Workplace as learning environment Essay Example

Workplace as learning environment Paper Hence, understanding the conceptualization of learnt knowledge and its application and situated learning processes became focuses for inquiry. However, now governments, enterprises and workers themselves are increasingly concerned about maintaining and developing further individuals workplace competence throughout working life. Therefore, in addition to initial occupational preparation which often relies upon the contribution of workplace experiences, there is a growing realization that as work and occupational requirements constantly change, there is a need for ongoing development throughout working life and through work. The workplace and workplace experiences are seen as being central to this ongoing development (Hearties Grubber, 2004). Moreover, developing the particular requirements for effective work practice within specific enterprises necessitates learning through engagement with particular instances of occupational practices (Billet, AAA). These imperatives have economic, social and personal dimensions that are in some ways consistent and richly entangled, yet can have distinct emphases. Governments want skilful and adaptable workforces to maintain or improve national prosperity and the capacity to deliver social revisions, and for workers to be positioned to resist unemployment. Both public and private enterprises are interested in a workforce able to respond to the changing work requirements in ways pertinent to their workplace needs, in order to sustain the effective provision of their goods and services. Workers need to maintain their capacities for effective performance, and for some (e. . , older workers or those with disabilities, or minority workers), this may have to occur without the direct support of their employers. Moreover, workers may be less concerned with releasing the employers enterprise- pacific outcomes and seek to direct their learning efforts to personal goals, such as career mobility. So, there is a growing and important set of imperatives to understand the ways in which workplaces can support learning to sustain these different kinds of devel opment (Hearties, 2003). We will write a custom essay sample on Workplace as learning environment specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Workplace as learning environment specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Workplace as learning environment specifically for you FOR ONLY $16.38 $13.9/page Hire Writer All of this has led to interest in and focuses on workplaces as learning environments in their own right, rather than as environments whose key purpose and contribution is to augment and extend the experiences in and learning from educational institutions. In this way, understanding more about workplaces as sites of learning serves ore than short-term pragmatic economic concerns of increasing business efficiency and national economic goals. Developing and sustaining workers occupational competence stand as important and worthwhile educational goals through being able to support individuals personal and professional advancement. For individuals, this includes enjoying a rich working life, resisting unemployment, seeking advancement and securing effective work and occupational transitions. These goals can be realized through engagement in ongoing learning through work and throughout working lives. They include a consideration of issues associated with identity and how individuals can come to position themselves as competent in changing work and occupational circumstances. Thus, learning for workplace and personal- professional development Come together through a consideration Of learning through work and now stand as a central and growing field of education. No longer is it possible to assume and claim that a robust early education and initial occupational preparation will be sufficient for a long working life. Ongoing learning through working life is now a necessity for most workers, ND essential for those engaged in transitions across work and occupational boundaries. Much of this development will occur, and needs to be extended, through workplace activities and interactions. It is these kinds of social, economic and personal imperatives that are now initiating workplaces being transformed from being seen only as sites of experiences, to needing to be understood as effective, important learning environments. Through these negotiations and activities not only are goods and services generated, but individual learning and the remaking of those practices arise. Aligned to these purposes has been a growing body of scholarship into learning through work. As noted, much of the earlier considerations of workplaces were about the provision of experiences to augment and extend (I. E. , make more transferable) the learning occurring through participation in educational institutions through drawing on models of learning based on occupational practice (Brown et al. , 1 989; Collins, Brown, Newman, 1989). A central concern was also to improve experiences in educational settings with those from the circumstances in which the knowledge is to be applied (Arsenic, 1987). Yet, it is in more recent times that incinerations of workplaces as learning environments in their own right have commenced, for instance, theoretical and procedural considerations of the pedagogic qualities Of different kinds Of work (Colic, 2004; Moreland Jensen, 2006), 2 learning through errors at work (Bauer Mulled, 2007), the active role of the learner (Billet, Bibb), including their subjectivity and sense of self (Somerville Abramson, 2003), the effect of professional practice for the development of tacit knowledge (Klein, 2003), and the complex entanglements between personal interests and capacities and those of the oracle (Hoodwinks Hoodwinks, 2004). Consequently, there is now a growing array of theoretical concepts and investigative procedures being directed to identify the curriculum practices and pedagogic qualities of workplace settings, and also the roles that learners need to play in engaging and supporting this learning. However, these