Arthur, a contributing writer for The Pro-Choice Action Network, suggests that the belief that a fetus is a living human being with a right to live is simply irrelevant because â€Å"biology, medicine, law, philosophy, and theology have no consensus on the issue, and neither does society as a whole.† Admittedly, the thought of so many countless aborted fetuses, unborn and unnamed and unloved, is unsettling to even the strongest supporter of a woman’s right to choose. Even so, the pro-choice advocates don’t just see a fetus; they see the whole complicated, imperfect, often sad world where we can’t solve everything. â€Å"We really need to get over this love affair with the fetus and start worrying about children.† Joycelyn Elders Pro-choice advocates, in scenarios where abortion isn’t an option, see only neglected and abused children who are born to parents who didn’t want them in the first place. They see children who are hungry because their parents are unable to provide for them. They see children who will never know healthy love or feel any real and lasting sense of security. Ultimately, they see children who will be born against their mothers’ will, fully aware that they aren’t valued by the ones who should value them most, and will do little more with their own troubled lives than perpetuate the vicious cycle of a bent and broken society. The Quarterly Journal of Economics, in December 2003, backs this assertion: â€Å"We offer evidence that legalized abortion has contributed signiÂŽcantly to recent crime reductions. Crime began to fall roughly eighteen years after [Roe v Wade] abortion legalization.† The report concludes its study findings with this rather scathing, but factually based statement: â€Å"Roughly half of the crimes committed in the United States are done by individuals born prior to the legalization of abortion. As these older cohorts age out of criminality and are replaced by younger offenders born after abortion became legal, we would predict that crime rates will continue to fall.† â€Å"We’re pro-choice because we know that our faith cannot answer the question of when a fetus becomes a person. We also know that the whole question of fetal personhood is a disingenuous, & often malicious, attempt to distract us from the real issue-which is that the woman is a person. She is a person endowed by God, the U.S. Constitution, and common sense & decency with rights & responsibilities that she must exercise to the best of her ability, using her own best judgment.† -The Reverend Dr. Katherine Hancock Ragsdale Supporters of pro choice see the woman facing an unplanned, unwanted pregnancy in a more compassionate light than do pro life advocates. Those in favor of a woman’s right to choose have the open mindedness needed to recognize the unique and varied circumstances that lead a woman to opt for an abortion. They see rape victims who, after having had control of their bodies taken once, shouldn’t be expected to incubate, give birth to, financially and emotionally support, and somehow manage to love a constant reminder of violence and fear and sexual assault. They see victims of incest who, in reality, are only children themselves. They see loving parents who HAD planned a pregnancy, only to be given heart wrenching news: the baby will suffer extreme birth defects and have no quality of life. They see the straight-A student with a hard earned college scholarship who finds out that she’s pregnant the day before her high school graduation. They see desperate women who fear the judgment of their overly religious families. These are the women who, without access to a safe one, will attempt to perform abortions on themselves or seek the service of an untrained hand, using unsafe procedures, in a non-sterile environment; often with tragic results. According to the World Health Organization in Oct. 2006, â€Å"back-alley abortions cause 68,000 maternal deaths each year in the 33 countries where abortion is not legal or available†. Understand [that] unwanted pregnancy does not always translate into unwanted births, but the developmental research of children unwanted during pregnancy does suggest that when women say they cannot adequately care for a child, it is of the utmost importance that we listen! -Rachel Needle, PsyD To be pro-choice is to truly care about others and to support a woman’s right not to give birth to a child she feels unable to care for. Despite the Pro Life claim that abortion is â€Å"taking the easy way out†, those in favor of choice realize that an imperfect world sometimes finds a woman in an impossible, desperately terrifying situation. The decision to terminate a pregnancy is far from the ‘easy way out’ and, in many cases, may be the only course of action viable to the mother. The decision not to sentence a child to a life of poverty or sickness or oppression is humane if it is nothing else. Ultimately, being pro choice means working towards a world where abortion is legal and safe and rare. Being pro choice means supporting the right of every woman to decide what’s best for her own future, to act in the best interests of her own physical and emotional wellbeing, and to try her best to do whats right for herself and the family involved. To be PRO-CHOICE is to be, quite literally, PRO (happy, healthy, beautiful) LIFE for everyone. The hope and the promise of such a life, however, can be made possible only through loving-kindness, genuine compassion, and- above all else- the freedom of choice. AbouZahr, Carla. â€Å"British Medical Bulletin.† Oxford Journals. British Medical Bulletin, Dec. 2003. Web. 13 Oct. 2013. Arthur, Joyce. â€Å"Personhood: Is a Fetus a Human Being?† THE PRO-CHOICE ACTION NETWORK. The Pro Choice Action Network, Aug. 2001. Web. 13 Oct. 2013. â€Å"Civil Rights.† Merriam-Webster.com. Merriam-Webster, n.d. Web. 12 Oct. 2013. . Donahue, John J., III, and Steven D. Levitt. THE IMPACT OF LEGALIZED ABORTION ON CRIME*. Rep. no. Quarterly Report. The Quarterly Journal of Economics, May 2001. Web. 13 Oct. 2013. Russi, Nancy F., PhD. â€Å"When Pregnancies Are Unwanted.† Prochoiceforum.org.uk. Board of Social & Ethical Responsibility for Psychology of the American Psychological Association, 05 Mar. 2002. Web. 13 Oct. 2013. Sankin, Aaron. â€Å"Abortion Poverty Study Finds Link Between Lack Of Access And Income.† The Huffington Post. TheHuffingtonPost.com, 14 Nov. 2012. Web. 13 Oct. 2013. Smith, Sharon. â€Å"Abortion Is Every Woman’s Right.† Abortion Is Every Woman’s Right. N.p., 23 Apr. 2004. Web. 12 Oct. 2013.

Characteristic and performance of the video game Industry Essay

A detailed analysis of the video games industry, the relationship between the console, the developer and the gamer and the case studies of Nintendo, Sony and Microsoft has conclusively proved the hypothesis that a symbiotic relationship exists in the video games industry between the console, developer and the consumer which impacts on the overall growth and performance of the business and will also have an effect on future trends. A survey of data analysis will reveal that there are excellent prospects for growth of the console video gaming industry despite threats from other areas of the same business such as online and mobile gaming. The details of the research outcome and the salient conclusions and recommendations are as per succeeding paragraphs. The overall growth of video and computer games world wide is likely to grow from $ 27,000 million to approximately $ 54, 000 million or double during a period of three years from 2005 to 2008. The console video games industry is set to grow from $ 15,000 million in 2005 to over $ 20, 000 million in 2008. This is a growth of over 30 percent which is likely to surpass the growth in all other segments of entertainment. This growth is driven by the popularity of console games in general as well as certain technological factors such as development of online console gaming facilitated by upgraded consoles and broadband connections which can facilitate easy transfer of images and videos. Apart from this economic factor, there are other profound changes which will come about in society as predicted by Doug Lowenstein who has indicated that it would transform the total social and cultural thinking in the years ahead. (Conference, 2000). The numerous voices raised against the growth of video games and their influence on children in America has decried the growth of this industry. Such protests and developments will certainly affect the growth of the video industry and it is likely to create more benign games in the future. Of greater concern to social scientists is the inculcation of hyper competition and deviant sexual values in children due to games. (Squire, 2002). This issue is likely to place pressure on the gaming industry to ensure that it follows the norms set by bodies such as the industry content regulator, Entertainment Software Rating Board (ESRB) in America. Another important facet is content creation and retailing online. This mode will develop at much faster pace than at present. This will enable greater participation of gamers and will consolidate the existing relationship between the console, the developer and the gamer. Technology as the MMOG will further boost the growth of the industry as well as the relationship between the stake holders in its growth. Relationship between console, developer and consumer The research has conclusively established a positive relationship between console, developer and consumer. Video gaming is a highly interactive process in that there has been a total shift in the relationship between the producer of goods, the developers of content and those who are partaking off that content, the gamers. This relationship has become of mutual support rather than of give and take. The mediums used for such an interaction have been consciously developed in some cases as Nintendo which started with a special magazine and has now come up with various other actions to support the developer as well as the consumer in providing the company effective inputs for development of games. A similar trend has been observed in the case of Sony and Microsoft. The growth of the internet has further added to the impetus and this will be supplemented by on line gaming which is providing gamers an opportunity to respond actively to their entertainment requirements. The response of all companies has been active in fostering this relationship. The other aspect is the active involvement of console and developers. While all major console producers have in house developers, they are including the information technology behemoth; Microsoft actively seeking the assistance from external developers. Companies have fostered special programs as Game Play Counselors and Digipen to cultivate the loyalty of the developer community along with community participation program called as NSider forum by Nintendo.

