The World Of Technology Young Adults - 1536 Words

NO THANKSGET THE APP World of technology Cynthia Sanchez Professor Greeley ENG 111 27 November 2015 The World of Technology: Young Adults In the 21st century technology has become such a big part of our society; it is so powerful because it affects everyone all over the world. For example, technology not only affects children and young adults in their workspace, such as in school or throughout their careers, but also in their day-to-day personal lives. In this day and age, because of the convenience which technology can provide, people have learned to become so dependent on technology to the extent that many of them cannot imagine their lives without it. For instance, nowadays it is very common to see people on their smart phones,†¦show more content†¦Also, technology may allow people to share information that others would not be able to receive if technology was not as advanced as it is today. Nowadays, you will find many people sleeping with their cell phones and laptops right besides them, almost as if these devices have become a key component in their lives. This is a disadvantage because, people are being too dependent on these types of technology, to the extent that they are becoming borderline obsessive, or in some cases very obsessive with technology. In past decades, it was not so common to see things like this. The fact is that technology is negatively impacting these co-dependent people today; the reality is as technology keeps advancing, it will only affect those dependent people even worse in the future. In Neil Postman’s fifth idea, and Mark Bauerlein’s article â€Å"Generation Text,† the expression of technology being harmful, and only getting worse is described in great detail. The dependence children and young adults have on technology today is quite astonishing. For instance, technology is now being seen â€Å"as part of a natural order of things,† which is controlling our lives more than it should, almost to the point where it is unhealthy (Postman, 5). Many young adults dislike listening to their parents when their parents try to limit their technology use; however, the fact of the matter is that these limits on technology use are â€Å"healthy† (Bauerlein,

Satire Of Jane Austen s Pride And Prejudice - 1764 Words

One of the most notable aspects of Jane Austen’s Pride and Prejudice, is the use of satire as a way to comment on English society in the 19th century. Austen’s satirical approach to analyzing societal norms gives the novel a comedic and lighthearted tone, while also educating the reader on faults in the social class in which she was raised. Mrs. Bennet and Mr. Collins serve as satirical objects of the society Pride and Prejudice depicts and are crucial in portraying Austen’s view on conventional attitudes towards marriage and women. Austen establishes her satirical view of these characters in the first line of the novel. The narrator states, It is a truth universally acknowledged that a single man in possession of a good fortune must be in want of a wife.† (p.1). The plot of the novel surrounds this societal assumption and provides a medium for author Jane Austen to critique society. In the classic novel of Pride and Prejudice, Jane Austen uses satire as a way to critique the role of women and marriage. Jane Austen chooses to satirize Mr. Collins in order to comment on the misguided purpose of marriage. Mr. Collins exemplifies this in his proposal to Elizabeth Bennet. In his proposal, Mr. Collins says haughtily, â€Å"‘My situation in life, my connections with the family of de Bourgh, and my relationship to your own, are circumstances highly in my favour; and you should take it into further consideration, that in spite of your manifold attractions, it is by no means certainShow MoreRelatedSatire Of Being Earnest And Jane Austen s Pride And Prejudice1533 Words   |  7 Pagesorganized religion and a rigid class system. Oscar Wilde’s The Importance of Being Earnest and Jane Austen’s Pride and Prejudice use satire to reveal faults in these elements of society. Many of Wilde’s criticisms of society are provoked by his closeted homosexuality. He portrays religion as a restricting, meaningless convention and de picts the aristocratic class as a hypocritical and unempathetic lot. Austen similarly finds faults in these areas of society, but her opinions stem from her experiencesRead MorePride And Prejudice By Jane Austen1189 Words   |  5 PagesLiterature April 21, 2016 Jane Austen s use of Satire in Pride and Prejudice Set in Nineteenth-century England, Jane Austen s Pride and Prejudice is a satirical novel focused on the ideals of social class and marriage. Austen plays on social behavior to show a society in which a woman s character is of the ultimate importance. A lady is expected to behave in a specific way and breaking the set social norms can put her at risk of being ostracized. In the 1800 s there were very little financialRead More Jane Austens Pride and Prejudice: Novel and Movie Essay652 Words   |  3 PagesJane Austens Pride and Prejudice: Novel and Movie Pride and Prejudice, the novel by Jane Austen, and Sense and Sensibility, the movie based on the novel by Austen, share many striking similarities. These similarities lie in the characters, plots and subplots between these characters, the settings, and the overall style and themes used in creating the two works. Jane Austen uses extremely similar characters in almost the exact same situation in Pride and Prejudice and Sense and SensibilityRead MorePride And Prejudice : A Comedy Of Characters1387 Words   |  6 PagesPride and Prejudice: A Comedy of Characters In Jane Austen s novel Pride and Prejudice, a subtle layer of comedy exists that is especially noticeable when very different characters are juxtaposed. This method is used to deepen characterization and make clear the intended satire. The distinct differences between characters help to bring out Austen’s subtle satire because the negative qualities of certain characters are more blatant when surrounded by opposing positive qualities in another characterRead MoreThe Theme of Society in Pride and Prejudice Essay976 Words   |  4 PagesOriginally written in the late 1700s, Jane Austen’s Pride and Prejudice satirically depicts the universal ideals in Old Regency England, primarily regarding social class. Austen follows the development of an outspoken middle-class British woman, Elizabeth Bennet, as she encounters and overcomes the many social barriers that separate her from her wealthy upper-class neighbors. Throughout the novel, Lizzie must confront society’s cla ss-consciousness, particularly with her family’s growing relationshipRead MorePride and Prejudice: Exploring the Chasm Between Love and Marriage in Georgian England1675 Words   |  7 Pagesâ€Å"Pride and Prejudice†, is a novel which explores the huge chasm between love and marriage in Georgian England. Jane Austen’s presentation of passion and matrimony reiterates the fact that marriage is a â€Å"business arrangement†. Austen uses irony to make fun of polite society in this satire and Austen also emphasizes the point that social hierarchy dictates whom you can marry. The pressures of men and women in Georgian England are revealed through her exploration of the aristocracy’s prejudice againstRead MoreSeparation between Classes in the Movies, My Fair Lady and Pride and Prejudice1409 Words   |  6 Pagesmovies, Pride and Prejudice and My Fair Lady, represent different classes, and how they interact with each other. 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Gabon An Example For All of Africa Essay Example For Students

Gabon: An Example For All of Africa Essay The country of Gabon is praised as being one of the most successfulcountries in Africa. Gabon is a very diverse country in many ways. There are avariety of different tribes that call Gabon home. Also, the land differsthrough out the county. Gabon is one of the smaller countries of Africa with the area of 267,670square miles. Comparatively, this is the almost the same size as Colorado. Theterrain of this tiny country consists of narrow coastal plains; a hillyinterior; and Savannah in the east and south. Much of the interior is rainforests and is not arable. Only 1% of the land is arable The remaining land iseither meadows, permanent crops, or other land forms. (The World Fact Book1995)Gabon is one of the most thinly populated countries in Africa. It has apopulation of approximately 1,155,000 (July 1995 est.) There are 11 people persquare mile. The majority of the Gabonese are of ages 15-64 years. The averagelife expectancy is 55.14 years. Women live to be around 58, while men areusually around 52 when they die. This is why only 5% of the population is olderthan 65. The infant mortality is lower than many other African countries, 92.4per 1,000 live births. (The World Fact Book 1995)As in most African countries, there are many Bantu tribes make up theethnicity of the country. There are four major tribal groups. The Fang, Eshira,Bapounou, and the Bateke. (The World Fact Book)The largest of these tribes is the Fang. They live mainly in thenorthern area of Gabon. Many years ago they were considered the fiercestwarriors of the area. Now, they dominate many of the countries governmentalpositions. (World Book Encyclopedia page )One of the earlier tribes that is since gone was the Omyene. They livedalong the coast. The Omyene are important because they were the first of thenatives to meet the European traders and missionaries. They played an importantrole of keeping peace with the Europeans. (World Book Encyclopedia, 1992 page2)Along with there being so many different ethnic backgrounds, there aremany religions as well. The major religion is Christian,75 % of the population. About 1% of the population is Muslim. The remaining 24% are animists. Theseinclude all of the tribal practices. (The World Fact Book)One of the reasons why Gabon has been so successful is that it has astable government. It is a republic and has multiple political parties. Thecapitol, Libreville ( aprox. 275,000 people), is where all of governmentalissues are taken care of. (1996 World Almanac pages 764-65) This is where theNational assembly, Gabons legislative branch, meets.Also this is where thepresident lives. President Omar Bongo has been president for 29 years. He hasbeen getting reelected every 7 years since 1967.( Clements Encyclopedia ofWorld Government 1996, page 146)As president, Mr. Bongo has many different jobs. He serves not only aschief administrator but also as Head of the State. In order to help him togovern the country well he gets to choose a council of ministers. Also out ofthe 120 representatives in the National Assembly, 9 are appointed by thepresident. The others are voted in by the people. The president can alsoadjourn the Assembly for up to 18 months in order to rule alone. ( World BookEncyclopedia 1992 page 2)Gabon has a peaceful history. They were first discovered by thePortuguese in the mid 15th century. The Portuguese didnt settle though. Butduring the 19th century France started gaining interest in Gabon. The firstFrench settlement was in 1839. In 1848, Gabon became part of the French Congo. .ue2369f7b05bd8dbaeb1d22e26a9a4202 , .ue2369f7b05bd8dbaeb1d22e26a9a4202 .postImageUrl , .ue2369f7b05bd8dbaeb1d22e26a9a4202 .centered-text-area { min-height: 80px; position: relative; } .ue2369f7b05bd8dbaeb1d22e26a9a4202 , .ue2369f7b05bd8dbaeb1d22e26a9a4202:hover , .ue2369f7b05bd8dbaeb1d22e26a9a4202:visited , .ue2369f7b05bd8dbaeb1d22e26a9a4202:active { border:0!important; } .ue2369f7b05bd8dbaeb1d22e26a9a4202 .clearfix:after { content: ""; display: table; clear: both; } .ue2369f7b05bd8dbaeb1d22e26a9a4202 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue2369f7b05bd8dbaeb1d22e26a9a4202:active , .ue2369f7b05bd8dbaeb1d22e26a9a4202:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue2369f7b05bd8dbaeb1d22e26a9a4202 .centered-text-area { width: 100%; position: relative ; } .ue2369f7b05bd8dbaeb1d22e26a9a4202 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue2369f7b05bd8dbaeb1d22e26a9a4202 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue2369f7b05bd8dbaeb1d22e26a9a4202 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue2369f7b05bd8dbaeb1d22e26a9a4202:hover .ctaButton { background-color: #34495E!important; } .ue2369f7b05bd8dbaeb1d22e26a9a4202 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue2369f7b05bd8dbaeb1d22e26a9a4202 .ue2369f7b05bd8dbaeb1d22e26a9a4202-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue2369f7b05bd8dbaeb1d22e26a9a4202:after { content: ""; display: block; clear: both; } READ: None Provided5 Essay PaperIt wasnt until 1957 when Gabon became a French republic. Less than five yearslater, on August 17, 1960, full independence was granted by the French to theRepublic of Gabon. That same year the first president was elected. (ClementsEncyclopedia of World Government, 1996 pg. 146)Yet another reason for Gabons success is its economy. Gabon is an oil-rich country. Oil accounts for 80% of their exports. Besides petroleum,substantial timber resources and expansion of its agriculture section hasallowed Gabon to grow economically.(Call and Post (Cincinnati) 12/1/94pp.PG.)Gabon exports much of its natural wealth. The United states and Franceare the major tra ding partners of Gabon. The top commodities are crude oil,timber, and manganese. The major imports are foodstuffs, chemical products, andpetroleum products. The major partners for imports are France and other Africancountries. (World Fact Book, 1995)The labor force is made up of 120,000 salaried workers. 65% of thepeople work in the agriculture field. 30% work in industry and commerce Thetop industries in Gabon are food and beverage, lumbering, textiles, andpetroleum refining. The major agricultural cash crops are cocoa, coffee, andpalm oil. Livestock raising has yet to develop but, there is a small fishingindustry. (World Fact Book 1995)The currency of Gabon, the CFA Franc, is not worth much compared to thedollar. The exchange rate was for every US dollar there is 529.43 CFA Francs in1995. The per capita income is twice as much as most other African countries,$4,800. This means that the average Gabonese household will make 2,540,784Francs per year. (The World Fact Book 1995)Despite its small size, Gabon is one of the most advanced and extensiveair transport networks. They have a total of 69 airports. Thirty eight ofthese airports have paved runways. Even though the runways may be paved, manyof the roads are not. Out of the 7,500 kilometers of highway, only 560kilometers are paved. The remaining of the roads are crushed stone or earth. (The World Fact Book 1995)Gabon may seem like paradise, but it does have some problems. There hasbeen a recent outbreak of the Ebola virus, the first in Gabons history. Theoutbreak started in a remote rain forest area near the town of Booue, incentral Gabon. It started when a family of 18 shared a meal of chimpanzee meat. It had spread slowly to 14 other friends and family starting in July. Luckily,the virus was contained by the swift action taken by the Gabonese government. They prevented the disease from spreading by supplying the local hospitals withproper equipment. This has been the only major problem in the past year,besides Maritime boundary disputes with Equatorial Guinea. (Newsday, 10/12/96,pg. 6)No other nation in Africa, possibly the whole world, has under gone sucha spectacular change in the twentieth century- from mud huts to mini-skyscrapers. Gabons future looks very bright.Soon enough they will be one ofthe leading countries of the world. Bibliography1.Gabon. Clements Encyclopedia of World Government. 1996 ed. 2.Gabon. Netscape. Internet. http://www.odci.gov/cia/publications/95fact/gb.html Accessed December 15, 1996. 3.Gabon. The 1996 World Almanac and Fact Book. pp. 764-65. 1996 ed. 4.Gabon. The World Encyclopedia. 1995 ed. 5.Garrett, Laurie. Ebola Again This Time in Gabon. Newsday. 12 October1996: 6. 6. LeVine, Victor T. Gabon. Encyclopedia Americana. 1995 ed. Category: History