emerging theories and practices remain nascent (Evans, Hoodwinks, Rainbow, Union, 2006), as they require more income passing explanatory frameworks. In particular, there is a need to understand workplace learning from the perspectives of both the workplaces that are generative of and use that knowledge and the individuals who learn and enact it, and the kinds of negotiations that occur between these social and personal contributions to that learning. This includes elaborating theories Of curriculum, pedagogy and epistemology that are premised and explain workplaces as settings in which individuals participate and learn whilst engaged in activities that have social geneses (I. E. , history, culture and situation). Consequently, understanding these processes and outcomes has conceptual and procedural salience for learning per SE. Indeed, whereas workplaces have been used extensively to evolve theory within cognitive and social cultural theory, these sites for learning provide rich bases for developing richer conceptual accounts of learning, unencumbered by a discourse which is premised upon what happens in educational institutions, and how learning is conceived and purposes shaped through associations with those institutions. Indeed, one such advance is the focus of this special issue, that is, to understand ways in which the social and personal contributions to learning are negotiated in the processes of learning through and for work, and the remaking of practice. In doing so, the body of work here represents a contribution to an emerging and important theme within contemporary theorizing about the relationship between the personal and social in both individuals learning and the remaking of social and cultural practices. 2. Relations between the personal and the social in learning Much of the existing research on workplaces, by disciplinary tradition and researcher preference, has focused on either individual or organizational contributions to learning through work and working life. Analyses of individual contributions focused on the cognitive 3 placement of workers and their knowledge creation (e. G. , Streamer, 2006). Conclusions offered concentrated on individual cognitions even in analyses of social interactions at workplaces (e. G. , Balloon, Hackneying, Talkative, Letting, 2004). Research on organizational contributions, on the other hand, described changes in social processes and investigated interaction patterns mediated through the social environments of workplaces (Cole, 2001). However, there are shortcomings in conceptions of and theorizing about workplace learning through only individual or organizational perspectives. One such shortcoming is that less emphasis has been placed on the relationships between the organizational and individual contributions. This raises at least two concerns. Firstly, individual contributions are socially influenced by the organizationally generated demands or tasks individuals have to deal with at workplaces. Secondly, individuals contribute to the social construction of knowledge at workplaces by applying personal constructions of meaning and practice developed in particular life histories and biographies (e. G. , Hoodwinks Hoodwinks, 2004). It is the enactment of these personal instructions that shape the remaking of these social practices at particular lard points in time and circumstances. Therefore, organizational contributions cannot be understood without considering individual bases for learning the remaking of practice when engaging in workplace settings. Moreover, as the construction of meaning is premised on individuals earlier socially- and cue Diurnally-derived experiences, their construal of what they experience and what they construct from that are likely to be personally unique in some ways (Billet Somerville, 2004). So the mediation of what is experienced and earn in workplaces in the immediate experience of engaging in and learning through work is likely shaped through unique combinations and negotiations between personal construal and what is afforded by the workplace setting. In this way, the social forms and suggestions that individuals have experienced earlier, and then through immediate workplace experiences, are exercised with different degree, focus and intensity by individuals construction, agency and interest in the particular suggestion, and how that suggestion is exercised in the workplace setting, the community that rounds it, and the cultural and historical practices it represents. Hence, because of the different ways workplaces afford experiences and the potentially idiosyncratic process of knowledge construction, the relational contributions of the organizational and personal become important to understanding learning as an inter-psychological process. All this suggests that comprehensive conceptual bases for understanding workplaces as learning environments will not be realized without consideration of both the personal and situational, and the relationships between them (Billet, Bibb). Without these bases, the 4 conception of the workplace as a learning environment, and the development Of a workplace curriculum and conceptions Of workplace pedagogies, cannot properly proceed, because they may simply be privileged by just social or personal factors. These include consideration of the workplace as a learning environment on the basis of what they afford learners in terms of contributions to learn the knowledge, rules, and practices required for work and also how individuals come to engage and learn through these experiences. The studies included in this special issue propose that it is insufficient to understand this learning in workplace settings without consideration of both organizational and personal contributions, and, importantly, the relations between them. These comprise the performances of the workplace (I. E. , its invitational qualities), in terms of the access to activities and interactions that are required to secure the knowledge required for performance, which constitutes the social experience. Then, there is the degree by which individuals elect to engage with what is afforded them.