Learn How to Use Cè and Ci Sono

Learn How to Use C'à ¨ and Ci Sono If you stop and listen to yourself speak English, you’ll notice that you repeat the same kind of structures again and again. Most notably, you’ll hear a lot of â€Å"there is† and â€Å"there are† when starting sentences. Since it is such a frequently used structure, it’s one that’s essential to know in Italian. So how do you say â€Å"there is† and â€Å"there are† in Italian? Below you’ll find the translations for both phrases along with examples to help you understand how to use it in everyday conversation. Let’s Discuss the Present C’à ¨ (from ci à ¨) There isCi sono There are Here are some examples of these phrases being used in the present tense. Esempi (c’à ¨): Non c’à ¨ fretta. - There is no hurry.C’à ¨ un bell’uomo l che ti aspetta. - There is a handsome man waiting for you there.Scusi, c’à ¨ Silvia? - Excuse me, is Silvia there?C’à ¨ una parola difficile in questa frase. - Theres a difficult word in this sentence.C’à ¨ qualcosa che non va. - There is something not right (in this situation).C’à ¨ una gelateria qui in zona che à ¨ buonissima. - There is an ice cream shop in this neighborhood that is so delicious.C’à ¨ una ragazza qua che non mi piace per niente. - There is a girl who I don’t like at all. It’s likely that you’ve heard the popular expression â€Å"che c’à ¨?†, which is the Italian equivalent of â€Å"what’s up?†. Literally, it can be translated as â€Å"what is there?†. You: Che c’à ¨ tesoro? - What’s up honey?Friend: Niente, perchà ¨? - Nothing, why are you asking me?You: Ti vedo un pà ² triste. - You look a bit sad. Esempi (ci sono): Ci sono molti italiani a New York. - There are many Italians in New York.Ci sono troppi gusti buonissimi, quindi non posso scegliere! - There are too many good flavors, so I can’t choose!Non ci sono molti ristoranti cinesi qua. - There are not many Chinese restaurants here.Uah! Ci sono tanti libri italiani in questa biblioteca. Sono al settimo cielo! - Wow! There are so many Italians book in this library. I’m in seventh heaven!Sul tavolo ci sono due bottiglie di vino che ho comprato ieri sera. - On the table there are two bottles of wine that I bought last night. C’à ¨ and ci sono should not be confused with ecco (here is, here are; there is, there are), which is used when you point at or draw attention to something or someone (singular or plural). Eccoci! - Here we are!Eccoti i documenti che avevi richiesto. - Here are the documents you requested. What About the Past? If you want to say â€Å"there was† or â€Å"there were†, you’re most likely going to need to use either the passato prossimo tense or l’imperfetto. Knowing which one to choose is a topic for a different day (and one that makes Italian language students want to pull their hair out), so instead we’ll just focus on what these phrases would look like in both forms. Esempi: Il passato prossimo (c’à ¨ stato/a) C’à ¨ stata molta confusione. - There was a lot of confusion/chaos.C’à ¨ stato un grande concerto allo stadio. - There was a great concert at the stadium.Ci sono stati molti esempi produttivi. - There were lots of good examples. Notice here that the ending of â€Å"stato† has to agree with the subject of the sentence, so if â€Å"parola† is feminine and it’s the subject, then â€Å"stato† has to end in an â€Å"a†. Esempi: Il passato prossimo (ci sono stati/e) Ci sono state troppe guste buonissime, quindi non potevo scegliere! - There were too many good flavors, so I couldn’t choose!Ci sono stati tanti libri italiani in quella biblioteca. Sono stato/a al settimo cielo! - There were so many Italians book in that library. I was in seventh heaven!Quando ho studiato l’italiano, non ci sono state molte scuole per imparare la lingua. - When I studied Italian, there were not many schools for learning the language. Notice here that the ending of â€Å"stato† has to agree with the subject of the sentence, so if â€Å"libri† is masculine and it’s the subject, then â€Å"stato† has to end in â€Å"i†. Esempi: l’imperfetto (cera) Quel giorno, non c’era fretta. - That day, there was no hurry.Quando ero piccola qui c’era una gelateria buonissima. - When I was a little girl, there was a delicious ice cream shop in this neighborhood.Intorno a noi, c’era un bel panorama della campagna di Orvieto. - Around us, there was a beautiful view of the countryside of Orvieto. Esempi: l’imperfetto (cerano) Da bambino, non c’erano molti ristoranti cinesi qua. - When I was a little boy, there weren’t many Chinese restaurants here.Un giorno facevo una passeggiata e ho visto che c’erano molti cani randagi. - One day I was taking a walk I saw that there were a lot of stray dogs.C’erano un paio di studenti che hanno imparato pià ¹ velocemente rispetto agli altri. - There were a couple of students that learned faster than the other students. Other Forms You May See Il congiuntivo presente (the present subjunctive) - ci sia and ci siano Spero che ci sia bel tempo. - I hope it’s going to be sunny. Il congiuntivo imperfetto (the imperfect subjunctive) - ci fosse and ci fossero Dubito che ci siano molte persone al teatro. - I doubt there will be lots of people at the theater.

ACT Test Center Has These Problems - SPEAK UP

If Your SAT/ACT Test Center Has These Problems - SPEAK UP SAT / ACT Prep Online Guides and Tips No one likes to be a tattletale. Okay, most people don’t like to be a tattletale. However, when your future dream college is at stake, which it is when you take the SAT/ACT as it accounts for 30-50% of your college application, you NEED to be a tattletale when there are testing issues. In this article, I will run through a list of common problems at testing sites such as: Instruction Issues Timing Issues Noise Issues Break Issues Possible Cheating If any of these issues occur, you should speak up! Let your proctor know and if they won’t listen contact the College Board or ACT after the test (as you are not allowed to access your phone during the test). Most of these issues are based on my personal experience taking the SAT in South Los Angeles. The experience was a nightmare, and it was heavily unfair to the students I took it with. Instruction Issues Issues can begin before the test even starts.The instructions are very important.If you do not understand the instructions clearly when your proctor reads them, ask them questions about the instructions.Do not feel weird about this.Again, your future is at stake. Make sure you understand the instructions fully. Speak up!If your proctor cannot answer your question, ask them to ask another proctor on the campus or ask them to call the College Board or ACT office.NOTE: Because there are many incompetent proctors, as I learned personally when I sat for the June 6th SAT, try to make sure you understand the instructions for the test BEFORE you go sit for the test. Read the instructions on an SAT practice test such as one of these free onesor ACT practice test such as one of these free ones.Read them at least a week in advance of your test date.That way, if you have any questions about them, you have plenty of time to call or email the College Board or ACTabout your question. Timing Issues Your instructors most likely do not know the timing of the test as well as you do,if you have been practicing.If you do not know the timing, you should make sure you do before you take the test. For the SAT, Section 1 - Essay - 25 minutes Sections 2-7 - 25 minutes each Sections 8 and 9 - 20 minutes each Section 10 - 10 minutes 3 breaks of 5 minutes each For the ACT, Section 1 - English - 45 minutes Section 2 - Math - 60 minutes Section 3 - Reading - 35 minutes Section 4 - Science - 35 minutes Optional Writing - 40 minutes Sometimes, the instructors will misread the time and give you more or less time than necessary. Read about the disaster that was the June 6th SAT.I highly recommend timing on your own watch.If your proctormesses up, speak up!If they won’t listen to you when you try to correct them, call the College Boardor contact the ACT. Noise Issues Your testing experience should be relatively noise free, other than page turning or pencils writing.If you are disturbed by any other noises, such as your proctor listening to music on their cellphone (happened to me) or watching a movie on their iPad (happened to my friend), you should speak up!This is your time to shine.Do not let anything get in your way. If there are noises outside that are disturbing you such as kids screaming or an ice cream truck blaring music (both happened to me), speak up!Politely ask your proctor if they can speak to the noisemakers! Here are the steps to take in that situation: Raise your hand. Wait for your proctor to arrive at your seat. Say, "I'm sorry, but that noise (from your headphones, iPad, or outside) is distracting me from focusing on the test. Is there any way you could turn it off / speak to the person making the noise? Thank you so much for your help and understanding! I really appreciate it!" Who could say no to that? If a noise is distracting you, it is probably distracting others, so you are actually being a hero, not a tattletale!If your proctor still refuses to help, talk to another proctor on your break or call the College Board or the ACTafter the test. Break Issues You should receive three 5 minute long breaks during the test for the SAT. For the ACT, you should receive 2 breaks: one after section 2 and one after section 4. The ACT does not have a standard amount of time for the break as they told me when I asked. They said "5-10 minutes, probably 10 minutes." Regardless, do not let your proctor try to cut a break.It happened to me!If you want all three breaks, insist on taking all three. Speak to your proctor about it.If he or she disagrees, speak to another proctor about it or call the College Boardafter your test. Possible Cheating If you spot possible cheating the day of the test, tell your proctor and call the College Boardor the ACT office(I know I've said it about a hundred times, but it is important!).The College Board has an entire office dedicated to test integrity.Your test is being curved based on everyone who sits for the test. If they cheat, you suffer.Don’t let them get away with it. You will regret it if you don't! When you should speak up and why you shouldn't be afraid of speaking up You should speak up if anything severely disrupts your test. That includes everything I have mentioned as well as anything else that might happen to disrupt your test (alarms going off, students talking, etc.). You should not be afraid to speak up. You NEED to speak up. As I said before, this test accounts for 30-50% of your college application. You deserve fair testing conditions, so you can rock the test. You should not be afraid of being labeled a whistleblower. The College Board or ACT will respect you for it and will investigate your concern. Also, they will most likely let you retest for free, so there is an upside to being a whistleblower! Do not worry about your score being cancelled if you complain. If you want your score and the disturbances were minimal, you will most likely have a delay in your scores being reported, but you will still receive your scores. If you feel the conditions were completely unfair, you probably want to retest anyways. If you complain about major issues (such as timing discrepancies), the College Board or ACT may cancel your score as well as the others at your test site, but they will most likely have you retest for free. If you took the SATand would like to contact the College Board to file a complaint about your test center, call this number(609) 771-7710 or email this addresstestcenter@info.collegeboard.org, both ofwhich are specifically for test center complaints. Don't be afraid of calling when they have an entire phone line and email dedicated to addressing your issue. They must get a ton of calls and emails. If you took the SAT and would like to contact the College Board about cheating, call this number609-406-5430 or this number800-257-5123 (on test days only)or email this addresstestsecurity@info.collegeboard.org. Again, they have an entire office dedicated to test integrity. They want you to tell them about potential cheating. If you took the ACT and would like to contact the ACT office tofile a complaint about your test center or to report cheating, send an email to their office using this form. They have a form specifically for this purpose. Use it if you need it! Recap Know your rights! Instructions Read them a week before taking the test. Ask the College Board or the ACT office questions. On the day off, ask the proctor any new questions you have. For test timing, For the SAT, you get 25 minutes for the Essay, 25 minutes each for Sections 1-7, 20 minutes each for Section 8 and 9, and 10 minutes for Section 10. For the ACT, you get 45 minutes for English, 60 minutes for Math, 35 minutes each for Reading and Science, and 40 minutes for the Optional Essay (Writing Test). Time it on your own watch. If your proctor accidentally cuts time, speak up! For the SAT, You get three 5-minute breaks. Don’t get shortchanged! For the ACT, you get two 5-10 minute breaks! If any noise bothers you, ask your proctor to try to resolve it. Report any cheating to your proctor and the College Boardor the ACT office. What’s next? Read about the issues at my testing center that made my test a nightmare. Read about the critical mistake the College Board made on the June 6th test, and the millions of students it failed. Want to improve your SAT score by 240 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: Have friends who also need help with test prep? Share this article! Tweet Dora Seigel About the Author As an SAT/ACT tutor, Dora has guided many students to test prep success. She loves watching students succeed and is committed to helping you get there. Dora received a full-tuition merit based scholarship to University of Southern California. She graduated magna cum laude and scored in the 99th percentile on the ACT. She is also passionate about acting, writing, and photography. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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Article summery Essay Example | Topics and Well Written Essays - 250 words