The Truth About Chain Gangs And Convict Labor Essays -

The Truth About Chain Gangs and Convict Labor Jeremy A. Greenfield English 101 Iowa Western Community College 11/16/98 Outline Thesis: From the early chain gangs to the prison industries of today, prisoners have been used as labor in the United States. I. Definition A. Definition of convict labor B. Definition of chain gangs and prison industries II. Chain Gangs A. Early history B. Mid-history C. Decline D. Present E. Curtis Brown III. Convict Labor A. Statistics B. Reasons for C. Reasons against D. Other benefits E. Types of jobs IV. Main Points Restated A. Best arguments for convict labor B. Best arguments against convict labor page 2 page 3 Prisons have been used as the way of punishment in the United States since its beginning. Throughout the history of prisons, convicts have been used as labor. The methods of labor, the number of laborers, and the arguments for or against has constantly been changing. From the early chain gangs to the prison industries of today, prisoners have been used as labor in the United States. When people think of chain gangs, they usually think of people in white and black stripes, being forced to work in a harsh environment. This was often true. Employees, also called "leasees", were in charge of the inmates. They often treated the inmates brutally. The name "chain gang" probably comes from the fact that the inmates were chained together at the legs to reduce the chance of escape. (Reynolds 181) Inmates were often controlled by whips and other harsh disciplines and punishments. People argued that the treatment was just because of the increased chance of escape in chain gangs. (Reynolds 182) People also thought that the chain gangs would deter crime, but studies show that they failed to deter. (Brownstein 179) The living conditions were often unsanitary, crowded, and poorly constructed. (Reynolds 182) These bad conditions of the past have given the chain gang an extremely bad rap. The way people view chain gangs has changed several times throughout their history in the United States. The earliest history of chain gangs holds the cause for the bad views of them. The public sees chain gangs as a racist part of the old South. The first chain gangs began in England and the northern part of the United States during the eighteenth century. (Reynolds 180) Even though chain gangs were legal in almost every state, the South seemed to be the only region using them. Some reasons for this include the bad climate of the North and the public's thoughts against chain gangs. (Reynolds 183) Another reason why we see the South as the source of chain gangs is because it was the region that needed them the most. The South used chain gangs because after the Civil War there was a labor shortage. The labor shortage and an escalation in crime caused the South to begin leasing out convict labor. (Reynolds 180) It did not take long for convict leasing to spread. After the Civil War the South had to rebuild. That is why most of the states in the South had convict labor by 1875. The most common workers of the chain gang were county inmates who worked on the roads. A large amount of repairs was needed to mend the roads that were destroyed during the war. Many convicts were also leased out to farms in the South to replace the slaves who were freed because of the Civil War. (Reynolds 180) The South was still a farming region with many large plantations that needed workers. Southerners were accustomed to having cheap labor so convict labor was thought as a good solution. There seemed to be no concern for welfare of the convicts or the jobs of others. Nobody cared that chain gangs were humiliating and degrading to inmates, which was against the eighth amendment, preventing cruel and unusual punishment. (Brownstein 179) Early chain gangs were used only for economic gain. Convicts made money page 4 which helped to support themselves and were used as cheap labor. Rehabilitation was not a concern back then. (Reynolds 181) Some people did worry about the bad treatment of the convicts. Other people worried that convict labor took jobs from average citizens. During the twenties workers in many jobs had decided to form unions to protect their jobs from bad conditions. The unions that formed in the early twentieth century also opposed the labor of chain gangs. The unions' concerns and the inhumane treatment caused the downfall of the convict lease system in the South by 1920. (Reynolds 181) Private owners would no longer be able to lease prisoners. During this time period cars and better

Joseph and Potiphars Wife essays

Joseph and Potiphar's Wife essays Joseph was his fathers favorite child and because of that, his brothers hated him. One day they ganged up on him and threw him into a pit. Midianite merchants came and found Joseph and lifted him out of the pit. They sold him for twenty pieces of silver to Ishmeelites who took Joseph into Egypt. Potiphar, who was an officer of Pharaohs and captain of Pharaohs guard bought Joseph as a slave. Thus, Potiphar became Josephs master or owner. Because Potiphar was captain of Pharaohs guard, it stands to reason that he was prosperous and well paid and thus, able to afford to buy a slave. The King James version of the Bible says Potiphar saw that the Lord was with him [Joseph] and that he made all that he did to prosper in his hand (Gen. 39:3). In other words, Potiphar is a perceptive individual. He sees that Joseph does everything well and has good judgment. Joseph, meanwhile, appears determined to make something good come from his situtation. He works hard and takes good care of Potiphars home and business. Because of his honest efforts, Potiphar gives him more and more control over his affairs. He made him overseer over his house, and all that he had he put into his hand (Gen. 39:3). Potiphar trusts Joseph to do a good job and look after his interests. Joseph is such a gifted manager that Potiphar benefits more and more from Josephs presence. As the Bible puts it, ...from the time that he had made him overseer in his house, and over all that he had, that the Lord blessed the Egyptians house for Josephs sake; and the blessing of the Lord was upon all that he had in the house, and in the field (Gen. 39:5). Thus, Potiphar must have felt very fortunate to have someone supervising his household so well. He didnt have to worry about anything because Joseph was taking care of everything. According to the story, he left ...

Understanding Soft Power in U.S. Foreign Policy

Understanding Soft Power in U.S. Foreign Policy Soft power is a term used to describe a nations use of co-operative programs and monetary aide to persuade other nations to ascribe to its policies. With U.S. State Department budget cuts likely in the wake of the August 2, 2011 debt ceiling deal, many observers expect soft-power programs to suffer. Origin of the Phrase "Soft Power" Dr. Joseph Nye, Jr., a noted foreign policy scholar, and practitioner coined the phrase soft power in 1990. Nye has served as the Dean of the Kennedy School of Government at Harvard; Chairman of the National Intelligence Council; and Assistant Secretary of Defense in Bill Clintons administration. He has written and lectured extensively on the idea and usage of soft power. Nye describes soft power as the ability to get what you want through attraction rather than through coercion. He sees strong relations with allies, economic assistance programs, and vital cultural exchanges as examples of soft power. Obviously, soft power is the opposite of hard power. Hard power includes the more noticeable and predictable power associated with military force, coercion, and intimidation. One of the main objectives of foreign policy is to get other nations to adopt your policy goals as their own. Soft power programs can often influence that without the expense- in people, equipment, and munitions- and animosity that military power can create. Examples of Soft Power The classic example of American soft power is the Marshall Plan. After World War II, the United States pumped billions of dollars into war-ravaged western Europe to prevent it from falling to the influence of the Communist Soviet Union. The Marshall Plan included humanitarian aid, such as food and medical care; expert advice for rebuilding destroyed infrastructures, such as transportation and communication networks and public utilities; and outright monetary grants. Educational exchange programs, such as President Obamas 100,000 Strong initiative with China, are also an element of soft power and so are all varieties of disaster assistance programs, such as flood control in Pakistan; earthquake relief in Japan and Haiti; tsunami relief in Japan and India; and famine relief in the Horn of Africa. Nye also sees American cultural exports, such as movies, soft drinks, and fast-food chains, as an element of soft power. While those also include the decisions of many private American businesses, U.S. international trade and business policies enable those cultural exchanges to occur. Cultural exchanges repeatedly impress foreign nations with the freedom and openness of U.S. business and communication dynamics. The Internet, which reflects American freedom of expression, is also a soft power. President Obamas administration has reacted harshly to attempts of some nations to curb the Internet to eliminate the influence of dissidents, and they readily point to the effectiveness of social media in encouraging the rebellions of Arab Spring. As such, Obama recently introduced his International Strategy for Cyberspace. Budget Problems for Soft Power Programs? Nye has seen a decline in the United States use of soft power since 9/11. The wars of Afghanistan and Iraq and the Bush Doctrines use of preventive warfare and unilateral decision making have all eclipsed the value of soft power in the minds of people at home and abroad. Given that perception, budget woes make it likely that the U.S. State Department- coordinator of most of Americas soft power programs- will take another financial hit. The State Department already suffered $8 billion in cuts to the remainder of its FY 2011 budget in April 2011 when the president and Congress made a deal to avoid a government shutdown. The August 2, 2011, debt ceiling deal which they reached to avoid a debt default calls for $2.4 trillion in spending cuts over by 2021; that amounts to $240 billion in cuts each year. Soft power supporters fear that, because military spending became so predominant in the 2000s, and because the State Department accounts for only 1% of the federal budget, it will likely be an easy target for cuts.