Problems in Rondonia essays

Problems in Rondonia essays The Amazon, the largest area of continuous tropical rain forest in the world, is greatly cherished for its abundance of plant and animal diversity. Destruction of the tropical rainforests that take place today in Rondonia is caused by a government movement. The government of Brazil stated that all the 'Small Holders' would receive a share of land to their ownership where they are also promissed a better and easier life, farming the lands are their jobs once moved to Rondonia. The terible irony in this situation the governement hasn't realized is, the farms don't have furtile land that can't support farming which defeats the purpose of starting a farm there which also leads to destroying the land. As the Small Holders have to move to new lands they push out the already living rubber tappers that can live of of 1 hectare in which Small Holders can't even live off 500. The one most dredful irony the fact of cutting down the rainforest creates a national globel problem for example , the rain forest keeps the ground from drying out. Its vegetation absorbs water and then slowly releases it. When this vital watershed is lost, catastrophic flooding can result. Thus, the Amazon also serves as a weather regulator. If the cutting of the rain forest continues many species in the Amazon will be lost, the most devestating part is weather change, globel warming because of our ozone beening decreased it is. The destruction of the Amazon should be stoped. ...

The effectiveness of tourism as an economic developmental model for Research Paper

The effectiveness of tourism as an economic developmental model for underdeveloped countries - Research Paper Example Earnings from the tourism sector are impressive, providing about 50 percent of Seychelles’ GDP (Seychelles - THE ECONOMY, n.d.). Unlike majority of the African countries, Seychelles is one of the most developed countries in the African region. Even though most of the African countries are blessed with dense forests and natural beauties, none of those countries exploited it as did by Seychelles. The administrators of Seychelles did everything possible to transform Seychelles as the tourist’s paradise in the African region. It should be noted that the administrators have developed the necessary infrastructure facilities for tourism development in Seychelles. Plenty of world class hotels and restaurants are available in Seychelles so that tourist may not face any problems in the country. Moreover, the government has liberalised the procedures for getting tourists visas to Seychelles. An international airport was opened at Anse Dejenner, Mahe in July 1971 by the government of Seychelles to encourage tourism. Since then, the number of tourists visiting Seychelles has been gradually increasing. â€Å"From a relatively small number of 3,175 tourists in 1971, the figure exceeded the 100,000 mark for the first time in 1990†(Gabbay and Ghosh, n.d., p.1). The number of tourists in has already been crossed the 200000 mark. The case of Botswana is also similar to that of Seychelles. â€Å"Tourism income at present is valued at around $240 million per year in Botswana† (Botswana, 2011). Plenty of game reserves with hunting and photographic safaris are available in available Botswana. Central Kalahari Game Reserve is the most famous park in the Kalahari Desert of Botswana. More than one million tourists are visiting Botswana every year.... This paper offers an thorough analysis of the effectiveness of tourism as an economic developmental model for underdeveloped countries taking Seychelles, Botswana, Mauritius and Caribbean islands as examples. One of the major reasons for underdevelopment in poor countries is lack of resources. However, majority of the poor countries are full of natural beauty and hence such countries can develop tourism as a major revenue source. For example, Seychelles, Botswana, Mauritius and Caribbean islands are some countries, which have lack of internal resources, but have beautiful beaches, seashores and landscapes. Unlike majority of the African countries, Seychelles is one of the most developed countries in the African region. It should be noted that the administrators have developed the necessary infrastructure facilities for tourism development in Seychelles. Plenty of world class hotels and restaurants are available in Seychelles so that tourist may not face any problems in the country. Moreover, the government has liberalised the procedures for getting tourists visas to Seychelles. The case of Botswana is also similar to that of Seychelles. Plenty of game reserves with hunting and photographic safaris are available in available Botswana. As in the cases of Seychelles and Botswana, Mauritius is also utilizing tourism revenue for economic development.Antigua is the most developed Caribbean island with the help of tourism followed by Bahamas and Barbados. Underdeveloped countries can definitely promote tourism as a major revenue source.