Article summery - Essay Example With the help of the caregiver, it is important for pregnant women to calculate the estimated delivery date (EDD) by accurate determination of the last menstrual period (LMP) or through an early ultrasonography, which should be carried routinely to establish EDD and lessen the necessity for labor induction. Additionally, accurate dating is imperative for timing screening tests and interventions, as well as for optimum management of complications. The first three months of pregnancy are a time of formation of fetal organs and fetal vulnerability teratogens is very high. For this reason, there is need for counseling about risk behaviors. Other issues for discussion in early pregnancy include air travel, breastfeeding, exercise, hair treatments, hot tubs and saunas, labor and delivery; medications including prescription over-the-counter and herbal remedies; substance use including alcohol, illicit drugs and smoking; sex and workplace. Performance of history and directed physical examina tion is also necessary to detect conditions linked to increased maternal and perinatal mortality and morbidity. Prenatal examination also allows for cervical cancer screening, ectopic pregnancy and spontaneous pregnancy loss – ectopic pregnancy should be a consideration with the present of risk factors, bleeding or abdominal pain.

The vulnerabilities of industrial control systems and possible Essay

The vulnerabilities of industrial control systems and possible solutions - Essay Example Industrial control systems (ICS) are imperative to the quality of life that most of society shares and depends on every day. These systems regulate the electricity, food supply, medical and chemical manufacturing, as well as many other processes and utilities that are used daily.After September 11, 2001, the threat of terrorist attacks became a high priority on the home front (Marsh 2006). Most people worried about airplanes, metro or subway systems, or bombs, but a few realized that with the computerization of control systems in a variety of industries becoming normal operating procedures, the risk of attack was just as possible as any other probable target. In fact, some of the systems, such as nuclear plants or chemical manufacturing companies, were more apt to be targeted than others. This concern led to the National Institute of Standards and Technology (NIST) to lead a 500 member forum to discuss cyber-security of the ICS regulating our lives and our country.At the conclusion o f this 2004 forum, NIST produced the System Protection Profile-Industrial Control Systems (SPP-ICS) to use as guidelines and strategies to find the vulnerabilities in each facility and possible solutions. Some of the main concerns include terrorists and unfriendly governments, human error, disgruntled employees, bored teenagers, and natural disasters to name a few. However, most facilities looked only on the outside, without considering errors on the inside that could do as much damage as those external forces. (Barr, 2004; D'Amico, 2004; Marsh, 2006; NIST, 2004; NIST's process control, 2004; Wagman, 2008). NISTS findings were based on the System Target of Evaluation and all risks and vulnerabilities are determined by this standard. The corporate leaders should look at and consider the vulnerabilities and their solutions to help identify the areas that are in need of immediate attention in their own facilities and to make the cyber-connection of the location secure. Unfortunately some do not believe there is a real threat. For example, Tom Donahue from the CIA stated that "attacks on critical infrastructure lack the necessary dramatic display that seems to be preferred by this constituency" (Marsh, 2006, p. 12). This concept may have been true five years ago, but as the world becomes more connected the disruption of electricity, water, or gas would be a fairly dramatic event for those experiencing it, and for those watching it. Previously most facilities were separated by using their privately owned machines, hardware and methods of communication. However, with the onset of more facilities and corporations using "commercial, off-the-shelf" products the vulnerability increases (D'Amico, 2004). The SPP-ICS provides three main areas to watch; the type of agent, method of attack, and the asset that will be affected by the attack. The agent is the insider or outsider that either maliciously or accidently causes an attack on the ICS. The vulnerabilities of attack can include, but are not limited to, protocols, unnecessary systems attached to the ICS, outside remote access to the ICS, incorrect IT architecture, lack of security controls, and lack of risk assessment upon or prior to installation of the system. The assets consist of all the systems used to control the system software and hardware and the infrastructure of the company (Barr, 2004; NIST, 2004) When working to correct or strengthen the security of these systems, the company should look at physical items, the connectivity and if it is secure, authentication, backup and remote access as well as many other attributes of security. Understanding the

Business Management (Social Responsibility and Ethics ) Essay

Business Management (Social Responsibility and Ethics ) - Essay Example As a result, several business ethics theories have been developed. It is worth noting that accurate guidance of ethical principles is quite fundamental if business ethics is to comprise of a substantive discipline (Green 2004). The quest for such business ethics principles has given birth to a number of theories which have been tailored to suit the business environment. For the purpose of this paper, only two of these theories will be discussed. In addition, this paper will provide a basic definition of corporate stakeholder groups as well as corporate social responsibility and thereafter, the paper will describe how the relationship between a corporation and at least two of its stakeholder groups can be managed through corporate social responsibility activities. The paper will also anticipate some potential conflicts which might occur in the process of management. Business management has undoubtedly taken a new shape due to stiff competition in the business field. Business management generally involves getting all the concerned individuals together to bring about desired business goals and objectives. In basic terms, business management consist of planning, organizing staffing as well as directing a group of persons with an aim of accomplishing the desired goals of a business. Due to the undying quest for corporations to compete effectively and gain high rates of return, Corporate Social Responsibility (CSR) is becoming an essential or else a fundamental activity to businesses globally. Now that the world is increasingly becoming a global village and large business organisations serve as global providers, they (corporations) are increasingly acknowledging the benefits of making available Corporate Social Responsibility programs in their every division of the organisation. It is quite worthwhile to note that there is an increasing recognition of the immense contribution of the private sector on the society. The

Human Rights Essay Example | Topics and Well Written Essays - 500 words

Human Rights - Essay Example Raising the voice for an independent and free form of government is the basic right of each individual. Besides this, civil rights are being violated all over the world which is against the charter international of human rights. Injustice on domestic and international level, lack of freedom of speech, and expression are few of the issues being faced in terms of human rights. Gender and human rights are usually co related in terms of their relevance to each other. The fair gender is often subjected to inhumane treatment, sexual abuses, and physical assaults. Protection against all these aforementioned factors is possible through the fulfillment of the human rights accords. The human rights laws entail all those necessary steps and proceedings which ensure protection of the weak. Besides the physical aspect, the weak gender is often subject to number of restrictions and confined to four walls. It is totally against the human rights. Hence, protection of the weaker gender can be ensured through the presence and practicing of human rights laws and principles. The concept of capability approach pertains to the transformation of a society with regard to its economic position, social improvement, political maturity and other variables that affect the society. It aims at identifying and mitigating the factors that result in the imbalance amongst various components of the society. This approach in broader perspective is termed as an element that helps determining causal relationship amongst the various segments of society and the tools under use. This concept is often loosely termed as the continuation of the concepts of Karl Marx, Adam Smith and Aristotle. However in modern times the man behind this concept is Amartya Sen who came up with this economical proposition with regard to the various elements of the society in a generic manner. Capability

Clinical update on the most effective sequence to first responding to Essay

Clinical update on the most effective sequence to first responding to unresponsive patient for optimal patient outcomes - Essay Example This should be done to the patient so that the unresponding patient can be revived from the coma state. The cause of unresponsive state of the patient is mainly caused by the low blood supply in the body of the individual which is insufficient to reach to the brain and to the heart thereby causing the individual to be unresponsive or otherwise faint. Throughout the study, some practices should not be done to the patient for example slapping the patient , giving of drink and food to the patient who is unresponsive should not be done among others will lead to other complications. When a patient is not responding or unconsciousness, it is impossible for one to talk or do any activity and this is commonly known to be a coma state or in other word comatose state. It is important for one to be aware of do’s and don’ts concerning the patient either a grown up or a child. Other patients have changes in awareness where they do not become unconscious where their mind is altered thus being termed as altered mental status or changed mental status. The patient becomes confused leading to yelling, production of foam from the mouth among others. The change of mental status should be treated as a medical emergency since it is a condition that can lead to death in a quicker manner (Cooke, 2009). In other times the patient may be awake but less alert where if asked questions like their name may lead to inability to answer the questions which indicate a change in the mental status. When a asleep, the patient can respond to noise and other disturbances like shak ing of their head or hands thus leading to waking up but in the case of an individual who is not responding or otherwise who is in unconscious mood the individual will not cough or clear his or her throat. This condition can lead to death if care and other medical attention are not conducted quickly since in most cases the patient airway may be blocked thus leading to instant death if first aid is not

Living Inside and Outside Prison Assignment Example | Topics and Well Written Essays - 250 words

Living Inside and Outside Prison - Assignment Example Although there are certain preconceived notions about prisoners and their way of life within the system, the existence of police shows and their realistic prison life story lines have helped me understand what prison life may actually be like and has provided me with a wider perception of who these prisoners are and what it takes to survive on the inside. Our class readings helped to further reinforce that which I already knew and added to my knowledge of the real life situation these prisoners experience. Survival in a normal society is set upon societal rules drawing from our Bill of Rights. It allows us immense freedom within which to understand others, live our lives, and choose whom we shall mingle with socially and why. These rules do not exist in prison. I believe this is because of a difference in perception. While free people view leaders like the police and other government officials as friends who help keep order and peace within our communities, prison guards and administrative staff are viewed by prisoners as enemies who are out to make their life harder through punishments and deprivation of what little liberties the prisoners enjoy. And it is because of that very reason that inmates and prison staff are not allowed to form friendships. Since the staff are viewed as the enemies, their lives are in danger each time that they mingle with the prisoners. Prisoners see them as the conveyors of punishment and mistrust. They cannot be trusted by the prisoners because they function by rules which are meant to deprive prisoners of their humanity and individualism. At least that is how I believe the prisoners collectively view the prison