Cultural and Historical Studies Essay Example | Topics and Well Written Essays - 2000 words - 2

Cultural and Historical Studies - Essay Example However, identity is a concept that is argumentative and compelling especially when associated with fashion. Usualy, fashion is utilised in the expression of self. By making use of certain appearances, persons are able to show who they are and what they aim to be. They are able to state that they would not like to be something else or like somebody else. Through these concepts, this paper aims at discussing the statement â€Å"â€Å"Fashion†¦provides individuals with a key means through which to manage their identities in the context of everyday life.† (Bennett, 2005, p. 98). Many a times, when people have wanted to express themselves, they have often gone after certain aspects of the visual. It is a common belief that through it, they will be able to show who they are or who they want to become. At the least, people are after attention, want to be seen and recognised when in a multitude of people. The building of an identity is very much inspired by the environment and culture that an individual identifies as his or her home. The environment and culture are both components of fashion. They are fashion components as they are used in the building of fashion. The norm has always been that the choice or selection that a person makes is an actualisation of who that person is and what he or she simply sees as the real deal. Thus through fashion, the individual is brought out and expressed to the outside world in silent choices, rather than through words. These silent choices are a compilation of the bits here and there that a person has picked up through sight and hearing. Bits obtained from other people, other cultures, and their culture. These bits have to be of the person’s liking, without which, the individual cannot take them up. However, people are faced by many dilemmas when it comes to making a selection of the style that is of one’s choice. The reason being that fashion is constituted by numerous styles and varieties. There are various

SOFTWARE ENGINEERING - assignment 2 Essay Example | Topics and Well Written Essays - 750 words

SOFTWARE ENGINEERING - assignment 2 - Essay Example The waterfall model here helps in processing the individual steps before stepping into another one. It incorporates this stepwise approach into an iterative framework that more realistically reflects the real world. The waterfall model is accommodated where there is low specification risk and no need for prototyping for risk resolution. Thus the activities of the second quadrant of the spiral model can be skipped. In another pass of the loop the same stages are revisited and both the waterfall and prototyping model works once again. 1. Data design: It transforms the information domain model created during analysis into the data structures that will be required to implement the software. The data objects and relationships defined in the entity relationship diagram and the detailed data content depicted in the data dictionary provide a basis for data design activities. 2. Architectural design: It defines the relationship between major structural elements of the software, the â€Å"design patterns† that can be used to achieve the requirements that have been designed by the system. It represents the framework of a computer based system and can be derived from the system specification, the analysis model and the interaction of the subsystems defined within the analysis model. 4. Component level design: It transforms structural elements of the software architecture into procedural description of software components. Information obtained from the project specification, control specification and state transition diagram serve as a basis for component design. 1. The subsystem Layer: It contains a representation of each of the subsystems that enable the software to achieve its customer-defined requirements and to implement the technical infrastructure that supports customer requirements. 2. The class and object layer: It contains the class hierarchies that enable the system to be created using generalizations and increasingly more targeted specializations. This layer

The Analysis of “To Kill a Mockingbird” by Harper Lee Essay Example for Free

The Analysis of â€Å"To Kill a Mockingbird† by Harper Lee Essay The text under study belongs to famous American writer Harper Lee. It’s a passage of her novel â€Å"To kill a mockingbird†, but as the extract is rather complete we can define it as a short story. The extract under analysis depicts a trial of Tom Robinson who is accused of assaulting a white girl. So we can easily define the following theme: the trial of a Negro man who has supposedly raped a white girl. The problem raised by the author is an issue of justice. The main idea the author tries to reveal is in spite of the fact that people are different according to their age, sex, education, social status, colour of skin etc., all should be treated equally and honestly when they go before court. The main conflict is between the defence and the prosecution. It’s obvious and external. We observe the events through the eyes of Jean Louise, seven years old daughter of Atticus, who is present at trial. Though Jean’s observations and views are important, the essential part of the passage is dedicated to Atticus’s speech which is worth considering as it’s a bright example of an oratory. Public speeches in general are being given by all kinds of people to many kinds of audience. But the aim of the speech is always the same — the speaker must win the audience heart, must make it believe him, support him, and stand by his side. Logically organized speech, which would sound convincing, is the only way to succeed. And such oratory has certain features that are also present at Atticus’s speech. Throughout Atticus’s speech the author uses different CDs of different language levels to make the speech coherent, convincing, and emotionally appealing. As the most features of the oratory are present at Atticus’s speech, we can conclude that it has an argumentative power and is logically built. I think this was achieved due to that fact that Harper Lee herself studied law at university so she knew full well what she was writing about. As for the main character we can say that even he didn’t win this trial he made everybody, both black and white people, respect him. We can say beyond all the reasonable doubt that at the introduction to the story Atticus was by rights called an experienced lawyer and a smart and wise person.

Technology - On-Star, A Necessary Car Safety Feature :: Exploratory Essays Research Papers

On-Star: A Necessary Car Safety Feature Finally, after waiting for three years, my car broke down. I bought a '76 Geo Prizm thinking that it wouldn't be bad to have during High School. A car would be a perfect gift for graduation. Well, because I was going to college, I needed something that would keep me safe and last me for more than three years. In addition, I locked my keys in my car all of the time, and I needed a car with a code on the outside of it so I can receive my keys without calling a cop. I decided to ask my father what type of vehicle I should get. He told me that the most popular type of cars are the ones that are sponsored by On-Star. According to him, On-Star helps in many different ways. Therefore, knowing this, we started our venture to find the perfect car. We went to a couple of car dealerships in Grand Junction, but none of the cars that were offered satisfied me. So, my dad and I planned a trip to Denver to widen my choices. When we first drove into Denver, there were so many car dealerships to choose from. We just started going to them one by one. Finally, after a good four hours, we found the car. This car was the perfect one for me. It was a silver, 2003 Pontiac Grand Prix. My dad wouldn't let me get anything that didn't support On-Star, so that helped lower my options. Both of us were very pleased with my decision. I insisted on having him drive back home, without me behind. I wanted to venture off on my own. I wanted to go visit my friends in Lakewood. I told him I would be back by noon the next day. At first, he was hesitant, but he knew I had On-Star to keep me safe. My dad and I hugged, and said our "See ya later's." We drove in opposite directions, knowing everything was going to be perfectly fine. As I started driving to Emily and Alex's apartment, I started messing with the On-Star button. To my surprise, I heard a voice from the speakers on the roof of the car. She asked if everything was alright. To my embarrassment, I made up a story and told her that I needed directions. Right away, she helped my needs, and told me how to get to their apartment.

Eating Breakfast for Success

Running Heads: Breakfast and Learning Impact of Breakfast on Learning in School Ming Wen University of Massachusetts Boston Dr. Sheree Conrad Psychology 101 Fall 2012 Abstract In this experiment, we will study the impact of breakfast on learning in school. Students in several classes will be surveyed on their breakfast eating habits and their personal test scores. It will be a one-time survey over the course of one test. Factors that will be put under consideration are the amount of times each individual studied and the amount of sleep they had the night before.Many researches have been conducted proving that there are significant relationships between eating breakfast and educational performances. This study hypothesizes that students who ate breakfast will do significantly better on tests than students who didn’t eat breakfast. Impact of Breakfast on Learning in School Boschloo, Annemarie, et Al. (2012) conducted a survey with 608 adolescents age 11-18 investigating whether skipping breakfast has an impact on educational performances. The survey was to determine if those who eat breakfast daily have a better end-term-grade than those who skips breakfast.As a result, those who eat breakfast daily performed better in school than those who don’t eat breakfast. The result also shows that people who slept late tend to slip breakfast, but sleep had no effect on performances. The results applied to older and younger students also boys and girls. Another crossover trail has been done by Widenhorn-Muller, Katharina et al. (2008), the trail was applied on high school students age 13-20. Students were assigned to two groups: one with breakfast and who without breakfast. They compared cognitive functions of students in each group.As a result, Breakfast  had no effect on paying more attention in class among students, but it has a short term effect on self-assessment and personal performance among the students. Pollitt, Ernesto et al. (1982-1983) found that â€Å"the timing and nutrient composition of meals have acute and demonstrable effects on behavior. † They conducted research on kids 9-11 yrs. old in controlled groups of fasting (breakfast) and non-fasting. They gave these children many tests such as assessment of IQ, the Matching Familiar Figures Test, and Hagen Central–Incidental Test.Glucose and  insulin  levels were also measured. Pivik, R. T. et al. (2012) found that â€Å"neural network activity involved in processing numerical information is functionally enhanced and  performance  is improved in children who have eaten  breakfast. † Meanwhile students who did not eat breakfast will require more mental effort to solve mathematical problems. This founding was possible by measuring the electroencephalographic (EEG) activity of kids age 7-11 while they are solving math problems. Kids who ate breakfast showed higher frequency EEG activity whereas vice-versa for kids who did not eat breakfast.The p roposed study is designed to investigate whether breakfast has an impact on how well a student perform on his/her test. We can assume that each student has a general knowledge on the subject and that they are prepared to take the test. Questions that will be raised during this experiment are 1. whether a person should eat breakfast before test and 2. how much should we eat for it to be consider a healthy breakfast. Method The proposed study is a survey for students age 15-22 in high schools and colleges. Surveys should separate participants into male or female.This survey is conducted on students taking math courses and numbers of males and female should be even in each age group. It is best to conduct the survey on participants within the same classes. Questions will be asked is number of sleep each students had the night before. Whether they had breakfast in the morning. How often do they eat breakfast. Also have the students list the breakfast they had in the morning. Discussion This discussion section will address practical and methodological difficulties in carrying out this survey.Also ethnical background issue will be put under consideration. Some difficulties we might encounter when taking a survey might be each individual’s eating habits, some might eat more than others and the food they consume are different. Also health issues might affect a person’s performance, for example, a person that weighs 130 pounds might have different results in performance compared to a person who is weigh 220 pounds even if they consume the same amount of food for breakfast. Also personal views will affect the survey.Some people have higher standards than others and naturally, the people with higher standards will try harder to get a higher grade than students with lower standards. This also brings up the issue of ethnicity and backgrounds because some people have higher expectations and different cultures have different habits of eating. In future studies, I would like to conduct this survey to a wider age group such as kids from age 5-13 and adults from age 25-40. The adult brain is more developed than children’s brains and breakfast might have a different effect on children and adults.Also this survey can be expanded into testing on a wider range of tasks. Instead of math tests it can be test on other subjects, and other jobs such as a person’s performance in an office or ground work. The survey should also study different types of people such as people with special needs compared to a person with normal functions. References Boschloo, Annemarie, et Al. (2012). The relation between  breakfast  skipping and school performance in adolescents. Mind, Brain, and Education, Vol 6(2), Jun, 2012. pp. 81-88. Widenhorn-Muller, Katharina et al. 2008) Influence of having  breakfast  on cognitive  performance  and mood in 13- to 20-year-old high  school students: Results of a crossover trial. Pediatrics, Vol 122(2), Aug, 2008. pp. 279-284. Pollitt, Ernesto et al. (1982-1983). Fasting and cognitive function. Journal of Psychiatric Research, Vol 17(2), 1982-1983. pp. 169-174. Pivik, R. T. et al. (2012). Eating  breakfast  enhances the efficiency of neural networks engaged during mental arithmetic in  school-aged children. Physiology & Behavior, Vol 106(4), Jun 25, 2012. pp. 548-555.

Night

In the fascinating memoir Night by Elie Wiesel, he deals with the struggle of surviving, which was devastating since it was during the holocaust. In the memoir Night, Wiesel uses Symbolism, Simile, and Irony in order to illustrate the events during the holocaust. Wiesel’s use of Symbolism helped the reader understand the captivity of the Jews in the concentration camps. †Father, I said â€Å"If that is true then I don’t want to wait.I’ll run into the electrified barbed wire. That would be easier than a slow death in the flames. †(33). Wiesel uses his symbolism when he said â€Å"the electrified barbed wire. † It’s being used to show the reader that this is how the atmosphere was during the holocaust. Elie Wiesel, in his autobiography Night, his use of Simile helps the reader to understand the brutal atmosphere of the German Police. There are 80 of you in the car, the German Officer added,† if any of you are missing, you will be sh ot like dogs. †(24). He uses his simile language when the train (that the Jews were on) stopped and was guarded by two German police officers. It’s being used to portray the atmosphere of the brutal officers of the Germans.In Elie Wiesel’s Night, Wiesel uses Irony in order to help the reader understand the atmosphere on the train which the Jews were on. â€Å"Fire! I see a fire! I see a fire! (24). Wiesel uses the Irony figurative language when the Jews were on the train to the concentration camps. It was being used to illustrate the savage atmosphere of humans being killed in a huge fire! So Wiesel’s use of Symbolism, Simile, and Irony were in fact helped the reader understand all the events that he wrote about during the holocaust. His point view of the holocaust was very graphic! Even though we never knew about this this is a very historical event on this planet. Night In the fascinating memoir Night by Elie Wiesel, he deals with the struggle of surviving, which was devastating since it was during the holocaust. In the memoir Night, Wiesel uses Symbolism, Simile, and Irony in order to illustrate the events during the holocaust. Wiesel’s use of Symbolism helped the reader understand the captivity of the Jews in the concentration camps. †Father, I said â€Å"If that is true then I don’t want to wait.I’ll run into the electrified barbed wire. That would be easier than a slow death in the flames. †(33). Wiesel uses his symbolism when he said â€Å"the electrified barbed wire. † It’s being used to show the reader that this is how the atmosphere was during the holocaust. Elie Wiesel, in his autobiography Night, his use of Simile helps the reader to understand the brutal atmosphere of the German Police. There are 80 of you in the car, the German Officer added,† if any of you are missing, you will be sh ot like dogs. †(24). He uses his simile language when the train (that the Jews were on) stopped and was guarded by two German police officers. It’s being used to portray the atmosphere of the brutal officers of the Germans.In Elie Wiesel’s Night, Wiesel uses Irony in order to help the reader understand the atmosphere on the train which the Jews were on. â€Å"Fire! I see a fire! I see a fire! (24). Wiesel uses the Irony figurative language when the Jews were on the train to the concentration camps. It was being used to illustrate the savage atmosphere of humans being killed in a huge fire! So Wiesel’s use of Symbolism, Simile, and Irony were in fact helped the reader understand all the events that he wrote about during the holocaust. His point view of the holocaust was very graphic! Even though we never knew about this this is a very historical event on this planet. Night In the fascinating memoir Night by Elie Wiesel, he deals with the struggle of surviving, which was devastating since it was during the holocaust. In the memoir Night, Wiesel uses Symbolism, Simile, and Irony in order to illustrate the events during the holocaust. Wiesel’s use of Symbolism helped the reader understand the captivity of the Jews in the concentration camps. †Father, I said â€Å"If that is true then I don’t want to wait.I’ll run into the electrified barbed wire. That would be easier than a slow death in the flames. †(33). Wiesel uses his symbolism when he said â€Å"the electrified barbed wire. † It’s being used to show the reader that this is how the atmosphere was during the holocaust. Elie Wiesel, in his autobiography Night, his use of Simile helps the reader to understand the brutal atmosphere of the German Police. There are 80 of you in the car, the German Officer added,† if any of you are missing, you will be sh ot like dogs. †(24). He uses his simile language when the train (that the Jews were on) stopped and was guarded by two German police officers. It’s being used to portray the atmosphere of the brutal officers of the Germans.In Elie Wiesel’s Night, Wiesel uses Irony in order to help the reader understand the atmosphere on the train which the Jews were on. â€Å"Fire! I see a fire! I see a fire! (24). Wiesel uses the Irony figurative language when the Jews were on the train to the concentration camps. It was being used to illustrate the savage atmosphere of humans being killed in a huge fire! So Wiesel’s use of Symbolism, Simile, and Irony were in fact helped the reader understand all the events that he wrote about during the holocaust. His point view of the holocaust was very graphic! Even though we never knew about this this is a very historical event on this planet.