Human Resource Information System - Essay Example | Topics and Well Written Essays - 1000 words

Human Resource Information System - - Essay Example This business is a restaurant, and it entails 300-340 employees. This means that the HRIS system that is to be put in place is that which puts more emphasis on employees. Also, the operations manager needs a system that will help him with the HR function of scheduling, recruiting and hiring of these employees. Therefore, the best human resource information system will be that of tactical HRIS. This information system is one that helps managers with support for decisions and emphasis on resource allocation. Within the human resource management, these decisions include; the analysis of the job and decisions of design, development decisions and training and plan for employee compensation decisions (knowledge base, 2012). There are two choices of the HRIS vendors that seem genuinely ok for this business and this include; the staff files pro- Atlas business solution and the Auxillian west HR software. While using the staff files pro, helps the HR manager to stock, track, retrieve and secure employee files that are confidential as well as be able to create documents of human resource. The staff files are affordable software that is to manage by everyone. The software contains a HR document that has hundreds of templates, with text that is prewritten that makes creating HR materials, easier and faster than writing them from the start. This vendor also has an audit trail that helps the HR professional to know which employee file has changed (Atlas business solution, 1995). The use of staff files pro makes it, to be comprehensive in that it will help prepare the HR managers for every situation that may come by, and it will also enhance a fair and organized workplace. Some of the examples of the staff files pro contains include; the office policies. This office policies entail; employment policies, status of employment and records, benefits of

Environmental sae Assignment Example | Topics and Well Written Essays - 250 words

Environmental sae - Assignment Example The various footprints left by the modern progressive man are bringing us close to an unstoppable catastrophic end. Understanding our role in this damage and providing a healing touch is a shared responsibility of every global citizen. My connect with nature dates back to memories of childhood where thankfully technology was much primitive and we were not exposed to the myriad of gizmos that an average kid today is offered. Our playtime meant outdoor activities where each moment we were touching and connecting with Nature. Vacations meant a tour to our native countryside, where we were awakened by the rustling breeze, tweeting birds and the chirping of the insects. We often snacked on the farm grown fruits and vegetables. Our hands did not hold any videogame but were soiled with mud. Touching and feeling the soil is such a great euphoria, you find an instant connect with nature. Camping nostalgia were filled with the unfolding mysteries of the night, of trying to decipher what the whispers of the nocturnal life conveyed to us, of what the retired life forms anxieties were. As much as we enjoyed absorbing ourselves in storybooks, we cherished lying endlessly under a clear sky gazing at the stars. I remember often t aking to nature trails, where we learnt about numerous animals, insects, birds, plants, habitats and all that you now hunt in libraries. The learning was natural and permanent. The love for the environment was instilled effortlessly and for life. The intimacy I had with Nature has created an eternal bond. I am immensely thankful to the upbringing I had which has led to my acquaintance with the earth in such a positive manner. My rearing days in which nature was so much a part, has molded my entire persona and brought calmness to my ethos. Childhood learning is etched permanently in our character. It has built herculean sensitivity and a responsibility towards the environment. The growing up years in Nature’s arms has not only