Human Rights Essay Example | Topics and Well Written Essays - 500 words

Human Rights - Essay Example Raising the voice for an independent and free form of government is the basic right of each individual. Besides this, civil rights are being violated all over the world which is against the charter international of human rights. Injustice on domestic and international level, lack of freedom of speech, and expression are few of the issues being faced in terms of human rights. Gender and human rights are usually co related in terms of their relevance to each other. The fair gender is often subjected to inhumane treatment, sexual abuses, and physical assaults. Protection against all these aforementioned factors is possible through the fulfillment of the human rights accords. The human rights laws entail all those necessary steps and proceedings which ensure protection of the weak. Besides the physical aspect, the weak gender is often subject to number of restrictions and confined to four walls. It is totally against the human rights. Hence, protection of the weaker gender can be ensured through the presence and practicing of human rights laws and principles. The concept of capability approach pertains to the transformation of a society with regard to its economic position, social improvement, political maturity and other variables that affect the society. It aims at identifying and mitigating the factors that result in the imbalance amongst various components of the society. This approach in broader perspective is termed as an element that helps determining causal relationship amongst the various segments of society and the tools under use. This concept is often loosely termed as the continuation of the concepts of Karl Marx, Adam Smith and Aristotle. However in modern times the man behind this concept is Amartya Sen who came up with this economical proposition with regard to the various elements of the society in a generic manner. Capability

Living Inside and Outside Prison Assignment Example | Topics and Well Written Essays - 250 words

Living Inside and Outside Prison - Assignment Example Although there are certain preconceived notions about prisoners and their way of life within the system, the existence of police shows and their realistic prison life story lines have helped me understand what prison life may actually be like and has provided me with a wider perception of who these prisoners are and what it takes to survive on the inside. Our class readings helped to further reinforce that which I already knew and added to my knowledge of the real life situation these prisoners experience. Survival in a normal society is set upon societal rules drawing from our Bill of Rights. It allows us immense freedom within which to understand others, live our lives, and choose whom we shall mingle with socially and why. These rules do not exist in prison. I believe this is because of a difference in perception. While free people view leaders like the police and other government officials as friends who help keep order and peace within our communities, prison guards and administrative staff are viewed by prisoners as enemies who are out to make their life harder through punishments and deprivation of what little liberties the prisoners enjoy. And it is because of that very reason that inmates and prison staff are not allowed to form friendships. Since the staff are viewed as the enemies, their lives are in danger each time that they mingle with the prisoners. Prisoners see them as the conveyors of punishment and mistrust. They cannot be trusted by the prisoners because they function by rules which are meant to deprive prisoners of their humanity and individualism. At least that is how I believe the prisoners collectively view the prison

The Decomposition of Copper Carbonate Essay Example for Free

The Decomposition of Copper Carbonate Essay Planning Coursework Aim Our project is to find out what products are formed when copper carbonate decomposes. Copper has 2 oxides, Cu2O and CuO. We are told that one of the following two equations are correct: Equation 1 (Eqn1): 2 CuCO3 (s) Cu2O (s) + 2 CO2 (g) + 1/2 O2 (g) Equation 2 (Eqn2): CuCO3 (s) CuO (s) + CO2 (g) Calculations I have to find out which of the two are correct by experimentation. By looking at the equations, I can see that gas is given out. Collecting this gas will be a good way to find out which equation is correct. I will collect the gas in a 100cm3 gas syringe. Therefore I want to be collecting about 80cm3 of gas per amount of copper carbonate. Eqn1 Ratio copper carbonate : gas 2 : 2 + 1/2 1 : 1.25 Eqn2 Ratio copper carbonate : gas 1 : 1 Above states that 2 1/2 moles of gas are produced in Eqn1. I know that 1 mole of gas occupies 24000cm3 in standard room temperature and pressure. I have stated that I want to collect about 80cm3. This means that I wasnt to collect 80/24000 moles of gas. This is equal to 0.00333. (recurring) moles of gas. Out of the 0.0033 moles of gas collected, 2 of them have to be moles of CO2 and 0.5 of them are moles of 02 2.5 2.5 So in Eqn1 we want 2 x 0.0033 moles of CO2 to be collected which is 0.00266 moles 2.5 According to the Eqn, the mole ratio of CuCO3 to CO2 is 2:2. This means we need 0.00266 moles CuCO3 to be decomposed in oreder to create the 80cm3 of gas. From this we can find the mass of CuCO3 to be used, by using the formula: Mass = moles x RFM (relative formula mass) = 0.00266 x (63.5 + 12 + (16 x 3) ) = 0.329g So in Eqn1, using 0.329g CuCO3 should produce about 80cm3 gas. Using 0.329g CuCO3 in Eqn2 should give less than 80cm3 gas. I shall prove this: CuCO3 (s) CuO (s) + CO2 (g) Mass of CuCO3 0.329g Moles of CuCO3 0.00266 Moles of CO2 produced 0.00266 Volume of CO2 produced 0.00266 x 24000 = 63.9cm3 Therefore, I know that whichever Eqn is correct, using 0.329g CuCO3 will not produce over 80cm3, and therefore the gas will definitely be able to fit into the gas syringe Diagram Key: This represents the syringe being held by a retort stand and also the boiling tube being held by tongues Method * Weigh exactly about 0.329g powdered copper carbonate * Set out apparatus as above * Put copper carbonate into boiling tube and put bung on. Bung should be as tight as possible to ensure it is air tight and to minimise the amount of gas lost * Attach delivery tube to gas syringe making sure plunger is fully depressed * Light the Bunsen on a yellow flame for safety and then turn it to a blue flame when ready to begin experiment * Apply Bunsen burner under boiling tube, wafting it under the copper carbonate * I know when the reaction has stopped by when the copper carbonate has gone red or black (depending whether Cu2O or CuO is produced). * Also, when the reaction stops, the plunger on the gas syringe will stop moving * It might be necessary to wait to let the syringe and its contents to cool down so that the gas occupies the correct volume I need to make sure the experiment is fair to ensure accurate results. From past experience, I know that when the syringe is fully depressed, but then the bung is added, the syringe plunger extends a bit. However in this experiment, the reaction wont start straight away. Therefore I will need to make sure that I push the plunger back in before heat is applied. The experiment will be repeated 3 times and a mean of the results will be taken. All of the results must be concordant with the mean. This will reduce chance of any anomalous data being used. The condition must remain constant throughout each experiment. The collected gas should be at standard room temperature and pressure. There is another test that could help find which equation is correct. In both equations CO2 is produced. To check this, we could bubble the gas through limewater, which turns milky in presence in CO2. However, in eqn1 O2 is also produced. The test for the presence of O2 is to place a glowing splint into the gas. If it relights, O2 is present. However, this method is not very adequate as the amount of O2 produced is very small in comparison to the CO2, and even if it was present it still might not affect a glowing splint Results Providing under about 70cm3 of gas is produced, it shows that no oxygen is produced and so we can say that the 2nd equation is correct Precautions During experiment, safety goggles should be worn throughout. Wear a lab coat so that it may be removed, without problem, if chemicals spill onto it. Plastic gloves should be worn to prevent chemical contact with skin. Also, when handling Bunsen burners, care should be taken. Copper (I) oxide (Cu2O) may be harmful if swallowed or if inhaled, could irritate lungs. If in contact with eye, rinse thoroughly with water for 15 mins and seek medical attention if problem persists. If in contact with skin, rinse with soap and water, and if swallowed in reasonable quantity, seek medical attention Copper (II) Oxide (CuO) Causes eye irritation, can damage cornea. Flush eyes with water for 15 mins. Irritates skin and can discolour it. If contact should occur, wash skin with soap and water. If swallowed, can cause damage to kidneys and liver. May also cause vascular collapse. However, do not induce vomiting, but drink cupfuls of milk. Id breathing is difficult do not give mouth to mouth resuscitation Copper Carbonate (CuCO3) risks are similar, yet not so hazardous. However treat with similar care. Do induce vomiting if swallowed Bibliography http://ptcl.chem.ox.ac.uk/~hmc/hsci/chemicals/copper_I_oxide.html chemical safety on Copper (I) Oxide http://avogadro.chem.iastate.edu/MSDS/CuO.htm chemical safety on Copper (II) Oxide http://en.wikipedia.org/wiki/Copper%28I%29_oxide general information on the copper oxides