Youth Violence essays

Youth Violence essays Are we solving youth violence by sending minors to jail in adult prisons? In the article Tough Justice for Juveniles author Edward Humes discusses the underlining problems with the Juvenile Justice System. In this article Humes claims in paragraph 2 that: Our national fixation with meting out adult punishments to young criminals has blinded us to the underling crisis-the juvenile systems shocking inability to impose meaningful penalties, or even supervision, on offenders before they become the predators we so fear. Personally, I agree with the Humes, the Juvenile Justice System is so readily willing to punish young criminals to the furthest extent of the law. In most cases without even considering, theyre prior criminal history or the crimes, that they are currently being processed. Humes illustrated examples in paragraphs 4, 5, 6, and 7 by discussing two youth offenders and the punishment that they where sentenced to after being processed through the current laws used by the Juvenil e Court System. In this article, the author clearly illustrates an appeal to authority by displaying a rational tone that isnt offensive and the author appears to be personally knowledgeable about the subject matter making his views creditable. The author also clearly expresses a genuine concern for the subject matter being discussed and offers suggestions on how to correct the problem illustrated in the claim. In paragraph 11 Humes stated: We can keep tinkering with the laws so we can ship more and younger children to adult court, but this does nothing to return juvenile courts to their original mission: to deal with young people before they become hardened criminals. I believe that Humes is trying to express a concern that most people have surrounding youth crime which is the fact that we dont want to send children to adult jail so that they can learn to become better criminals ...

How to Punctuate with However

How to Punctuate with However How to Punctuate with â€Å"However† How to Punctuate with â€Å"However† By Mark Nichol However are you going to keep this information straight? The usage of punctuation with however may seem confusing; however, the distinctions are straightforward. However has several distinct uses. In all but one, it is an adverb a word that modifies a verb. One adverbial use is much more common and syntactically variable than the other: It can appear at any of several points in a sentence to signal that a counterpoint will follow. For example, after the sentence â€Å"My point was valid,† the following sentence might appear: â€Å"However, its significance was lost in the ensuing argument.† However can also be introduced after the subject of the sentence: â€Å"Its significance, however, was lost in the ensuing argument.† Alternatively, it can be appended to the end of the sentence as a tag: â€Å"Its significance was lost in the ensuing argument, however.† The two statements from the first paragraph could also be combined into one sentence: â€Å"My point was valid; however, its significance was lost in the ensuing argument.† (Here, too, however can be placed after the subject in the second independent clause or at the end of it.) Note that the semicolon takes the place of the period because these two statements are so closely related that they need not be segregated into separate sentences, but because however is an interjection, the comma following the word must be retained. Although one could write, following a sentence such as â€Å"He scoffed at my comment,† the statement â€Å"My point was valid, however,† a simple comma following however is incorrect if an independent clause follows. That is why â€Å"My point was valid, however, its significance was lost in the ensuing argument† is erroneous: However seems to refer to the first independent clause, but it is introducing the second one. None of the other uses of however, which are relatively rare, requires a comma: The other adverbial uses are as a synonym for â€Å"to whatever degree (or extent),† as in â€Å"I have been aware of that for however many years,† and as an intensifier equivalent to the expression â€Å"how in the world,† as in â€Å"However did you know I was going to say that?† The other use of however is as a conjunction. It can be a synonym for â€Å"no matter how,† as in â€Å"My point, however you look at it, is valid† or for â€Å"in whatever manner or way that,† as in â€Å"They will assist us however they can.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:English Grammar 101: All You Need to KnowLatin Words and Expressions: All You Need to KnowUlterior and Alterior

Comparison of Hollywood and Bollywood Essay Example | Topics and Well Written Essays - 1250 words - 1

Comparison of Hollywood and Bollywood - Essay Example In the case of Bollywood movies, plots commonly presented in a melodramatic manner and centered on romantic themes are often commercialized. Thus, the plots adopted are limited since films utilize formulaic ingredients such as ill-fated lovers caught between disapproving parents, love triangles, and dramatic reversals of fortunes among others. This is evidenced even by recently shown nationally-acclaimed Bollywood films such as Kal Ho Naa Ho, which focuses on love triangle and tragedy experienced by main characters. Hollywood films do not always conform to wholesome plot variant. Due to the more tolerant censorship, they are better able to take on varied plots that may be intriguing or controversial in nature. As the Bollywood industry sticks to making movies with plots that would appeal to the masses, Hollywood generally considers the profitability as well as the depth of plot, content and entertainment value of films for the targeted movie-going market. This means that films produc ed in Bollywood focus on a particular market-tested genre, while those created in Hollywood are more flexible such that film-makers are able to work with a wider variety of genres. Acting Style Another observation that fortifies the dominance of Hollywood movies is the acting skills of the film stars. Based on the movies, which I have recently seen, featuring Harrison Ford, Robert De Niro, Angelina Jolie, Charlize Theron and other prominent Hollywood stars, I noticed the remarkable versatility of these actors and actresses.... On the contrary, Hollywood films do not always conform to wholesome plot variant. Due to the more tolerant censorship, they are better able to take on varied plots that may be intriguing or controversial in nature. As the Bollywood industry sticks to making movies with plots that would appeal to the masses, Hollywood generally considers the profitability as well as the depth of plot, content and entertainment value of films for the targeted movie-going market. This means that films produced in Bollywood focus on a particular market-tested genre, while those created in Hollywood are more flexible such that film-makers are able to work with a wider variety of genres. Acting Style Another observation that fortifies the dominance of Hollywood movies is the acting kills of the film stars. Based on the movies, which I have recently seen, featuring Harrison Ford, Robert de Niro, Angelina Jolie, Charlize Theron and other prominent Hollywood stars, I noticed the remarkable versatility of these actors and actresses. In contrast to Bollywood stars, who are often typecasted in romance and drama, most Hollywood stars could do action, drama or comedy and manage to take on roles convincingly. Like chameleons, they are able to quickly fit in a given movie role. Set Design and Special Effects The aspect of set design and special effects is probably the biggest advantage that Hollywood movies have over Bollywood films. As evidenced by movies such as The Matrix Trilogy, movies by Steven Spielberg and animated films by Walt Disney, it is apparent how the Hollywood film industry has mastered set designing and utilizing breathtaking special effects that hold audience in

Assess the impact of re-introducing rent control on the market for Essay

Assess the impact of re-introducing rent control on the market for housing - Essay Example However, these challenges did not last for long as the abolishment of the controls and execution of short-hold tenancy resulted to a rejuvenation of the private rented sector that continues to develop even today. Essentially, critics such as George Osborne and Assar have a rational foundation to their arguments, as most people would agree that setting prices lower than those the property owners would charge could make the economy less appealing, especially for the investors (Sloman&Garrat, 2012). However, the are other influences of rent control different from the common observation and conception that elimination of the controls is more efficient as it could provide a more desirable housing market for potential investors. Rent controls and any adjustments to the tenure legislations could influence the housing market in multiple ways but there is always a risk of overlooking other essential aspects that also have considerable effects on the development of the economy. Relative to a glance on history, instigated rent controls in the United Kingdom varied from a straightforward freeze during the world wars to fair rents regimes in the sixties aimed at removing the impact of scarcity in the ren tal market. The initial step was an increase of Rent and Mortgage Interest Act of 1915 limiting rents for unfurnished homes (for the working class) to specific levels at the beginning of the war in 1914(Glaeser&Luttmer, 2003). Typically, the regulation of rent in the United Kingdom has had vast challenges in the past even with the main objective revolving around ideas such as advocating for affordability. Moreover, the short-range act introduced prior to the World War 1, mysteriously managed to be in place up to the late 1980s making people more alert of proposals such as the one by the Labor Party. Resolutely, this essay focuses on explicating effects of re-introducing rent control on the market for housing based

Forklift Accident Article Example | Topics and Well Written Essays - 500 words

Forklift Accident - Article Example An accident occurred at the construction site of a light industrial building. A worker was driving a 3 ton forklift down a circular vehicle ramp from the fourth level towards the third level. There was no load on the forklift. The vehicle suddenly swerved and overturned on the third level and the worker who was driving the forklift was crushed beneath the vehicle and died on the spot. The driver had not undergone the mandatory forklift driver’s training course. Findings revealed that the forklift involved in the accident belonged to the main contractor and was poorly maintained. The driver was an employee of the plastering and bricklaying works contractor. The numbers of trained forklift operators were inadequate with respect to the number of forklifts. Also there was no risk assessment conducted on forklift operations.Another such accident occurred at a warehouse in a distribution park. A worker tallying stock stored on metal racks squeezed himself into the gap between two ra cks. A forklift driver was pushing racks closer together to make space for more racks. He did not see the employee, and the employee was crushed to death between the metal racks. If risk assessment had been carried out, forklifts and other workers would not have been allowed to operate in the area concurrently. It also seemed that there was inadequate safety training awareness among the employees.The key to preventing such accidents is training and enforcement of safety measures at places where forklifts are used.