Personality And Self Care Of Nurses Nursing Essay

Personality And Self Care Of Nurses Nursing Essay It seems that quite often in life, especially in the last few years, people have noted a tendency I have to take on roles involving the motivation of others to grow and learn. This seems to be supported by the personality classification determined by my taking of the Myers-Briggs personality test. In other words, I have an ENFJ personality type, also known as The Teacher. In reviewing my personality type, it is clear that it has profound impact on the way I view and interact with the world, practice as a nurse, handle stress and take care of myself. The Dimensions of Personality and the Practice of Nursing The letters ENFJ refer to preferences within four different dimensions of personality. Specifically the E, which stands for extroversion, describes my outward direction of energy flow. This means that in general I am focused on the environment and people around me rather than reflecting upon the world within me. This is manifested by a general excitement when I am involved in activities with others. Such experiences give me energy. As a nurse in training, this quality gives me the motivation and courage to meet new people and boldly discover ways to involve myself in their lives in a positive manner. For example, one day while doing a clinical in the oncology unit at UCLA I learned of a 21 year old patient who brought in his guitars and amplifiers. With the permission of my clinical instructor and the nursing staff, I eagerly visited his room to talk about guitars. We ended up jamming together with his mom and some fellow student nurses in attendance. This gave us an opportunity to speak of his music as well as health and hope for the future. He, his mom and, as I learned later, the nursing staff, were very appreciative. The next dimension in the Myers-Briggs sequence pertains to my preference in the method I use to acquire new information. N represents an intuitive preference, which means I have an affinity for finding insights beyond just the facts. I have a tendency to look for abstract meanings and consider possibilities for the future based upon trends I see today. In the nursing role, this quality can help me to see the big picture beyond the raw data about a patient. For example, in the Emergency Room at a recent clinical, a disturbed mental health patient kept complaining of a squeezing feeling in her calves and asking for medication. I sensed there was more to the situation and I asked her if anything stressful happened prior to these symptoms. She then expounded on a specific verbal conflict the previous day and unleashed a slew of emotional comments about her life. Soon her legs were no longer an issue and she requested transfer to the mental health unit. How I make decisions is indicated by the third dimension with my preference being an F for feeling. This means that I prefer to consider people and special circumstances as a priority above how general principles can be consistently and logically applied. In this regard I am inclined to consider the greatest good for all people involved in the situation over and against a strict cost-benefit analysis that does not incorporate the value of harmonious relationships. An affinity to rely on feelings also leads me to search for inspiration and motivation in meanings that are not readily quantifiable but are nevertheless very real. My focus on feelings leads me to make sure everyone is happy with a decision that involves them. This can benefit me as a team member on a nursing staff. Last quarter a nurse requested I do something with a patient that was technically outside the hospital protocol and different than the way we learned it in school. Though I knew her approach was common and accepted, I was not willing to perform it below the standard I had learned. However, the pressing concern on my mind was not declaring the rules, but maintaining our relationship. With this in mind I refrained from bluntly asserted the protocol, though this would have been quicker and easier in the moment. Instead I found ways to gently ask her about the protocol and the reasons for it. Then, rather than stating what I would do, I asked her how she would feel if I did it according to protocol. This made her feel as if she were a partner in the decision. At this point she heartily agreed and supported me. In this way I managed to p roceed according to the strict hospital rules without hindering my relationship with the nurse. The last dimension describes how I prefer to relate to the outside world. The J stands for judging, which means I place a high value on the accomplishment of tasks in order to create a sense of order and control. In this regard I may prefer to forgo flexibility and spontaneity in order to bring stability and predictability to life. This trait drives me to organize and track tasks in a concrete manner which can be very important as a nurse. During a clinical day last quarter I soon realized that many things could impact when and if meds were given (e.g. a med is out of stock, the patient refused, vitals or labs not within range,à ¢Ã¢â€š ¬Ã‚ ¦.) It is important for the nurse to track this as it will impact future decisions. In view of this I developed a unique chart, utilizing special symbols and notations, that I used to keep record the status of the giving of meds. This chart freed my mind to consider new tasks without forgetting why and when the situation with a previous medication needed to be revisited. The chart also served as a useful tool my clinical instructor and precepting nurse could view as well. Personality Under Fire When under stress my desire to avoid conflict sometimes leads me to forego what may be fair for myself. Recently in a clinical situation I was working with patients that required a large amount of unexpected care I naively agreed to take on. As