Case Studies On The Importance Of Oral Care

Case Studies On The Importance Of Oral Care This submission is going to focus on the nursing care that I gave in one placement simulation and two consecutive shifts on placement, placing emphasis on oral care, medication management and communication. It will outline the fundamental aspects of clinical nursing skills that have taken place in my setting. This will also highlight the learning process taken place and how it helped me to enhance my knowledge, and ethical values in order to deliver quality and safety of care. Using other sources of current literature, I will use a reflective model to discuss how I have achieved the necessary level of learning outcome. By utilising this model I hope to demonstrate my knowledge and understanding in relation to these skills as well as identifying areas with scope for learning. Reflection is the process of reviewing an experience in order to describe analyse, evaluate and so inform learning about practice (Reid 1993). Gibbs (1988) model of reflection will be used as a framework, because it focuses on different aspects of an experience and allows revisiting the event fully. By contemplating it thus, I am able to appreciate it and guided to where future development work is required. For confidentiality purposes the patients real names will not be used and will be referred to patients as B and R. This is in line with the (NMC, 2008) requirements to maintain confidentiality at all times. A diary is supported in this assignment as an appendix within the time of the process. The reflective model I have chosen to use as guidance is Gibbs (1988). The care of a patients mouth forms an important component of assisting hygiene needs and yet is a nursing skill which is not always afforded the attention it fully deserves (Evans, 2001) Description I was part of a placement simulation group which went to the multi-skills laboratory to practice delivering and receiving oral hygiene. I was assigned a colleague to brush his teeth using a toothbrush and paste. I put on gloves to pre vent contamination (NICE 2003). Seeking his consent, I undertook a brief visual assessment of his mouths health. I then put him in a comfortable position so that he could tolerate the wash. Thereafter, I cleaned all-round the mouth, gums and tongue. I finished off by helping him to rinse his mouth with mouthwash. I treated my partner as though he was physically unable to hold the brush himself to scrub his own teeth, but he was able to communicate with me and was able to assist me in terms of spitting and gargling with water at the end of the procedure. Feelings When first informed that I was expected to undertake this task I felt anxious and concerned. I was aware that I had not brushed anyones teeth outside of my family before and that the mouth is an intimate and personal part of the body which is not usually exposed to anyone other than myself or the dentist. I was concerned about how my partner (whom I did not know well at that stage) would react to me examining his mouth. Writ ers have described such intimate physical assessments as creating a potentially intrusive situation (Lewis 2006, Sturdy 2007) which might cause the patient to feel uncertain and inadequate. I was also concerned that my own anxiety was shared by my partner who also appeared embarrassed and awkward at the time. This anxiety was increased when during the procedure my partner began to cough as though distressed. This caused me to feel hesitant about continuing- a situation recognised by Millon (1994) as a common response for carers to such an experience, although I persevered with his cooperation. When the task was completed I felt comfortable with my performance overall. Evaluation What was good about the experience was that, despite being aware that this role is often delegated to health care assistants (Kelly et al 2010), I was able to deliver a fundamental component of essential nursing care (Essence of Care 2003) quite effectively. The experience helped me to appreciate that oral c are provides any nurse with an ideal opportunity to undertake a thorough physical, emotional and cognitive assessment of a patient (DOH, 2001). I was satisfied delivering this aspect of care without harming the patient as no injuries were sustained (having I checked his mouth prior to and after cleansing). Also, I was pleased to have an opportunity to improve my communication skills through the delivery of this skill and to understand the impact that this might have on the development of a therapeutic relationship with future patients. From my colleagues reaction and feedback, I understood how feedback is an important learning tool. Despite my discomfort during the undertaking of this task, the experience highlighted the potentially complex problems I might have to solve in the provision of care needs to patients for whom I may not have had contact with before. Analysis Administration of this clinical skill involved undertaking an assessment of my colleagues mouth before delivering any care in order to help determine the most appropriate means of delivering oral care. Malkin (2009) asserts that this is a critical component of the procedure and was one I was keen not to overlook. The World Health Organisation (WHO 2010) describes a healthy mouth as being free of chronic mouth and facial pain and in the situation described; this is the condition I found my partners mouth to be in. I was therefore happy to proceed with cleaning his teeth as instructed. I selected to use a soft bristled toothbrush and toothpaste. The use of these adjuncts are described by many writers as being the most appropriate in terms of removing plaque and preventing trauma to the gums (Holman et al 2005,McCauliffe 2007).Despite this it has been identified that they are also most often not selected by nurses who appear uncertain about most effective evidence based practice ( McAuliffe 2007). Conclusion Clearly, mouth care is important and that, nurses have a role in assessing and maintaining it (Malkin, 2009).The task identified the role of the nurse in providing encouragement to the patient whilst delivering oral care. His weakness created a sense of dependency upon me and necessitated the utilisation of good communications skills on my part to complete the task properly. It has raised my awareness the effects of nursing interventions on others within my practice. Action Plan At the moment, I read more books a day than practice. My aim is to be proactive in the future by promptly opening up through total participation and doing more practices by brushing my teeth on regular basis. I would consider brushing others also and allowing them to brush mine in order to become familiar with areas that are often not well attended to. Keeping up to date with evidence based principles of practice will be maintained through the scrutiny of journals that refer to this aspect of care. I will take care to remember my feelings when providing and receiving oral hygiene before deliverin g it to patients in the future. Recognising the potential for embarrassment and awkwardness I will ensure that I treat the patient with sensitivity and discretion at all times. Administration of medicines is a key element of nursing care (Audit commission, 2002,). Therefore, one is accountable for the administration of medicines. Description I shadowed my mentor during the process of dispensing medication and knew that my role as a student nurse, each registered nurse is accountable for his/her practice. As a student it is important to seek consent from the patient before any care is given which I did. I went to the treatment room with my mentor and prepared for medication for morning. During the process of medication there are important nursing protocol steps to follow. Firstly, I checked order, assessing client, label medication, provide information to the client, check the medication when dispensing and record in the patients prescription chart. Patient R was present and I offere d him a cup of water along with the Clozapine 300mg in another cup. Before I came in contact with the patient, I read their notes and the medication they are on. This gave me the baseline whether the patients comply with medication and the reason why they do not comply. Feelings The routine for prescribing medication may be different in various clinical settings. Although I have participated dispensing medication, I felt nervous and did not want my patient to see this as a weakness. (Butler, 1991,) warns us that when our self-talk is negative, we are carrying around toxic environment for ourselves everywhere we go. My mentor took the role to encourage me by assuring that I was doing fine, talking me throughout the procedures of medication management. I had brief knowledge about medication and this gave the opportunity for my mentor to question my knowledge about the right dose, time, route, right patient and right drug. My role as a Nurse is to record and report deterioration improv ement and takes appropriate action for his treatment to care. Patient R felt that he did not need medication because he is not mentally ill. This was a barrier because he had no insight and it leads him to deteriorate with compliance. Evaluation This practice includes preparing, checking and administering medications, updating knowledge of medications, monitoring the effectiveness of treatment, reporting adverse drug reactions and teaching patients about the drugs that they receive (NMC, 2008). The (NICE, 2008,) guidelines state principles for the administration of medicines that treatment and care should take into account patients needs and preferences and patients should have the opportunity to make informed decisions about their care and treatment, in partnership with their healthcare professionals. The staff discussed his presentation to healthcare professionals in the Muti-disciplinary team (MTD) if they could change his medication time and dose as he presents lack of motivatio n and sedation. People with schizophrenia should have the opportunity to make informed decisions, including advance decisions and advance statements, about their care and treatment, in partnership with their healthcare professionals.(NICE, 2008,) This is the importance of communication working as a team within the MDT. Analysis Administrating drug medication is one of the most critical nursing responsibilities for both legal reason and safety patients. Hand washing was important protocol the infection control policy as hands are source of infection and hand washing would break the chain of infection. Patient R is on Clozapine. The use of this atypical antipsychotic licensed to people who are resistant to or intolerant of other antipsychotic drugs due to the potentially the use of adequate dose of two different antipsychotic agent. Clozapine can lower the number of white blood cells that help to fight infection (BNF, 2008,). Before initiating Clozapine, patients should have a history and physical examination. For example, if the patient has a history of cardiac illness, it is important that you have regular blood tests. The reason behind this is because, if white blood cells count falls below accepted lower limit are classified as Red alerts medication must be withdrawn, and any other prescriber in the future wishing to restart medication are aware of the patients haematological history. Once a week I would go with the Patient to the Clozapine clinic to have blood test done and to monitor his potential side effects of psychiatric drug treatment. Patient R was presenting various side effects sedation, drowsiness which makes him less motivated to get out of bed for his medication leaving him to forgetting the mornings. Conclusion Not all non-compliant choose to reject medication; it may be because they forget to take them and this may be cognitive confusion. Intolerance of various side effects is the most common cause of clients discontinuing medication use (Tayl or et al 1997). It is important to remember that the symptoms can fall into a number of different categories, so patient like to be told their diagnosis and what is wrong with them (Blenkiron, 1998,). This area was one of my weaknesses, and I asked my mentor the importance of the Clozapine clinic and how it is associated with regular blood monitoring. I learnt that in order to attend regular visits, all patients must have normal leucocytes and different counts. Action Planà ¢Ã¢â€š ¬Ã‚ ¦ Communication Description On this occasion I was being observed and supervised by my mentor to work with a 45year old Caucasian man, with a diagnosis of paranoid schizophrenia and on section 37/41 of the Mental Health Act 1983. He has previously presented with chaotic behaviour, auditory hallucinations, delusions as well as violent and threatening behaviour. In the morning I would do my observation of the patient and make an assessment of how he presented himself to see if he had attended to his per sonal hygiene and activities of daily living. According to (Greenwood, et al 1999), patients who are in hospital satisfaction with information are found to be lacking. Feelings As a student nurse my role and responsibility by the (NMC, 2008,) is that you must respect and support peoples rights to accept or decline treatment and care. I observed that Patent R found it difficult to wake up and take his medication, which was a problem that staff nurses struggled with time to time. (Watson, 1995,) emphasise that caring communication is holistic, taking into account the entire person and demonstrating respect for the clients ad people. Evaluation Listening is the most important communication skill in nursing. (NICE, 2004), emphasis that communication between healthcare professionals and patients is essential. I learnt that if patients are encouraged to have treatment choice, they need to have information about the recommendation given before committing themselves. This is why it is impor tant that patients must be central to and include in their care. For the patients to be able to do this, it requires the nurse to use communication skills effectively, to develop therapeutic nurse-patient relationship in which the patient feels safe enough to disclose and discuss issues they find central to them and from jargon. Analysis During the shift I communicated with other members of the team on any significant events or any concerns with the patient. At the end of the shift I recorded what the patient had done for that day and I gave handover to the staff who were taking over the next shift. This was very important because it would ensure continuity of care and reduces any errors or omissions. A good example of effective communication links to medication is to give instructions and provide training involving analysis and synthesis of the learners experience. In reference to my patient (Gamble, 2004), illustrates when a person has mental health problem it can affect the indiv idual cognitive process, their beliefs, perception and outward behavior. If Patient R discontinues Clozapine he will become psychotic again and create a turmoil leaving the community and his family members in distress. Conclusionà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦. I developed my knowledge by providing leaflets about Clozapine, encourage to attend to the clinic centre which they will explain the pros and cons of Clozapine. Action Planà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.. General Conclusion I identified that some patients felt uncomfortable with direct question so it was important to use (Bein and Miller 1992), Open ended question. The outcome if the client-nurse interaction depends on the nurses ability to engage the client in decision making and share the control and power in the relationship (Roberts, et al 1995,). I felt that their were barrier to communication as I felt that some of the staffs attitudes made me feel as if I was not part of the team and sometimes lead to me no being able t o give my views on issues regarding patients. Although I am aware that all nurses do not use evidence in the same way and may use different methods in clinical settings. I felt that working in partnership with the patient and other health professionals can enable time to build supportive and empathetic relationship as an essential part of care. (NICE, 2008,). The process of learning I went through is more complex than Gibbs suggests. It is not as cyclical as this model implies and I found myself jumping or combining some stages, before coming back. However, it has taken me out of my comfort zone, challenging my thinking.