Planning, Delivering and Evaluating Teaching Session

Planning, Delivering and Evaluating Teaching Session A portfolio of evidence and in-depth critical reflection on the planning, preparation, delivery and evaluation of a teaching session. Introduction The title of the teaching session chosen was: â€Å"Pressure Ulcer Risk Assessment.† I have performed an in-depth critical reflection of the whole process of undertaking the teaching session and the details of this are presented below. I reflected upon factors (personal, interpersonal, contextual) that might have influenced the effectiveness of the teaching and learning utilising support and evidence from the literature. In particular I incorporated theories of teaching and learning including learning styles. The purpose behind this exercise was primarily for me, as a teacher, to become a more effective teacher. An added benefit was the teaching session provided which supplemented nurse education on an important topic which is likely to make a difference to the students (Clark 2005) and one which is incorporated into the process of clinical governance. There are a variety of learning styles and one of these – activist (Honey, 1982) – learns most effectively from actually performing the task. However performance of the task is relevant as a learning exercise for individuals with different learning styles. To improve the benefit gained, to me as a learner, from the teaching episode I have identified the key areas integral to the teaching session and have then reflected upon them. I have read and reflected upon theories of education with particular focus on how adults learn and have utilised some of this theory to enhance the usefulness of my reflection into how the teaching session took place. The portfolio of evidence follows in appendices. These are copies of the actual documents used. These are referenced within the reflective elements of the exercise presented below. The process follows a flexible but focussed teaching plan through the delivery of the teaching episode to feedback culminating in refection on feedback and subsequent plans for improvement in subsequent sessions. Rationale for choice of teaching session The topic was â€Å"Pressure Ulcer Risk Assessment.† This was chosen for the following reasons: It is an important area It has a high incidence. In a study in 1991 4.03% of admissions developed pressure sores. In orthopaedic wards 10.3% developed sores (Clark and Watts, 1994). Patients also develop pressure sores in the community; a study by Richardson (1993) found 284 patients out of 1 021 presented with a sore on admission to hospital. Once a pressure ulcer develops it is difficult to treat and care is costly both within medical and surgical specialities (Beckrich and Aronovitch 1999). In the Netherlands the cost of treating pressure sores is third after cancer and cardiovascular disease (Health Council of the Netherlands, 1999). Pressure ulcers are distressing to patients. They adversely influence length of stay which is one of the clinical governance outcome measures Increasing length of stay blocks beds and has the ultimate effect of lengthening waiting times for elective surgical procedures This has financial implications for the Trust Scare NHS resources are diverted away for treating pre-existing diseases The are medico legal effects (Moody, 1997) Pressure sore are largely preventable (Stephen-Haynes). Nursing on pressure relieving mattresses can be effective (Hofman et al, 1994) However treating everyone prophylactically can incur greater financial cost than treating the sores themselves (Touche Ross 1993) We can effectively predict which patients are at high risk although the Waterlow score does not perform well in the community (Edwards M (1996) and there are also concerns about its performance within the hospital setting (Schoonhoven,2006). We can target preventative treatment at those at high risk Prevention measures in the high risk group can make a difference (Cooper and gray, 2002) The risk factors need to be understood by all nursing staff on the ward (Moody et al, 1988). It is important to keep up to date with new ideas in the topic Planning based on a Teaching Plan (Quinn 2000) The purpose of the teaching plan is to be of assistance to the students. It helps to ensure that important information is not omitted. The teaching plan is different from the teacher’s notes. A copy of the teaching plan is presented in appendix 2. The aim of the teaching session was â€Å"to develop an understanding of the principles of pressure ulcer risk assessment.† The learning outcomes were â€Å"At the end of this teaching session students should be able to: Define the term ‘pressure ulcer’ and explain rationales for risk assessment. Understand the importance of clinical governance in relation to pressure ulcer risk assessment. Understand principles of presure ulcer risk assessment tool (Waterlow scale) (Waterlow, 1985, 1988, 2005). The seven learners were student nurses from the first to the third year of study. A written plan was set out as shown in appendix 2. This detailed the sequence and process of the session. Approximate timings were given in the first column. The content column detailed six items for teaching. The two remaining columns detailed teacher and student activity for each of the six items. For the first two items; definition of pressure ulcer and rationale for risk assessment consisted of teacher activity questioning students. The teacher, according to the session plan, explained and read from handouts the relationship between pressure ulcer risk assessment and Clinical Governance. For the Waterlow risk assessment scale the teacher activity planned was questioning the students and clarifying subsections and reading from handouts. In the conclusion the teacher activity according to the plan was summarising. The sequencing of the teaching points loosely corresponded to the Herbatian (Quinn, 2000) principles whereby the simplest concepts are dealt with first and there is progress on to newer more complex material. Preparation of self, subject material, students environment Self I ensured that I had no other commitments at the time of the teaching session and no other commitments in the session immediately before that could overrun. I ensured that my colleagues knew this portion of my time was committed to teaching. I ensured that there would be no interruptions for myself and also that I was not working the night before the teaching session. My advance preparation utilised time management skills. I went over the teaching material the day before the session. I was aware of the policy within the hospital about screening for pressure sore risk and subsequent management so that the contents of the presentation were likely to be appropriate in the day to day working context. Subject material I had thoroughly read up about the subject from a variety of resources including paper backed and electronic journals, National Electronic Library for Health and Internet websites. I had predicted some questions and formulated some draft answers to them. Students I already knew who they were and at what stage in their training they were. In advance of the teaching session I asked a number of them about what they already knew about the topic, what teaching they had already had on it and what they felt their learning needs were. I advertised the teaching session to the students beforehand. I choose a time and location which was convenient for the students as well as for myself. I considered how much preparation the students might do beforehand and I chose not to give out detailed information ahead of the teaching session in case only a proportion of the students would have more detailed knowledge and it would then make the group less homogenous which I thought would be more difficult to teach – some students may not follow what was going on whereas others may be bored. Environment A teaching room was obtained. The chairs were arranged in a semi-circular pattern in order for students and mentor to sit and face the teacher and overhead projector. I ensured that there was a clock an overhead projector and I took acetates and a portable table. I also ensured that there was no telephone in the room which might interrupt the session. I checked the temperature of the room beforehand and the means available of adjusting the temperature in the room during the teaching session. The room seemed overly hot and so I took a portable fan to the session. Delivery the process of undertaking the session The total time allocated for this teaching session was 20 minutes. The delivery of the teaching session was largely interactive although some of the students did not participate in the discussion. I utilised presentation skills (Power presentation info) and was already aware that appearance and body language affect the audience much more that does speech tone which in turn affects an audience more than the particular words spoken. I was already aware that the audience judges a speaker very early on in the presentation. I took account of the attributes of a good teacher (gp-training.net) incorporating the following aspects; Clarity of objectives and priorities Knowledge of the subject Knowledge of educational theory Communication skills Motivation The teaching was interactive because I asked the students questions whilst teaching to assess their knowledge and understandings about the topic. I used my awareness of what constitutes a good questioning style by asking open questions, starting at a more basic level and going onto questions which were reflective and probing. I tried to be clear and succinct in my explanations avoiding repetition. Overall I had in mind to make the session learner-centred. I used cue cards so that I did not need detailed notes. I gave out and used handouts in such a way that the students would not be distracted by looking at them. The process was not a lecture since I spent some time explaining the contents of some of the handouts. Some of the questions were combinations of closed and open questions such as, â€Å"what is †¦..?†, â€Å"can anybody explain or tell me what this†¦.. means please?†, â€Å"what do you understand by the term †¦Ã¢â‚¬ ¦?† I spent a preponderance of the available time asking questions, explaining and clarifying. Some students responded accurately to most of the questions whilst others just kept quiet or just watched me.Most of the time, they either responded to questions, studying their handouts, whispering or listening. I spent one occasion on one to one interaction with one of the students trying to explain how to calculate the BMI whilst others worked in pairs during this time. I was surprised that only one or two questions were asked by the students. Evaluation decisions relating to the process of evaluation and preparing evaluation materials I prepared beforehand an evaluation form. At the end of the session I gave each student an evaluation form and asked if they would complete it and then put them all together in a pile. I explained to the students that the purpose of the evaluation form was to get feedback from them which would be used to improve future teaching. In doing this I planned to convey my enthusiasm and trust in the process that it is the valued feedback from the students that is a very powerful driver for the continuous improvement in education. In advance I had already considered that it would be important to try and get a completed feedback form from all of the students. If students did not complete and return a form it might be because they did not gain anything from the teaching session and it would be the views of these people that it would be important to obtain. My strategy for achieving 100% return of the forms was to wait until the forms were handed back (I counted them) before giving out the attendance register to sign. I explained to the students that the session would be finished once the feedback forms and attendance register had been dealt with. The summary of the completed forms is shown in the appendix. The forms included an area for free text comments. However I appreciated that the feedback form was just one aspect of the feedback from this session (de Cossart and Fish, 2005). Once the session was drawing to a close and the feedback forms were being completed it was really too late to utilise any feedback from the forms for that session. The students would therefore give their feedback in such a way that they knew that they were not so likely to be taught me again in the near future therefore they could not make specific requests of me. This may lead to their feedback being of a much more general nature and hence less immediately useful for enhancing my own personal teaching style. To try and counteract this I attempted to gain some feedback during the session itself. I observed the body language of the students and also asked them whether they felt what they were learning was relevant and which aspects they would to concentrate on, I then tried to modify someway towards this without detracting too widely from the session plan. Feedback response to evaluation feedback (from learners/students) and self-evaluation Response to feedback from the students Self evaluation I felt that I had performed well in some areas. I felt I was proceeding at a pace that was appropriate for the students. I did feel slightly nervous whilst teaching although I do not think that this affected my tone of voice by making it too high. I felt that my interaction with the students was probably good. I felt that the topic was an appropriate one for most of the students. I had provided the students with a reference list for further reading and although I felt this was a good idea since according to educational theory adult learners need to be given direction and motivation to seek things out for themselves I felt that I had provided the direction but not so much of the motivation. I felt that there were some weak areas which could benefit from further action. I felt that the main disadvantage was that the students might not have achieved their learning outcomes due to the time constraint of the session only being 20 minutes and the small size of the room. I felt relieved at the end of the teaching session because the room was too small, the students were beginning to loose concentration, there was so much needing to be covered on the topic but the time was insufficient. Initially I felt strongly that I need to negotiate for a larger teaching room and more time to achieve better outcomes in the future. However on further reflection I now appreciate that I should not have to negotiate for a bigger teaching room I just need to state what the requirements of the room size are for the students. Certain resources are necessary in order for students to be taught. In retrospect it would have probably been advantageous to include on the evaluation form for the students a section on the teaching environment. Deficiencies in the physical space would probably have been highlighted by the students indicating the need for the location problem to be addressed by the allocater of rooms. More time will not necessarily improve effectiveness of teaching it may be necessary to make the subject matter fit the available time. Feedback from the students The feedback from the students contains combinations of both negatives and positive remarks.I felt overwhelmed about the large response but had mixed feelings about individual feedbacks. In addition the assessor gave me positive feedback after the teaching but was more critical about the whole teaching in private. Reflective practice (Schà ¶n, 1987) consists of two elements: reflection in action, this occurred at the time of the teaching session reflection on action, occurred following the session and involved thinking about what happened, what contributed to it and whether the actions were appropriate and how they might be improved. Action plan for future practice identify key points for future development Learn and utilise techniques for dealing with the students who are quiet (e.g. asking a generalised question). Assess my own learning style and adapt learning episodes to fit in with this. (Honey, 1982). Have a written teaching plan with space for my comments so these can be filled in immediately whilst still fresh in my mind. These notes can then be useful for the reflective process (Quinn, 2001). Have a space on the evaluation form for comments on the environment. Use photographs and pictures. Get the students to actually use the scale. Do less reading of handouts. Find out at the end what they know. According to Knowles (1984) it is a basic principle that adults learn best if they diagnose their own learning needs and this triggers their motivation to learn. Utilising the andragogy (Knowles, 1984) which is defined as the art and science of helping adults learn but now accepted more as guidance than a theory (Kaufman, 2003) adults value learning that integrates with their every day needs and are more interested in a problem centred approach therefore an interactive problem solving approach will be used for the teaching session in future. Consider a practical basis to the session for instance get the students to actually use the risk scoring system by applying it to examples. According to Knowles (1984) it is a basic principle that adult learning is facilitated by encouraging learners to identify resources and ways of using these to fulfil their learning needs. Direct them to how to search the literature for relevant information rather than providing a list of resources. Improving performance includes preparing well in advance, ensure appropriate room bookings, or choose a topic that is not too broad but enough to covered within the timeframe. Use of electronic resources saves on time, photocopying and subsequent student storage. Explore the use of the intranet for this. Conclusion It is now going to be particularly important to repeat the exercise without delay. It would probably be helpful to teach the same group of students for 20 minutes in a larger room on a topic of their choice. I could perhaps invite them to choose from a number of topics that I propose but they could also add suggestions of their own. It is going to be a worthwhile exercise for my own learning experience as a teacher to then perform the same evaluation exercise as done here to plan subsequent improvements since the process of teaching effectively can always be improved. It is going to be valuable to develop some effective means of archiving information with learning points and proposals for change. It would also be helpful to have some aspects of the teaching readily available at all times on a memory stick when an impromptu ten minute presentation could be given for instance if there is a delay in an audit meeting. Such action would add to my teaching experience and probably be much appreciated by the department. In the future evaluation of student feedback might be analysed statistically if it is obtained as a continuous variable for instance on a visual analogue scale which can then be converted to percentages. This would enable some measure of, hopefully, improvement to be readily apparent which will further motivate me as a teacher. Finally this exercise has very clearly demonstrated the cycle of think, plan, do, reflect which is integral to the learning cycle described by Cheek (2005) of a learner centred approach. References Beckrich K Aronovitch SA 1999 Hospital acquired pressure ulcers: a comparison of costs in medical vs. surgical patients. Nurs Econ 17:263-271 Cheek B 2005 The learning cycle in http://www.gp-training.net/training/restrain.htm accessed 10 March 2006 Clark M Watts S 1994 The incidence of pressure sores within a National Health Service Trust hospital during 1991. Journal of Advanced Nursing 1994 20 33-6. Clark M 2005 Enhancing the effectiveness of the teaching and learning of core clinical skills Hilton PA Pollard CL Nurse Education in Practice 5 289-95 Cooper P and Gray D 2002 Best practice statement for the prevention of pressure ulcers. British Journal of Nursing Supplement Vol 11 No 12 S38-48 de Cossart L and Fish D 2005 Cultivating a thinking surgeon. TFM Publishing Shrewsbury Edwards M (1996) Pressure sore risk: validating an assessment tool British Journal of Community Health Nursing Vol 1, No 5 282-8 Health Council of the Netherlands. Pressure ulcers. The Hague: The Health Council of the Netherlands, 1999. (Publication No 1999/23.) Hofman A Geelkerken RH Wille J et al 1994 Pressure sores and pressure-decreasing mattresses: controlled clinical trial Lancet.5;343(8897):568-71. Honey P 1982 The Manual of Learning Styles, Honey and Mumford, Maidenhead Peter Honey Learning. About the learning styles questionnaire. www.peterhoney.com/ls80/ accessed 9 March 2006 Kaufman D 2003 Applying educational theory in practice British Medical Journal 326:213-216 Knowles MS 1984 Andragogy in action: applying modern principles of adult learning. San Francisco: Jossey-Bass Moody BL Finale JE Thompson M et al 1988 Impact of staff education on pressure sore development in elderly hospitalised patients Archives Internal Medicine 148(10) :22412243 Moody M 1997 Fighting against pressure sores and a rise in legal suits British Journal of Health Care Management. 3(1): 41-41. Morrall P 2005 Quality assurance in nurse education- the social context of learning. Nurse education today vol 25 issue 8 620-4 Power presentation info http://www.powerpresentation.info/ accessed 10 March 2006 Quinn, F.N. (2000). Principles and practice of nurse education. 4th Edition. Cheltenham: Nelson Thornes. Richardson B (1993) Hospital versus community-acquired pressure sores. Should prevalence rates be separated? Journal of Tissue Viability 3(1): 13-15 Schà ¶n DA 1987 Educating the reflective practitioner: toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass Schoonhoven L Haalboom, JREBousema MT et al 2006 Prospective cohort study of routine use of risk assessment scales for prediction of pressure ulcers BMJ 2002;325:797 Stephen-Haynes J Pressure ulcer risk assessment and prevention British Journal of Community Nursing Vol 9, No 12 540-44 The attributes of a good teacher http://www.gp-training.net/training/intending_trainers_course/atttea.htm  Accessed 10 March 2006 Touche Ross 1993 Report to the Department of Health on the cost of  pressure sores to the Health Service. In: Department of Health Guidance Pressure Sores: A Key Quality Indicator. Health Publications Unit, Heywood Lancs Walsh K 2006 Are you a globalist or an analyst? BMJ2006;332:524 Waterlow J (2005) Pressure sores – Symptom (online). Available: http://www.judy-waterlow.co.uk/pressure-sore-symptoms.htm accessed 8 March 2006 Waterlow J (1985) A risk assessment card. Nursing Times 81: 48-55 Waterlow J (1988) Prevention is cheaper than cure. Nursing Times 84: 25