the stress took its toll, rather than seeking help and take a much needed break, I opted to solve the problems myself by drawing upon every ounce of energy my extrovert attitude could supply. While it would have been reasonable to rely on others, the stress caused me to imagine doing so would create disharmony. As an ENFJ I do tend to focus on the opinions of others about me to gauge my value. Recently I was performing a sterile procedure under the supervision of a nurse who I felt was rushing me. In my effort to gain her approval, I went quicker than I was ready, rather than assert to her that I was already going as fast as I could. This resulted in making a mistake that required me to start over with a new set of supplies. Personality People Various aspects of the ENFJ type help me relate to people. My desire to support others helps make me sensitive to the needs of colleagues. Recently when working with an ER nurse, as she explained and showed me different procedures, I was always asking her for ways I could assist in an ancillary way, which she appreciated. I seemed to relieve some of her stress. With patients I am very comfortable walking into situations that I am unfamiliar with as I am confident my extrovert attitude with carry me. At a recent therapeutic activity group in the Geriatric Psychiatric Unit I was able to quickly interact with most patients and involve them in conversations. One woman felt comfortable sharing some great memories with me about a song she loved. Also my desire to bring out the best in people causes me to look for ways to inspire hope. With a cancer patient who was despondent over his prognosis, I encouraged him with all the good things he had in his life such as his family and community activities. This brightened his outlook and seemed to give him courage for the future. The value I place on clarity, order and the approval of others leads me to be very inquisitive with supervisors. I generally desire confirmation that I am headed in the right direction. In this way I make sure that what I am doing is appropriate. This is evidenced by the numerous questions posed to my Mental Health instructor and an overseeing hospital staff person about an upcoming therapeutic activity group. I carry this attitude into my interactions with physicians as well, which I find to be constructive. Recently I was able to interact with a surgeon in OR. He could see my desire to get involved as much as possible and began to engage me in conversation about the patients condition. My general outgoing and inquisitive attitude encouraged him to involve me more, even allowing me to palpate various organs exposed by the incision. This turned out to be a very education experience for me. With groups, I think people view me as someone who will help smooth the edges of relationships. In addition, while in group gatherings I tend to avoid attracting negative attention to anyone, even if it takes the form of good-natured ribbing, as I am sensitive to the effect of having an audience. In the previous semester, a member of my student clinical group called me to discuss some issues she had with the comments of another student in the group. After talking a bit I was able to help her see these comments in a less antagonistic way and offer her some suggestions on how to respond in the future to avoid friction. Personality and Self-Care Knowing my personality type helps me understand how I need to take care of myself. As an ENFJ I am excited about supporting others and bringing out their potential. However, this can lead me to sacrifice my own needs. Because I greatly value interaction with others, I may tend to dismiss the value solitary time that would help me gather my thoughts. Therefore, in the future I need to consciously allow myself time to be alone and reflect on life without feeling as if I am missing out on something. This is important to preserve balance in my life. Because of my disdain for conflict, I often fail to maintain proper personal boundaries, which unscrupulous people sometimes take advantage of. In view of this, if I conclude that someone has overstepped their bounds, I need to assert myself to prevent this and understand that doing so is important for a healthy relationship. It is really in the best interest of all concerned. Because I greatly desire affirmation from others, I tend to be ove rly hard on myself if I make a mistake or fall short. Therefore, just as I understand how important it is to forgive others and ask them to forgive me, I need to be able to forgive myself. To do any less would be to compromise my emotional and mental well-being and effectiveness. Conclusion As I read the general descriptions of each of the dimensions of the ENFJ personality type it is uncanny how realistically they described me in ways that were not explicitly asked about on the test. When we put all of these preference dimensions together we see the portrait of a Teacher: someone who is outgoing, looks for abstract ways to connect ideas and inspire people, understands the value of relationships, and finds satisfaction in setting goals and accomplishing a task. Knowing the basics of my personality type, along with the strengths and weaknesses, will help me understand my past and prepare for the future. References Butt, J. (2005, February 23). Extraverted iNtuitive Feeling Judging. Retrieved January 2011, 13, from http://typelogic.com/enfj.html Idealist Portrait of the Teacher (ENFJ). (n.d.). Retrieved January 12, 2011, from http://www.keirsey.com/4temps/teacher.asp Jung Typology Test. (n.d.). Retrieved January 12, 2011, from http://humanmetrics.com/cgi-win/jtypes2.asp Portrait of an ENFJ. (2010). Retrieved January 15, 2011, from http://www.personalitypage.com/html/ENFJ.html The Myers Briggs Foundation. (n.d.). MBTI Basics. Retrieved January 28, 2011, from http://www.myersbriggs.org/my-mbti-personality-type/mbti-basics/