Outsourcing Inmates :: Globalization essays, research papers

Outsourcing Inmates is a Bad Move Governor Greg Benson wants to outsource the states medium security prisoners. Outsourcing would mean send inmates in the states prisons out of state to serve their prison sentence. We would be sending these inmates who aren’t just a number; they are fathers, sons, and grandchildren to prisons in states such as Texas or Georgia. He says this will help with over crowding and will save New Hampshire tax payers money. Shipping inmates out of state will hurt the community’s of New Hampshire, it won’t save much money, and is a bad idea.   Ã‚  Ã‚  Ã‚  Ã‚  About 70 protesters, calling them selves Families of New Hampshire Inmates, gathered outside the statehouse on March 15, 2004. The prison staff and families of inmates are concerned about Governor Benson’s plan to ship inmates out of state, which will also send jobs out of state (Inmate). Charlene Newman, a Massachusetts resident, insists it is irresponsible to make budget cuts to the Department of Corrections; it puts a strain on public safety. â€Å"If they send our families away, they are just warehousing them,† Newman said. â€Å"They are going to send them back to this community not reformed, and our communities are going to be unsafe† (qtd in Inmates). Another protester was Portsmouth’s mayor Evelyn Sirrell. Her son is in the state prison on a kidnapping sentence. â€Å"To sit in that room and watch the children, the wives, and the grandparents visit their loved ones is very warming,† Sirrell said. â€Å"I’ve been t aking my 8-year old grandson to visit his father regularly, and his face just lights right up. To snatch that away just isn’t right. I’ll fight this, and fight it and keep on fighting it† (qtd in Manning). â€Å"There’s still a feeling that they are a throw-away society. But everybody makes mistakes, and we should give these inmates a chance to bounce back,† Sirrell said. â€Å"Separating them from there families will make it that much harder for them† (qtd in Manning). David Michaud, an inmate at Concord state prison, said the governor’s proposal is causing â€Å"anxiety† and â€Å"uncertainty† among the inmates. (CCA) The Executive Councilor of NH, Peter Spaulding, doesn’t agree with Benson either. He notes the Governor didn’t even consult with the council or legislators before enouncing his plan. â€Å"To me it doesn’t make a lot of sense. Nobody went to the legislature or the council, and there wasn’t even much consultation with corrections officials from what I can tell,† Spaulding said.

Emily Dickenson :: GCSE English Literature Coursework

Emily Dickenson Emily Dickinson was raised in a traditional New England home in the mid 1800's. Her father along with the rest of the family had become Christians and she alone decided to rebel against that and reject the Church. She like many of her contemporaries had rejected the traditional views in life and adopted the new transcendental outlook. Massachusetts, the state where Emily was born and raised in, before the transcendental period was the epicenter of religious practice. Founded by the puritans, the feeling of the avenging had never left the people. After all of the "Great Awakenings" and religious revivals the people of New England began to question the old ways. What used to be the focal point of all lives was now under speculation and often doubted. People began to search for new meanings in life. People like Emerson and Thoreau believed that answers lie in the individual. Emerson set the tone for the era when he said, "Whoso would be a [hu]man, must be a non-conformist." Emily Dickinson believed and practiced this philosophy. When she was young she was brought up by a stern and austere father. In her childhood she was shy and already different from the others. Like all the Dickinson children, male or female, Emily was sent for formal education in Amherst Academy. After attending Amherst Academy with conscientious thinkers such as Helen Hunt Jackson, and after reading many of Emerson's essays, she began to develop into a free willed person. Many of her friends had converted to Christianity, her family was also putting enormous amount of pressure for her to convert. No longer the submissive youngster she would not bend her will on such issues as religion, literature and personal associations. She maintained a correspondence with Rev. Charles Wadsworth over a substantial period of time. Even though she rejected the Church as a entity she never did reject or accept God. Wadsworth appealed to her because he had an incredibly powerful mind and deep emotions. When he left the East in 1861 Emily was scarred and expressed her deep sorrow in three successive poems in the following years. They were never romantically involved but their relationship was apparently so profound that Emily's feelings for him she sealed herself from the outside world. Her life became filled with gloom and despair until she met Judge Otis P. Emily Dickenson :: GCSE English Literature Coursework Emily Dickenson Emily Dickinson was raised in a traditional New England home in the mid 1800's. Her father along with the rest of the family had become Christians and she alone decided to rebel against that and reject the Church. She like many of her contemporaries had rejected the traditional views in life and adopted the new transcendental outlook. Massachusetts, the state where Emily was born and raised in, before the transcendental period was the epicenter of religious practice. Founded by the puritans, the feeling of the avenging had never left the people. After all of the "Great Awakenings" and religious revivals the people of New England began to question the old ways. What used to be the focal point of all lives was now under speculation and often doubted. People began to search for new meanings in life. People like Emerson and Thoreau believed that answers lie in the individual. Emerson set the tone for the era when he said, "Whoso would be a [hu]man, must be a non-conformist." Emily Dickinson believed and practiced this philosophy. When she was young she was brought up by a stern and austere father. In her childhood she was shy and already different from the others. Like all the Dickinson children, male or female, Emily was sent for formal education in Amherst Academy. After attending Amherst Academy with conscientious thinkers such as Helen Hunt Jackson, and after reading many of Emerson's essays, she began to develop into a free willed person. Many of her friends had converted to Christianity, her family was also putting enormous amount of pressure for her to convert. No longer the submissive youngster she would not bend her will on such issues as religion, literature and personal associations. She maintained a correspondence with Rev. Charles Wadsworth over a substantial period of time. Even though she rejected the Church as a entity she never did reject or accept God. Wadsworth appealed to her because he had an incredibly powerful mind and deep emotions. When he left the East in 1861 Emily was scarred and expressed her deep sorrow in three successive poems in the following years. They were never romantically involved but their relationship was apparently so profound that Emily's feelings for him she sealed herself from the outside world. Her life became filled with gloom and despair until she met Judge Otis P.

How does Shakespeare dramatise the murder of Duncan in Act II Scenes (i) and (ii)? Essay