David Letterman :: Essays Papers

David Letterman Anyone that has met, seen, heard of, or listened to David Letterman can immediately tell he has a likable and humorous personality. Anyone studying him can see that his â€Å"clowning,† as he called it, is more than simple clowning in its accepted sense. In inventing weird disasters and making up places that did not exist, which he did quite often as a weather man for channel 13, he was indulging himself in another facet of his complicated humor. It was â€Å"nonsense†-nothing more, nothing less. And the nonsense that David found most compatible with his sense of humor was fragile, soap-bubble thin, and as transparent as butterfly wings. This easygoing, laid back sense of humor has brought him were he is today. On the other hand, anyone that has met Garrett Scharton has more than likely been stung by his sarcastic, witty remarks. His sense of humor, derived from his ever- changing childhood, has taught him to always â€Å"be on his toes.† Garrett’s hardships in his early years have opened his eyes to see the lighter side of everything to keep his sanity. This sometimes gets in his way of experiencing new things. The lingering insecurities in the back of his mind, which are shadowed by his unsurpassed wit, put a wall in front of anyone trying to get close. David Letterman and Garrett Scharton’s sense of humor are comparable in two ways. David’s peachy, childish remarks surprise even the most intelligent of observers. He cracks jokes, plays pranks, and â€Å"clowns around,† to have fun. He makes people laugh to hear them have a good time. While Garrett, stings with words to keep people at a distance. David jokes around to have fun, while Garrett does it for protection. All throughout his life David performed sub-par academically compared to his older and younger sisters. His â€Å"C† average convinced him to lower his goal for going to Indiana State, and settle for Ball State. His less than professional training as a radio talk show host gave him a chance to find his own, special angle to look at news, politics, and daily life. He now gives a lot of credit for his successful career to Ball State. In 1985, to show his appreciation to Ball State, he funded a scholarship that is eligible for â€Å"C† students only.

Man and Nature in the Renaissance Essay

As the word Renaissance means â€Å"rebirth of knowledge,† Debus (1978) tries to examine how this knowledge, which is often scientific, originated. On his book â€Å"Man and Nature in the Renaissance,† Debus (1978) critically presents the history of scientific Renaissance that occurred from 1450 to 1650. Here, he narrates how humanism has influenced the development of two concrete areas of knowledge – medicine and science. He goes far on discussing and analyzing the impact of the works of some renowned Renaissance scholars such as Descartes, Galileo, Borelli, Boyle and Newton on the development of medicine and science. Moreover, Debus (1978) also presents the important role of philosophical concepts and religion on getting the attention and interest of many young scholars to continuously seek deeper knowledge. Specifically, Debus (1978) talks about the contribution of the traditional study of nature including alchemy, astrology and natural magic which paved the way to the recognition of mathematics as a concrete tool for the interpretation of nature. The mathematical knowledge was then propagated by Galileo. Generally, the book discusses the development of medicine and science from being unknown until it became a concrete knowledge that rooted from mere observation of nature and man’s activity. This knowledge, which originated in Western Europe, reached the world through the efforts of early scientists and philosophers who were seeking concrete explanation to the occurrence of different events around. Response and Analysis The present education system has gone far to teaching students about the many new knowledge, information and innovation relating to medicine and science. The medical and scientific curriculum mostly focused on explaining how these new knowledge and invention functions when applied to our practical ways of living. However, only few studies had devoted time to critically discuss the origins of this important knowledge in detail. Debus’ work tries to fill this thirst for knowledge for he was able to discuss and analyze the root of medicine and science before these two fields claim acceptance from the early education system. Renaissance is one of the very important periods in our history. During this time many developments had occurred and many branches of knowledge were unearthed. Indeed, before the Renaissance period, people used to believe about the power and influence of natural magic, occult, alchemy and astrology (Debus, 1978). These â€Å"branches of knowledge† are even included in their education curriculum from elementary to university level. Their attempts to understand the nature are generally expressed in almost all school subjects which are repeatedly being studied by scholars without arriving to a more concrete explanation. In fact, most scholars preferred Aristotelian’s studies about the moral and physical improvement of man rather than seeking ways to logically and scholastically dispute the traditional higher learning. They had focused more on the improvement of elementary education rather than the development of knowledge at university education. Vittorino da Felte, a humanist, even built a school that would enhance children’s sports and military skills where most subjects are traditional and plainly about grammar, history, rhetoric and logic (Debus, 1978). Thus early students received a course of learning that was only related to nature. Mathematics and science were not given importance to early students’ learning. Yet, if this kind of education has continued to flourish until today, we would not be able to survive the tests of nature. Progressively, the call to justify the pursuit of natural magic has introduced ways to the new investigation of nature through fresh observational evidence. Galileo pioneered the importance of mathematics in understanding and interpreting the nature which then contradicts traditional Aristotelian search for causes. Later, this act was pursued by many Renaissance scholars. Technology became an important tool to the dissemination of new branches of knowledge divorced from traditional naturalistic studies. For example, through the invention of printing press, the quest for a new and concrete knowledge gained popularity among early scholars. In addition, having the works of scholars, who then regarded themselves as scientist, published in vernacular through religious pamphlets resulted to acceptance since this approach was nationalistic. Thus the investigation for new higher learning became widespread. The development of medicine and science as fields of knowledge broke the monopoly of studying the past and the nature per se. More to this, many artisans and scientists became interested on inventing tools that require scientific application. This then implied revolt against the traditional authority of the ancient since most ancient studies of nature were detached from processed being utilized by workmen (Debus, 1978). Indeed, since man naturally posses a thirst for knowledge and has the tendency to seek perfection this then explains how improvement and development take into places. The search for concrete knowledge encourages early scholars to deviate to traditional studies of nature thus embracing the new concept of science, mathematics and medicine. Lastly, another characteristic of the Renaissance’s period of scientific and medical development was the growing reliance on observation and experiment as a carefully planned test of theory (Debus, 1978). Most Renaissance scholars have utilized the existence of Aristotelian studies in order to develop a more evidence-based study. Through the continuous effort to concretely explain the nature, early beliefs on magic, astrology and alchemy became unacceptable knowledge and were replaced by scientific and medical knowledge through the employment of evidence-based studies. Yet, whatever imperfections antiquity has impacted on the early people, we should not disregard the important role ancient studies have played to the development of new branches of knowledge. In general, Debus (1978) was able to present historically and academically the origin and the development of science and medicine as new fields of knowledge on a way that readers could easily relate since he imparted the works of some renowned Renaissance scientists who until now are being studied in every school and university due to their important contributions in our society. In conclusion, the impact of naturalism or humanism on the development of sciences, the scholars’ search for a new method of science and the continued debates between the proponents of a â€Å"mystical-occult world view† and those who believe in mathematical-observation approach to nature have paved way to the development of science and medicine which presently are regarded as important field of knowledge (Debus, 1978). However, to be able to fully understand these fields of knowledge we, as present scholars, must be able to comprehend how this knowledge started and developed over time. In addition, the early beliefs on humanism and the high value imparted on the study of nature were indeed helpful to the development of many studies and new knowledge that we have today. Studying the historical Renaissance period is also important because during this period there are many important developments that occurred which are helpful on explaining present events and knowledge that we have.