AIDS :: AIDS Essays

AIDS Unprotected sex, dirty needles,pills!! Now that I have your attention, today I’ll be talking to you about the causes and effects on how you can contract this deadly virus. But first let me start by explaining what Aids/HIV really is and what it does to you once you have contracted the Aids virus. Aids/Aids lowers your immune systems ability to produce the white blood cells and antibodies that protect you from colds, infections, etc. Lowered immunity makes a person vulnerable to attacks from different types of viruses. Such as simple colds, fungi, bacteria may lead to infectious diseases and tumors. Eventually these illnesses may cause death. A simple cold can become deadly to a person who’s infected with the Aids virus. There are many ways you can contract this deadly virus. One is by drug use and the second is having unprotected sex. You can contract Aids by using someone else’s contaminated needle during drug use. If the needle your using is a dirty needle that someone else used and had Aids you easily contract Aids from them. Due to the blood that’s left in the needle or on the needle from the other person. The second way you can contract the Aids virus is by having unprotected sex or through oral sex. Infection of the virus can occur through anal or vaginal intercourse or oral genital sex with an infected partner. The virus is present in semen and vaginal secretions of an infected person. It enters your body through small tears that can develop in vaginal or rectal tissues during sexual activity. Unsafe sex not only pertains to adults but also to kids and teenagers of all ages. Its doesn’t matter how old or young you are, you can contract Aids at any age. There are many effects of this deadly virus. Aids causes sickness weakness of the body and in most cases death. The body gets weaker and isn’t be able to function properly because there aren’t enough white blood cells to fight the virus due to the Aids virus. Department of Health and Human Services report that over 1 million people between the ages of 20-39 will be infected wit Aids by the year 2000. The number of ages will drastically increase with deaths in all age groups reaching 70,000 per year. By the year 2005, 350 people a day will die from the virus. Many people believe that the medicines we have today can cure the Aids virus or stop it from spreading.