The murder of King Duncan in the play Macbeth is an important part of the play. It shows the point at which Lady Macbeth and Macbeth begin their downfall, which ultimately ends in their deaths at the end of the play. The first and second scenes in Act Two are important because they are immediately before and just after the murder, so they are where the play is at it’s climax, and most tense. Shakespeare dramatises the murder by not only building up the tension before Macbeth commits the murder, but also keeping the pressure up through the next scene during Macbeth and Lady Macbeth’s conversation. This idea is explored in detail throughout this essay. Our very first impression of Macbeth in Act One is that he is a character to be wary of, because the witches are the first people to mention him, and witches are associated with evil, so Macbeth is linked in the audience’s mind with wickedness. However this idea is pushed to one side as we hear glowing reports on the ‘brave’, ‘worthy’ and ‘valiant’ Macbeth, (Act 1, Scene 2, Lines 16, 24) from King Duncan and the Captain of the Army. It seems Banquo and Macbeth are both very honest and good people before we ever meet them personally. Then when we do see the two for the first time, they meet the witches, who tell them the prophecies which the whole play is based around: ‘All hail Macbeth that shalt be King hereafter’. (Act 1, Scene 3, Line 48) We are shown Macbeth’s latent desires come to the forefront of his mind; although he is already successful and has more than most could want, hidden ambition and greed becomes apparent as the witches promise his greatest dreams. He seems to be solely focused on the biggest prize – though the first of the witches’ prophecies comes true immediately, he is more happy that the prophecy of him becoming King now seems a plausible idea, than the present promotion: ‘The greatest is behind’ (Act 1 Scene 3 Line 116). All in all, the character of Macbeth is introduced to the audience as a worthy and noble person (from the reports by the Captain in Scene Two) but one with a less virtuous side, to do with his ambition and never being satisfied with what he has, – which turn out to be his biggest weaknesses and ends up bringing about his downfall. Also in Act One we see the highly influential role Lady Macbeth plays in persuading Macbeth to kill Duncan so they can become King and Queen. As Macbeth is her husband she knows him best and knows he is ‘not without ambition, but without the illness should attend it’ (Act 1, Scene 5, Line 18-19) so she knows exactly how to manipulate him to do things he otherwise would not do. She does this by playing on his weaknesses – by questioning his manliness and asking him to do the deed to prove his love for her. Lady Macbeth appears to be driven by her own ambitions and her ruthlessness and determination are established effectively in the opening Act. She shows her willingness to do evil things when she calls for dark spirits to ‘fill me from the crown to the toe topfull of direst cruelty, make thick my blood, stop up the th’access and passage to remorse’ (Act 1, Scene 5, Line 41-3) She also shows her strength of will when she tells Macbeth what to do: ‘Look like the innocent flower, but be the serpent under’t.’ (Act 1, Scene 6, Line 64-5) and when she manages to persuade Macbeth to kill Duncan. At the beginning of Act 1 Scene 7 he is decidedly against the act: ‘We shall proceed no further in this business’ (Line 31) but by the end of the scene she has made him change his mind: ‘If we should fail?’ (Line 59). Shakespeare sets the scene for the murder in Act II Scene I by creating a tense and mysterious atmosphere with Banquo and his son Fleance’s conversation, and then their encounter with Macbeth as he is setting out to kill Duncan. The scene opens with Banquo talking to Fleance and describing the dark setting. He says that ‘the moon is down’ (Act 2, Scene 1, Line 2) and ‘the candles are all out’ (Act 2, Scene 1, Line 5), meaning the night is pitch black with no moon or stars – perfect for a concealed murder. Fleance tells us that ’tis later’ (Act 2, Scene 1, Line 4) than midnight, which was considered in those times to be the scariest hour of the night, the ‘witching hour’ – the audience in the original performance of the play would pick up on this timing as a sign to be wary of what is coming next. Banquo refers to the theme of sleeplessness, saying ‘I would not sleep†¦[for] the cursed thoughts that nature gives way to in repose’. (Act 2, Scene 1, Lines 7-9) We see this idea again in Act Two Scene Two after the murder, when Macbeth is very traumatised by what he has done, and he says he ‘hath murdered sleep, and therefore Cawdor shall sleep no more: Macbeth shall sleep no more’ (Lines 45-6) Because Banquo used the word ‘cursed’ he reminds us of the witches and plants the idea that their prophecies could in fact be curses, which is foreshadowing what actually happens. Then, Banquo hears a noise and calls immediately for his son to ‘Give me my sword’, before warily calling out ‘Who’s there?’ (Act 2, Scene 1, Lines 9-10) This builds up the tension in the atmosphere very well because it is odd for him to be so alert and tense in his best friend’s castle, where he should feel safe. Banquo has already been established as a calm, good and perceptive character, (from his association with nature) so because he is on edge and tense the audience knows the next scene cannot be good. The tense atmosphere is heightened during Macbeth and Banquo’s conversation, because they talk in relatively short lines to one another. The audience is also shown how tense and nervous Macbeth is, and how he is slowly ‘falling from grace’ because he lies to his best friend, by saying ‘I think not of them [the witches]’ (Act 2, Scene 1, Line 21) when it’s all he has been thinking about since they met them. In the second part of Act Two Scene One Macbeth hallucinates a floating dagger, covered in ‘gouts of blood’ (Line 46) with ‘the handle toward my [his] hand’ (Line 34) leading him towards Duncan’s room to commit the murder – ‘thou marshall’st me the way that I was going’ (Line 42). In the original play Shakespeare chose not to show the audience the dagger Macbeth is imagining, because this way focus is shifted from the dagger onto Macbeth himself, which means the audience is more dramatically engaged by the character, rather than special effects. Another reason Shakespeare decided not to show the dagger is that it is a figment of Macbeth’s imagination, a ‘false creation, proceeding from the heat oppressed brain’ (Line 39) representing his confusion and indecisiveness being controlled by external and sinister forces, which therefore makes the murder seem more inevitable, because Macbeth is not in control of it. If the dagger were shown the representation would be lost, because it would become a real thing. This shows great psychological understanding from Shakespeare. Even though the audience is shown a real dagger when Macbeth pulls out his own to compare: ‘I see thee yet, in form as palpable as this which I now draw’ (Line 40-1) Shakespeare only did this to reinforce the idea that Macbeth sees it as clearly as a real dagger, but the audience can’t see it. Most other productions of Macbeth follow Shakespeare’s original intentions, with the only exception being Roman Polanski’s feature film version. Polanski decided to show the floating dagger, but this was probably because the film was aimed at a wider, more ‘mainstream’ audience, and he thought subtle details like an imaginary dagger should be made more obvious, even though this loses some of meaning of the idea. Macbeth’s reactions to the dagger show he is in a very unstable and volatile state of mind, and shows his inner turmoil and confusion about what he should do and what he wants to do. The fact that he is hallucinating in the first place shows he must be slightly delirious with the pressure of what he is about to do. At first he was alarmed by the dagger, however, as soon as he realises that the dagger is not real (‘Art thou a dagger of the mind, a false creation, proceeding from the heat oppressed brain?’ (Act 2, Scene 1, Line 37-9)) he stops being alarmed by it, and as he follows it, he becomes fascinated with it, and more intense, so he describes it in great detail using plosives ‘And on thy blade and dudgeon gouts of blood’ (Act 2, Scene 1, Line 46) to make it more vivid for the audience. The dagger symbolises the murder, and makes the deed seem more inevitable, because the dagger that leads Macbeth to Duncan’s door is bloody, so it is as if it is a projection of what Macbeth’s real dagger is going to look like after the murder. It also symbolises how Macbeth is being controlled by other forces, how he is being led to do things he doesn’t really want to do because he isn’t controlling the dagger, the dagger is ‘in charge’ of h im. Shakespeare uses the last half of Macbeth’s soliloquy in Act Two Scene One to build atmosphere and tension as he prepares himself for the murder, by using lots of imagery to help create the dark mood. For instance Macbeth says that ‘Nature seems dead’ (Line 50) which is a very dark idea, foreshadowing how after this scene nature will be turned on its head because Macbeth upset he natural order. Macbeth also talks about a recurring theme in the play; the idea of two sides of everything, the good and the bad, or the fake faà ¯Ã‚ ¿Ã‚ ½ade hiding a worse side underneath (‘Now o’er the one half world’ (Line 49)) To darken the mood further, he talks about ‘wicked dreams abus[ing] the curtain’d sleep’ (Lines 50-1) which is what he is about to do: as he is trying to kill Duncan in his sleep, so he is being wicked and abusing the safety one should feel when they are asleep. Macbeth also mentions witchcraft, which shows he is thinking about and maybe being controlled by the witches still, saying ‘Witchcraft celebrates pale Hecate’s off’rings’ (Lines 51-2). It seems Macbeth tries to justify the murder by reducing his involvement. He does this by showing he is merely an instrument doing the deed by personifying murder, so that it is more murder who is to blame for the crime, rather than Macbeth: ‘Wither’d murder, alarum’d by his sentinel†¦with Tarquin’s ravishing strides, towards his design, moves like a ghost’ (Act 2, Scene 1, Lines 52-6). Macbeth uses more and more intricate language, referring to Roman stories of the tyrant Tarquin who raped his friend’s wife to personify murder further, and long sentences as he expresses the strong external forces (e.g. ‘Murder’ and the witch-queen Hecate) that may be manipulating him to kill Duncan. However he starts to come back to himself and realise that he is still the one doing it after all, using shorter sentences as he comes to the end of his soliloquy. He thinks of more practical ideas, asking the Earth to ‘Hear not my steps, for fear thy very stones may prate of my whereabout’ (Act 2, Scene 1, Lines 57-8) but still using imagery that conjures up in our minds the idea that he is at least being helped by the Earth, or some other strong omnipotent being. Macbeth seems more resolute closer to the end of the soliloquy, saying ‘Whiles I threat he live; Words to the heat of deeds to cold breath gives’ (Act 2, Scene 1, Lines 60-61) The fact that these two lines rhyme give it definition and finality, as Shakespeare often uses rhyming couplets to signify the end of an important scene. In these lines Macbeth also shows how unwavering he is, by almost scorning himself for fretting about it too long, by saying ‘whiles I threat he lives’. After this the bell rings, to further signify Macbeth’s resolved and determined state of mind, which is backed up again by his saying immediately after ‘I go , and it is done.’ (Act 2, Scene 1, Line 62). The short sentence shows his feeling of inevitability. The very last two lines of the soliloquy are also a rhyming couplet, to end the scene neatly. They show Macbeth knows he will go through with the murder, because he says ‘The bell invites me’ (Act 2, Scene 1, Line 62) and then he says ‘Hear it not Duncan, for it is a knell, that summons thee to heaven or to hell.’ (Act 2, Scene 1, Line 63-4). The building up of tension and inevitability is shown very well in the Trevor Nunn version of Macbeth, where Ian McKellen portrays Macbeth preparing for the murder, making him seem absolutely resolute by rolling up a sleeve. This version also takes advantage of different lighting to increase tension; Macbeth is in darkness for most of the scene, stepping forward to the audience to engage them, and as he says ‘like a ghost’ he steps into an eerie bright light, which can be quite scary and unexpected, because it is as if he appeared out of nowhere. Shakespeare decided not to script or perform the actual murder of Duncan, because that way the audience is left to imagine the murder scene on their own and therefore make it as horrible as they could imagine. Shakespeare also misses out the murder to put more emphasis on Lady Macbeth at the beginning of the next scene and to remind the audience how closely she is involved in the murder. There is no gap in the drama because Scene Two follows on from the last in quick succession and the fact that we see Lady Macbeth, sustains the anxiety and tension because she is already associated in our minds with evil and bad deeds. This is because she spoke to the evil spirits in Act One Scene Five, as well as being instrumental in manipulating Macbeth and persuading him to kill Duncan in the first place. Before Macbeth returns, Lady Macbeth feels triumphant, powerful, and in control. She has done what she wanted, and got the better of men by manipulating them and making them do things for her benefit. She shows this by saying ‘that which hath made them drunk, hath made me bold; that which hath quenched them, hath given me fire’. (Act 2, Scene 2, Line 1-2) This also alerts the audience again to her association with evil, and the witches (from when she called upon evil spirits to ‘†¦fill me from the crown to the toe topfull of direst cruelty’ (Act 1, Scene 5, Line 41,42) because she is talking about opposites, and this is what the witches talked about when they were first introduced at the beginning of the play: ‘Fair is foul and foul is fair’ (Act 1, Scene 1, Line 12) She uses eloquent language filled with imagery personifying death and nature around the drugged guards: ‘Death and Nature do contend about them, whether they live, or die’ (Act 2, Scene 2, Line 7-8) This fits in well with what her husband was saying just moments ago about murder as a real being, rather than an action or abstract noun, and shows well how Shakespeare ensures there is no break in tension between scenes, because they flow on so well from each other. She seems very fired up and quite jumpy because of her excitement, so when she hears an owl screech in the night, she exclaims ‘Hark!’ (Act 2, Scene 2, Line 2) then ‘Peace,’ (Act 2, Scene 2, Line 2) to calm herself, but the fact that she is talking to herself is one of the early signs of her going mad. However she is still ‘on a high’ from her excitement of the murder of Duncan being carried out, that she confidently speaks about the owl straight after her fright: ‘It was the owl that shreik’d, the fatal bellman which gives the stern’st good-night.’ (Act 2, Scene 2, Line 3-4) Here she is comparing the owl’s shriek to the night watchman who rings his bell outside the cells of prisoners condemned to death, in this case it is Duncan who is about to be killed. This comment about the owl is linked to her earlier speech before Duncan arrived at Macbeth’s castle, when she spoke of the raven, another bird linked with death: ‘The raven himself is hoarse, that croaks the fatal entrance of Duncan’ (Act 1, Scene 5, Line 37-8). As Macbeth arrives she gets very anxious, saying she is ‘afraid they have awak’d, and ’tis not done; the’attempt and not the deed confounds us.’ (Act 2, Scene 2, Lines 9-11) In the Trevor Nunn stage version of Macbeth, Judi Dench, who plays Lady Macbeth, shows her excitement to an almost psychopathic degree, by talking very quickly and in a very high-pitched voice, which conveys the idea of drunkenness on power very well. During Macbeth and Lady Macbeth’s initial exchange, they convey their own nervousness and create even more of a tense atmosphere by talking in short questions and answer to each other. Line 16 in this scene is shared between Macbeth and Lady Macbeth and cuts back and forth between them twice: Lady Macbeth: ‘Did not you speak?’ Macbeth: When? Lady Macbeth: Now. Macbeth: As I descended?’ This creates the tense atmosphere because the actors have no choice but to throw these short sharp words back and forth very quickly. The next line is unusual as there is only one syllable in it, said by Lady Macbeth in answer to Macbeth’s question ‘As I descended?’. She says ‘Ay.’ (Line 20) and the rest of the line is finished by either silence, or a noise coming from the night. This is the only time Shakespeare has scripted in a gap or a pause, and he did this because the lack of speech after such a quick exchange would make the silence almost ‘deafening’ to the audience, as they anticipate what is going to happen next. After the brief pause, Macbeth starts the conversation again, when he says ‘Hark!’ (Line 21) which shows his awareness of either the silence or the noise from the night, and his jumpy nature because he exclaims after it. The next section of their exchange shows a sharp contrast between the two, as Macbeth starts to get almost hysterical, as he can’t process the horror of what he has just done, while Lady Macbeth gets frustrated with him as she struggles to keep control of the situation. Macbeth starts by looking at his bloody hands holding the daggers and saying ‘This is a sorry sight.’ (Act 2, Scene 2, Line 24) but straight away Lady Macbeth retorts ‘A foolish thought, to say a sorry sight’ (Act 2, Scene 2, Line 25) which is almost scornful of him, as one might scold a child. However her efforts are soon to turn out futile, as Macbeth get so wrapped up in his own emotion that he barely seems to register she is there. This is shown well in the Nicol Williamson staging of Macbeth, where Lady Macbeth is trying to push Macbeth off the stage, but because Nicol is a very tall person it is obvious that Lady Macbeth has no chance of moving him. Macbeth himself begins to get hysterical as Lady Macbeth loses control of him. He starts to think of himself as a hangman (‘with these hangman’s hands’ (Act 2, Scene 2, Line 30)) and thinks he maybe a damned man, when he thinks he cannot say ‘Amen’ after someone calls out ‘God bless us!’: ‘One cried ‘God bless us!’†¦I could not say ‘Amen† (Act 2, Scene 2, Line 29, 31) The original audience would pick up on the fact he could not say Amen, which would increase the tension and fear because it shows him to be possessed by evil spirits. Macbeth refers to ‘the innocent sleep’ (Act 2, Scene 2, Line 39) which is a recurring theme throughout the play, he refers to himself in the third person saying ‘Macbeth does murder sleep’ (Act 2, Scene 2, Line 39) and then talks about his different roles ‘Glamis hath murder’d sleep, and therefore Cawdor shall sleep no more, Macbeth shall sleep no more’ (Act 2, Scene 2, Line 45-6) This repetition of his different roles shows him slowly falling to pieces because of what he does, and also shows how much he is trying to find a way to make it not his fault and to dislocate himself from what he has just done, which brings him to be almost schizophrenic. However he also knows that his evil deed can leak into the reputation his other roles or identities and will ultimately destroy him. His talk about damnation and sleep is an example of foreshadowing, because after this time, neither Macbeth or Lady Macbeth will sleep properly again, and shall therefore be deprived of the ‘balm of hurt minds, great nature’s second course, chief nourisher in life’s feast’ (Act 2, Scene 2, Line 42-3). In the Trevor Nunn production of Macbeth, Macbeth is shown starting to be almost atavistic, by talking in a child-like manner, which brings out his vulnerability and guilt for killing Duncan. Tension is increased in the next part of the scene when Lady Macbeth shows her frustration with Macbeth because he is not listening to her. He is fraught with fear over what he has just done, and however much she tries to keep control over the situation he ignores her completely. She tries to take his mind off his rambling by trying one of her persuasion techniques, saying ‘Worthy thane, you do unbend your noble strength to think so brain-sickly of these things’ (Act 2, Scene 2, Line 47-9). Here she compliments him (‘worthy thane’) before telling him that he is losing his ‘noble strength’ by thinking about these ‘brain sickly’ things too much. She encourages to ‘Go get some water and wash this filthy witness from your hand’ (Act 2, Scene 2, Line 49-50) even though later on in the play we will find out that she realises that ‘a little water’ (Act 2, Scene 2, Line 70) does not clear them ‘of this deedâ €™. (Act 2, Scene 2, Line 70) However she changes her mind when she sees that Macbeth is still clutching the daggers he used to kill Duncan, and is therefore ruining the plan. She gets very angry and accuses him of being ‘Infirm of purpose!’ (Act 2, Scene 2, Line 55) and tells him the daggers ‘must lie there’ (Act 2, Scene 2, Line 52) But Macbeth refuses because he does not want to go back (‘I’ll go no more’ (Act 2, Scene 2, Line 53)) which means she must ‘get her hands dirty’ by going back and smearing blood over Duncan’s guards so it looks like they did the murder. Because of this, she is very annoyed with Macbeth as because of his incompetence she had to be involved, but she retains her strength telling him ‘my hands are of your colour, but I shame to wear a heart so white’ (Act 2, Scene 2, Line 67-8). As the scene comes to it’s dramatic climax, the contrasting attitudes and state of mind of Macbeth and Lady Macbeth are shown and exaggerated further. Macbeth is very emotional and stressed, he seems to look at his hands as if they are someone else’s, saying ‘What hands are here? Ha: they pluck out mine eyes.’ (Act 2 Scene 2 Line 62) This shows how detached he is feeling from his own body, perhaps a instinctive result of the stress he has just gone through, his brain is trying to distance Macbeth from it. Macbeth uses very rich visual images to describe how he disagrees with Lady Macbeth’s notion that ‘A little water clears us of this deed’ (Act 2 Scene 2 Line 70) asking if ‘All Neptune’s oceans wash this blood clean from my hand? No, this my hand will rather the multitudinous seas incarnadine, making the green one red’. (Act 2 Scene 2 Lines 63-6) This conjures up a very vivid image in the audience’s mind’s of vast oceans turning red with blood from his hand, with words such as ‘multitudinous’ and ‘incarnadine’ adding to the image of excess, as they are almost onomatopoeic of the idea of vastness because the words themselves have many syllables. Then, this idea of enormous and excessive things is followed by a close-up image as Macbeth says ‘making the green one red’ (Act 2 Scene 2 Line 62) which focuses the image down into maybe a drop of blood making a small pool of green water red, because the words are monosyllabic and Macbeth uses the word ‘one’. The way Shakespeare has used short, simple words after the long, elaborate words increases the contrast from the big and the small. In contrast to Macbeth’s figurative contemplation, Lady Macbeth is not so deep in thought; her mind is still on the task in hand (quite literally) and if she is feeling any remorse or panic for what they have just done, she does not show any emotion at all in fact, apart from frustration for Macbeth because he is not being brave or strong like a man should be: ‘My hands are of your colour, but I shame to wear a heart so white’ (Act 2 Scene 2 Line 67-68). The knocking that comes towards the end of the scene succeeds in further racking up the tension. It instils a sense of urgency in the situation, that while Macbeth stands around, waiting for ‘occasion [to] call us and show us to be watchers’ (Act 2 Scene 2 Line 73-4), for the longer they wait there with the ‘filthy witness’ (Act 2 Scene 2 Line 50) on their hands, the more likely it is they are going to get caught red-handed. It is a harsh loud and repetitive noise that should bring Macbeth out of his inward turning thoughts, but as it does not it further shows how hard he is taking the stress. It brings out a bit of anxiousness in Lady Macbeth though, as she gets more and more tense as the knocking continues: ‘Hark! More knocking’ (Act 2 Scene 2 Line 72) Macbeth’s final words in this scene show his true emotion that he is feeling after the murder. He says ‘To know my deed, ’twere best not know myself’ (Act 2 Scene 2 Line 76) which seems as if he is asking for a kind of self-inflicted schizophrenia, so he doesn’t have to deal with the sorrow and regret he is feeling. But his very last line, ‘Wake Duncan with thy knocking; I would thou couldst.’ (Act 2, Scene 2, Line 77) shows his deep sadness, regret and sorrow for what he has done. In conclusion, the murder of King Duncan is dramatised by Shakespeare’s decision not to show the murder, instead shifting the focus onto the scenes preceding and following the offstage event, where suspense for the murder is built up in the audience’s minds using dark imagery, and emphasis is put on how Macbeth and Lady Macbeth begin to come to terms with what they have done and what lays ahead for them now they have committed this heinous crime.