Analysing A Contract Of Affreightment Engineering Essay

This is Scenario where we have to analyse one-year Contract of Affreightment ( COA ) to provide 1,750,000 metric tons of Fe ore to the Isdemir Fe & A ; steel work, Turkey. COA contract where ship proprietor agrees to transport a series of lading packages for a fixed monetary value per ton ( Stop Ford M, 2009, pg.183 ) or it is an understanding between an proprietor and a charterer to transport a given measure of lading or measure as required by the charterer during a given period of clip. The proprietor is free to make up one's mind which vas he will utilize. As Operation director of Company we have to happen out whether to offer for this contract or non. In the contract two burden ports are Ponda district attorney Madeira ( Brazil ) for 810,000 metric tons and East intercourse Is, Dampier ( Australia ) for 940,000 Fe ore. Based on the appraisal, Manager has to happen the low Time charter rate by best possible operation of the majority bearer. For happening Time charter tantamount value we have to see several factors sand traps, port charges, canal dues. Stowage factor for Fe ore is 0.40 M3 per metric ton. All Cargo holds are of equal volume and surrogate holds 2, 4, 6 & A ; 8 are empty. In this scenario port charges for Isdemir and Ponta da Madeira is given. Dampier port cost to be calculated merely sing port dues and navigation merely. Ship sand trap is to be planned one time in a unit of ammunition ocean trip. It is to be taken wherever monetary value is cheaper. Current market value is attached in appendix. Now, I will discourse the each inquiry in item one by one as follows.Undertaking 1:Calculate the maximal measure of Fe ore that can be carried from each lading port, based on the ship ‘s design bill of exchange deadweight, and the ship ‘s clasp use For the computation of Maximum measure of Fe that ship can transport depends on the deadweight of the ship. Deadweight is normally denotes Ship transporting capacity in metric tons.Deadweight includes weight of Fuel, shops, H2O, changeless which required onboard ship. Deadweight of this majority bearer is given as 137,000 metric tons Dwt of ship =137,000t Changeless = 500t Fresh H2O = 300t Since Constant and Fresh H2O required all the clip on-board ship. So, we subtract it from ship transporting capacity. Now, Ship can transport = 136, 200t This value besides includes the Fuel weight for one unit of ammunition ocean tripRound ocean trip ponta district attorney Madeira ( Brazil ) -Isdemir ( Meleagris gallopavo ) -ponta da Madeira ( Brazil ) :Sea Distance between Isdemir- ponta district attorney Madeira = 5201 nanometer ( via Gibraltar ) ( Please refer to http: //e-ships.net/dist.htm viewed on 24th Sep. 2010 ) Round the ocean trip distance = 10,402 nanometer Ship speed= 14.2 — — — — ( Given ) Entire Sea clip required cover above distance = 30.5 yearss Sing 10 % possible delay's= 33.6 yearss — — — — — ( 1 )Port TimeHarmonizing to the Appendices 1 & A ; 2 of the contract loading/Discharging rate shall be 40,000 W.M.T ( Wet Metric Tonnes ) per conditions working twenty-four hours. If we consider ladings that ship can transport with changeless and fresh Water = 136, 200t — — — — — – ( 3 ) Loading rate at Ponda district attorney Madeira = 40,000 w.m.t. Approximate laytime in port Ponda district attorney Madeira = 3.05 yearss Dispatching rate at Isdemir = 40,000 w.m.t Approximate Laytime in Isdemir = 3.05 yearss Entire clip in ports = 6.1 yearss Sing 10 % possible hold ‘s = 6.7 yearss — — — — — — – ( 2 ) From ( 1 ) and ( 2 ) Entire figure of yearss for one ocean trip = 40.3 yearss As chief engine fuel ingestion is 42.4t of IFO per twenty-four hours at MCR and 10t of MDO per twenty-four hours at sea and in port. IFO required for 33.6 yearss = 1424 T — — — — — — — — — — – ( 1a ) MDO required for 33.6 yearss = 336 T — — — — — — — — ( 2a ) MDO required in port for 6.7 yearss = 67 T — — — — — – ( 2c ) Entire Tonnes of fuel Required =1826 T — — — — — — — — — — — — — – ( 4 ) From ( 3 ) & A ; ( 4 )Now, Maximum Fe ore that Ship can transport for this routes = 134, 374t( B ) Round ocean trip Dampeir ( Australia ) — Isdemir ( Meleagris gallopavo ) — Dampier ( Australia )Sea TimeSea Distance between Isdemir- Dampeir ( Australia ) = 6479nm ( via Suez ) ( Please refer to http: //e-ships.net/dist.htm viewed on 24th Sep. 2010 ) Round the ocean trip distance = 12,958 nanometer Ship speed = 14.2 — — — — ( Given ) Entire Sea clip required cover above distance = 3 8.0 yearss Sing 10 % possible hold ‘s = 41.8 yearss — — — — — ( 5 )Port TimeHarmonizing to the Appendices 1 & A ; 2 of the contract loading/Discharging rate shall be 40,000 W.M.T ( Wet Metric Tonnes ) per conditions working twenty-four hours. If we consider ladings that ship can transport with changeless and fresh Water = 136, 200t Loading rate at Dampier = 40,000 w.m.t. Approximate laytime in port Dampier = 3.05 twenty-four hours Dispatching rate at Isdemir = 40,000 w.m.t Approximate Laytime in Isdemir = 3.05 yearss Entire clip in ports = 6.1 yearss Sing 10 % possible hold ‘s = 6.7 yearss — — — — — — – ( 6 ) From ( 5 ) and ( 6 ) Entire no of yearss for one ocean trip = 48.5 yearss Entire Requirement of Fuel for One Round Ocean trip: At Sea: As chief engine fuel ingestion is 42.4t of IFO per twenty-four hours at MCR and 10t of MDO per twenty-four hours at sea and in port. IFO required for 41.8 yearss = 1424 T — — — — — — — — — — — — ( 7a ) MDO required for 41.8 yearss = 336 T — — — — — — — — — — — — — ( 7b ) MDO required in port for 6.7 yearss = 67 T — — — — — — — — — — — — — — ( 7c ) Entire Tonnes of fuel Required =2,258 T — — — — — — — — — — — — — — — — — — — — ( 7 ) From ( 3 ) & A ; ( 7 )Now, Maximum Fe ore that Ship can transport for this routes = 133, 942tUndertaking 2:Calculate the cost per metric ton of lading from each lading port to Isdemir. The circular ocean trip costs per metric tons are required for and ‘up and running ‘ service, get downing at the burden ports. For the computation of Cost per tones in each ocean trip we have to happen out cost incurred by port operation, fuel use, canal theodolite, running the vas. On the footing of Voyage cost, running cost and lading carried by ship we can happen the Cost per metric ton. Now we will happen Voyage cost and running cost based on given informations and consequences of inquiry 1.( a ) Ponda district attorney Madeira -Isdemir-Ponda district attorney Madeira:We will happen the Fuel cost foremost. We know Entire tones of IFO and MDO required for one unit of ammunition ocean trip From ( 1a ) , ( 2b ) & A ; ( 2c ) Entire tones of IFO required = 1424 T Entire tones of MDO required =403 T IFO= $ 435 /tones MDO= $ 640 /tones ( Please refer hypertext transfer protocol: //www.bunkerworld.com viewed on 24th Sep.2010 ) Cost for 1424 T of IFO = $ 619, 440 Cost for 403 T of MDO = $ 257, 920 Entire fuel cost = $ 877, 360 — — — — — — — — — — ( 8 )Port Cost:Port cost given for these two ports are as follows: Ponda district attorney Madeira ( Brazil ) = $ 45,000 Isdemir ( Turkey ) = $ 35,000 Entire port cost = $ 80,000 — — — — — — — — — — – ( 9 ) On this path at that place will non be any canal dues as vas will sail via GIBRALTAR, so there is no canal cost on this path. There is no CANAL DUES So, from ( 8 ) & A ; ( 9 ) Ocean trip Cost = $ 957, 360 — — — — — — — — — — — — — — — – ( 10 ) Runing Cost: AS Ship running cost given as $ 6000 per twenty-four hours which include rewards of crew, care of ship, shop, insurance, disposal etc. From ( 1 ) & A ; ( 2 ) entire no of yearss for one unit of ammunition ocean trip = 40.3 yearss Runing cost for 40.3 yearss = $ 241,553 — — — — — — – ( 11 ) From ( 10 ) & A ; ( 11 ) Run COST + VOYAGE COST = $ 1, 19 8,193 — — — — — — — — — — — — — — – ( 12 ) Now from ( 3 ) & A ; ( 4 ) Maximum lading that ship can transport = 134, 374t — — — — — — — — — — — — — ( 13 ) So, from ( 12 ) & A ; ( 13 ) We have entire ocean trip cost, running cost and lading that ship can transport for unit of ammunition the ocean trip.Cost per metric ton = $ 8.91( B ) Ocean trip Dampier ( Australia ) -Isdemir ( Turkey ) – Dampier ( Australia ) :Fuel Cost: From the ( 7a ) , ( 7b ) , ( 7c ) we can easy happen the entire measure of IFO and MDO required for one unit of ammunition Ocean trip Entire tones of IFO needed =1773 T Entire tones of MDO needed=485t Taking market mean sand trap monetary value as follows ; IFO= $ 435 /tones MDO= $ 640 /tones ( Please refer hypertext transfer protocol: //www.bunkerworld.com viewed on 24th Sep.2010 ) Entire cost for 1773t of IFO = $ 771, 255 Entire cost for 485 T of MDO= $ 310, 400 Entire fuel cost = $ 1081655 — — — — — — — — — — — ( 14 ) PORT Cost: Port cost for Isdemir ( Turkey ) = $ 35,000 — — — — — — — — — — — — ( given ) Port cost Dampier is to be calculated on the sing port dues and navigation charges merely. We can entree agenda charges by Dampier port authorization by sing following site which is besides attached in appendix and mentioned in mentions. ( hypertext transfer protocol: //www.dpa.wa.gov.au/Port-Facilities/Schedule-of-DPA-Charges.aspx/ HYPERLINK â€Å" hypertext transfer protocol: //www.dpa.wa.gov.au/Port-Facilities/Schedule-of-DPA-Charges.aspx/ Access on Sep. 24 † Entree on Sep. 24, 2010 ) As GT of ship is given 73,999t Port due charges are to be calculated=0.1916/tonnes Port dues will be= $ 14178.20 — — — — — — — — — — — — — — — ( 15 ) We will non see Lay-up fee as vas has order does n't necessitate to be at ground tackle Navigation CAHRGES ; For the vas entrance and going from the port greater than 10,000 GRT the navigation charges are $ 8,846.64 for both ways. We will besides see the navigation Exemption fee $ 810. So, Entire navigation charges would be = $ 9656.64 — — — — — — — — — — — ( 16 ) From ( 15 ) & A ; ( 16 ) Port cost at Dampier = $ 23, 834 — — — — — — — — — — — — — — — — — — — ( 17 ) So when calculate the Port cost for Isdemir ( Turkey ) with Port cost at Dampier Entire port cost round the ocean trip = $ 58834 — — — — — — — — — — — — – ( 18 )Canal Cost:On this routes vas would be go throughing through Suez Canal, so we have to happen the Toll charges by canal authorization on both manner that is with loaded ship and ballast ship. Suez Canal net tunnage ( SCNT ) =67,109t ( Mentioning hypertext transfer protocol: //www.suezcanal.gov.eg/calc.aspx Access on Sep. 24th 2010 ) On this official site of Suez Canal 1 can happen approximative toll charges per theodolite based on SCNT. These are as follows: Dampier – Isdemier ( loaded ship ) = $ 151, 995, Isdemier – Dampier ( ballast ship ) = $ 129, 288 These values are calculated with the aid of official Suez Canal site which attach in appendix of this study. Entire cost Canal dues round the voyages= $ 281283 — — — — — — — — — – ( 19 ) From ( 14 ) , ( 18 ) , ( 19 ) .Voyage cost= $ 1, 421, 772 — — — — — — — — — — — — — ( 20 )Run Cost: Entire no of yearss for one unit of ammunition ocean trip =48.5 yearss As running cost per twenty-four hours for ship= $ 6000 — — — — – ( given ) Runing cost for ocean trip for 48.5 days= $ 291, 000 — — — — — — — — — — — — — – ( 21 ) Ocean trip cost + Running cost together will give entire disbursals for coveted figure of lading. From ( 20 ) & A ; ( 21 ) Ocean trip cost + Running cost= $ 1, 712, 722 — — — — — — — — — — — — — — — — – ( 22 ) Now, we have Voyage cost, running cost, Fe ore that ship can transport so we can happen out the Cost per unit. Maximum lading that ship can carry=134, 374t From ( 22 )Cost per metric ton = $ 12.75 — — — — — — — — — — — — — — — — — — — — — — – ( 23 )Undertaking 3Calculate the clip charter equivalent ( TCE ) for each path, presuming a COA cargo rate of $ 15 per metric ton ( antique Ponta da Madeira ) and $ 20 per metric ton ( ex Dampier ) ( include 3 % agent ‘s committee on the clip charter ) . Ponda district attorney Madeira -Isdemir-Ponda district attorney Madeira: Freight rate given for this Voyage is $ 15 per metric ton. If we consider that ship carries Maximum lading in a ocean trip. From ( 13 ) Maximum lading that ship can carry= 134, 374t Rate = $ 15per metric ton So, Entire cargo for 134, 374t of Fe ore = $ 2, 015, 610 gross — — — — — — — — — — — — – ( 24 ) This Gross value includes the 3 % agent committee, therefore subtracting that from gross value. Net cargo value = $ 1, 955, 142 cyberspace — — — — — — — — — — — — — — — — — — — — — — — — — — ( 25 ) Now, in order to happen out Time charter equivalent ( TCE ) that includes the ocean trip cost and does n't include the running cost. TCE is a standard industry step of the mean day-to-day gross public presentation of a vas. The TCE rate achieved on a given ocean trip is expressed in US $ /day and is by and large calculated by deducting ocean trip disbursals, including sand traps and port charges, from ocean trip gross which will give Gross ocean trip excess. Then spliting by entire no of yearss in ocean trip will give Gross day-to-day excess. From ( 10 ) & A ; ( 25 ) Gross Voyage surplus= $ 997, 782 Dividing this value by no of yearss in ocean trip will give us Gross day-to-day excess Entire no of yearss 40.3 yearss Gross day-to-day excess = $ 24, 758 Now, if we include 3 % agent committee so it will give usTime charter Equivalent = $ 742, 74 per twenty-four hours( B ) Ocean trip Dampier ( Australia ) -Isdemir ( Turkey ) – Dampier ( Australia ) :Freight rate for this ocean trip given is $ 20 per metric ton ; in the same we can happen the Time charter value for this path Maximum lading that ship can carry=133, 942t Rate= $ 20 per metric ton Freight earned in one unit of ammunition voyage= $ 267, 8840 gross Subtracting 3 % agent committee from above gross value = 259, 847, 5 — — — — — — — — – ( 26 ) Subtracting ocean trip disbursals from above will give us gross ocean trip excess From ( 20 ) & A ; ( 26 ) 1, 421, 772 Gross ocean trip excess value= $ 1, 176, 703 If we divide this by no of yearss in a ocean trip so it will give us Gross day-to-day excess = $ 24, 261 Adding 3 % agent committee to above will give us Time charter tantamount valueTime charter value= $ 7, 278, 3 per twenty-four hoursUndertaking 4Calculate the figure of the cargos needed to finish the entire Fe ore tunnages from each lading port and the ship velocities required for every bit spaced seafarings throughout the twelvemonth.( a ) Ponda district attorney Madeira -Isdemir-Ponda district attorney Madeira:Number of cargos needed on this path to finish the contract can establish on the footing of ship transporting capacity. On this path upper limit lading that ship can transport = 134, 374t Iron ore to transported through this path = 810,000t — — – ( Given ) If we divide Iron ore measure to the maximal lading that ship can transport, that will give us figure of cargos required to finish the contract. No of cargos = 7 Here, Ship requires seafaring of 7 times with laden lading and 6 times as ballast ship in order to finish the contract. Ship velocity on this path can be adjusted to 14.0 knots which will give 44 twenty-four hours ‘s unit of ammunition ocean trip seafaring. This manner, it can be 44 yearss of every bit spaced seafaring over about 295 yearss.( B ) Ocean trip Dampier ( Australia ) -Isdemir ( Turkey ) – Dampier ( Australia ) :Same manner, we can happen for this path excessively. Maximum lading that ship can carry=121102t Entire measure of Iron ore to be transported=940,000t Dividing measure of Fe ore by maximal lading that ship can transport will give us: No of shipments=8 In this instance ship is required to pass through Suez Canal 8 times with laden lading and 7 times as ballast ship for the completion of contract. So, canal dues are different for laden ship and ballast ship, hence to be considered carefully. Ship velocity on this path can be adjusted to 14.1 knots with laden lading and 14.2 knots with ballast ship which will give 52 yearss of circular ocean trip seafaring. So, each ocean trip could be of every bit separated 52 yearss. On this path, at least one cargo required to be completed by another ship which could be the ship on Ponda district attorney Madeira path. . If 52 yearss round ocean trip seafaring is to be considered with one ship, it will take about 395 yearss which is beyond the contracted period. Initially, one ship can get down the lading work on this path and subsequently, can be joined by ship which will run on the Ponda district attorney Madeira path. Entire 2 ships will be required for completion of needed tunnage of Fe ore and contract.Undertaking 5Sum up the bearer ‘s contractual duties in respects of: A A A A a ) Requirements for ships on the contract A A A A B ) Nominating ships for each cargo A A A A degree Celsius ) Keeping the loading ballad can schedule and effects for non A A A A vitamin D ) Delays and divergences en path A A A A vitamin E ) Presentment on reaching at burden and discharge ports. This is contract issued by General board of directors of ISDEMIR for pellets, ball and all right Fe ore. Duration of the contract is clearly mentioned in the contract. Quantity tunnage allowance is given as A ±10 % to be considered for reasoning the contract between ISDEMIR and Carrier. There are several issue which may impact the services over the period of clip. It may be type of vas, cargo, punishment, cargo rate, payment, and 3rd party engagement, cancellation of contract, force majeure, and public presentation bond. This issue can be discussed in summarized signifier as below: Requirement for ships on the contract: Carrier has to utilize the ship which he enlisted in his offer or any change should be done with permission of ISDEMIR and marketer. If ship is of foreign flag so it will requires blessing of Import section. Ship should non be of south Cyprus flag in any instance. Ship has to be with clean holds and ready for lading in all facets. Ship ‘s lading clasp hatches should be certified for H2O stringency by categorization of society. Vessel should hold P & A ; I club insurance to cover the charter period. Concluding demand for ship is that it should hold category throughout the contractual period certified by categorization of society. Nominating ship for each cargo Nomination of vessel shall take topographic point 20 yearss prior to commencement day of the month of lading laycan. In failure to make so ISDEMIR has wholly right to impact the conveyance on the footing of name and history of bearer. All the right to sing cancellation of day of the month of ballad yearss is reserved by ISDEMIR, Carrier has agreed to revised ballad yearss. Loading laycan agenda has to be agreed by three party ISDEMIR, marketer and bearer. Loading laycan agreed upon by ISDEMIR and bearer before contract should non divert. However, if bearer request change of lading laycan so ISDEMIR will hold all right to accept or reject it. It will be treated as without lading laycan even if it is approved by ISDEMIR. The full demurrage claim by marketer which may originate due to change in lading laycan agenda shall be borne bearer. If ISDEMIR rejects the change so bearer has to follow original laycan otherwise it may take heavy punishment, cancellation of contract. It is discussed in following subdivision. Keeping the loading laycan agenda and effects for non Loading laycan factor is really of import in this contract as it is involved with keeping agenda, change of vas, or any hold which may impact agenda of peculiar vas. Any hold which is caused by vas without informing ISDEMIR may ensue in terrible punishment or expiration of contract. All the losingss, amendss or any claim by marketer should be borne by bearer under this status irrespective of original laycan. If the burden laycan is affected except the force majeure, bearer will be apt to pay USD $ 3,000 for each twenty-four hours up to 5 yearss, from 5th twenty-four hours onwards he will pay US $ 6,000 per twenty-four hours. If the hold period exceeds 15 yearss ISDEMIR has right to call off the contract. ISDEMIR has the right to acquire the same conveyance trade done by another ship-owner/charterer. If loading laycan agenda is effected by force majeure event so vas will non invalidate any liabilities due to this. Any hold should non transcend more than 15 yearss otherwise ISDEMIR wil l hold all right and same trade may be fulfilled by same bearer or another ship-owner/charterer. Any hold occurred should be approved by ISDEMIR and invariably reported to them otherwise once more bearer will be apt for all losingss, amendss and claims. Delaies and divergences en path Any hold which will happen during the contract period excepting force majeure event apt for punishment if it is non approved by ISDEMIR. Carrier should do certain that any alteration in lading laycan reported to ISDEMIR punctually approved. In any instance hold period should non transcend 15 yearss if this happens ISDEMIR will hold all right to take any action which they think appropriate. If the hold occurred at lading port bearer shall be apt to pay US $ 5,000 per twenty-four hours and US $ 10,000 per twenty-four hours after 10th twenty-four hours. In the contract under General term subdivision 12 it is clearly mentioned that divergence from direct path should non happen except for the fuel replenishment or force majeure without ISDEMIR blessing. Once vas is loaded it should direct canvas to droping port without naming any port. Presentment of reaching at burden and discharge ports Carrier or shipmaster has to give the definite ETA and tunnage to be loaded. Vessel geting at lading port should give the verification to ISDEMIR, marketer of 10 yearss, 7days, 48 hour, 24 hour prior reaching to lading port. In instance of dispatching port it has to follow same process that is inform marketer and ISDEMIR, sum loaded unequivocal ETA for ISDEMIR port prior 10 yearss, 7days,48 hour and 24 hour. All the presentment or preparedness at burden port should be received during weekdays Monday-Friday between 08:00 to 17:00 hour and on Saturday between 09:00 to 13:00 hours. Any notice after 13:00 hours on Saturday shall be count as 08:00 hours of following on the job twenty-four hours. Notice of preparedness can be tendered mundane between 08:00 to 17:00 hours and any notice after this clip will considered at 08:00 hours of following twenty-four hours. Laytime will be counted after 24 hours of tendering and credence of the notice of preparedness.Undertaking 6Sum up your reserve sing costs and gross, finishing the cargos to agenda and the suitableness of the ships for the COA. Recommend, with ground, whether the company should or should non subject a command for this contract, based on current cargo market conditions and any other relevant considerations. The contract invites freight offers $ 15 per metric ton ( antique Ponda da Madeira ) and $ 20 per metric ton ( ex Dampier ) for the 810,000 and 940,000 tunnage of Fe ore severally. In the ocean trip appraisal cost per metric ton for antique pool district attorney Madeira and ex Dampier comes $ 10.57 and $ 16.65 severally ( delight see the excel sheet ) . Gross ocean trip excess for antique Ponda district attorney Madeira path is $ 748,623 and gross day-to-day excess is $ 16,983 per twenty-four hours whereas Gross ocean trip excess on ex Dampier path is $ 644,958 and gross day-to-day excess is $ 12,412 per twenty-four hours. Now, if Net ocean trip excess to be discussed on ex Ponda district attorney Madeira path once more it gives really sound figure with $ 484,138 while on ex Dampier path it is $ 333,175.The net day-to-day excess on antique Ponda district attorney Madeira path is $ 10,983 per twenty-four hours and on the ex Dampier path it is $ 6,412 per twenty-four hours ( delight s ee excel sheet ) Here, this is clear that antique Ponda district attorney Madeira path is more profitable asnet day-to-day excess on this path higher than ex Dampier path. Ex Ponda district attorney Madeira path more money generating and can be easy completed with every bit spaced seafaring over the contract period. Cargos required on the both the path ex Ponda district attorney Madeira and ex Dampier path are 7 and 8. On the ex Ponda district attorney Madeira path it will take 295 yearss with 44 yearss every bit spaced sailing which can be easy fulfilled. On the other manus, on the ex Dampier path it will take 395 yearss complete the contract with one ship. So, it is required to hold one cargo acquire done with another ship. This could be the ship which runs on ex Ponda da path. The ship which will run on the ex Ponda district attorney Madeira path will hold adequate clip to finish the needed tunnage of Fe ore hence can be easy do one cargo on the ex Dampier path. Capsize ship will be most suited for this contract as they can easy raise the over 100,000 metric tons of lading. Capsize ship