A Kinetic Study of the Base Catalyzed Cleavage

The University of Lethbridge Department of Chemistry & Biochemistry Chemistry 2740 Laboratory Experiment 2 A KINETIC STUDY OF THE BASE CATALYZED CLEAVAGE OF DIACETONE ALCOHOL USING A DILATOMETER The decomposition of diacetone alcohol into two molecules of acetone is catalyzed by hydroxide ions and is an example of an aldol condensation in reverse. O OH OHO 2CH3-C-CH3 CH3-C-CH2-C(CH3)2 The rate of decomposition is first-order with respect to the concentrations of both diacetone alcohol and hydroxide ion: Rate = k[OH-][diacetone alcohol] (1)However, since hydroxide ion is a catalyst its concentration remains constant during the reaction. The overall reaction appears first-order (i. e. is a â€Å"pseudo first order reaction†) and follows the observable rate law Rate = k' [diacetone alcohol] where k' = k [OH-] (2) Since the overall reaction is first-order we can study the kinetics of the reaction by measuring any property of the system that undergoes a change which is proportional to the extent of reaction. Such a property in this case is the volume of the reaction solution.The effective volume of one molecule of diacetone alcohol is not the same as the effective volume of two molecules of acetone and as a result the total volume of the reaction solution changes as the reaction proceeds. In this case the solution expands although in some reactions it contracts. A simple instrument for measuring volume changes is a dilatometer which consists of a glass bulb to which is attached a tube with a stopcock (for filling the bulb) and also a piece of long capillary tubing.The bulb is filled with reaction solution to the point where liquid just enters the capillary tube and then the stopcock on the filling tube is closed. As the solution expands it does so into the capillary tube causing the meniscus in the tube to rise. By measuring the distance up the capillary tube that the meniscus travels one has a measure of the volume change. One can determine the actual volume change if the crosssectional area of the capillary is known but even that is not necessary in this experiment.Since the position of the meniscus in the capillary column can be measured accurately using a cathetometer, this is a good experiment to test the Guggenheim method for determining first-order rate constants (refer to Appendix A on â€Å"First-order Reactions†). In this method readings are generally made at times t0, t1, t2, t3, etc. , with each reading Page 2 – 1 Chemistry 2740 Laboratory Experiment 2 taken at a constant, accurately determined time interval after the preceding measurement. The resulting data list is divided into equal halves.For example, if there are 20 readings taken at times t 0 – t19 with corresponding measurements P0 – P19, the data would be divided in two between readings P9 at t 9 and P10 at t10. Next, the differences between the measurements in the two data sets are taken, i. e. , P0-P10, P1-P11, P2-P12, etc. Notice that t he time interval between each pair of readings is constant. Finally a plot of the natural logarithm of the differences against time, i. e. , ln(P0-P10), ln(P1-P11),†¦ vs. t0, t 1,†¦ should yield a straight line of slope -k, the first-order rate constant.Apparatus Cathetometer, 3 dilatometers, timer. A dilatometer is a device for measuring the expansion (or contraction) of a liquid. Ours is of relatively simple design and was made locally by Luis Delgado from various pieces of glassware. It consists of an expansion bulb to which is attached a fine capillary tube with a narrow and hopefully uniform bore. The expansion tube is connected at the other end to a filling tube through a stopcock. When the stopcock is closed, a solution in the expansion tube can only expand up the capillary tube.The volume of liquid in a capillary or cylinder is given by the cross-sectional area, A, of the cylinder times its length, l (V = A x l). Thus by measuring the travel, ? l, of the liquid up the capillary tube one has a quantity that is proportional to the change in volume of the reaction mixture (? V = A x ? l). As a result one can follow first order reactions with a dilatometer and use the first order equation ln [(lo – l? ) / (lt – l? )]= kt Stopcock Capillary tube Filling tube Expansion bulb (3) A Dilatometer and other equations such as the Guggenheim equation that are derived from it to analyze the results.This assumes that ? l (and therefore ? V) is proportional to the extent of reaction. One must be careful with thermostating when using a dilatometer. A dilatometer, after all, is a glorified thermometer and a quite sensitive one at that. Thus the apparatus and the reaction solution must be pre-equilibrated to the temperature of the reaction. The Page 2 – 2 Chemistry 2740 Laboratory Experiment 2 dilatometer is filled by pouring reaction mixture into the filling tube. Try to pour down the centre of the tube and not down the walls of the tube.Al so do not fill the filling tube above the level of the water in the water bath because the part of the filling tube above water level will not be well thermostated. Next the reaction mixture must be forced into the expansion bulb by use of a rubber bulb applied to the top opening of the filling tube. Often air bubbles become trapped just below the stopcock. These can be removed by sucking back with the rubber bulb. Continue to add more reaction mixture to the filling tube, as necessary. Force reaction mixture into the expansion bulb until the liquid level reaches the top of the bulb just below the capillary tube.Stop forcing liquid into the bulb and allow the liquid level to rise into the capillary tube as a result of the flow of liquid from the filling tube to the expansion bulb. DO NOT FORCE LIQUID INTO THE CAPILLARY TUBE. Close the stopcock. The dilatometer is now ready for making measurements of the meniscus height. The cathetometer is a device for measuring the relative height of the liquid column in the capillary. It consists of a vertical steel rod with a scale marked along its length and a telescope that runs up and down the rod.In operation one measures the height of the liquid column by moving the telescope so that the cross-hair is focussed on the meniscus of the liquid column. The position of the telescope (and thus the meniscus) is then read off the scale on the bar with the aid of a vernier. Ensure that you can read the vernier scale (refer to Appendix B on â€Å"Reading a Vernier†) and can operate the telescope (focus, movement up and down, and leveling) before proceeding with measurements. Reagents Diacetone alcohol, ~ 0. 40 M NaOH. Waste Disposal A 4-litre bottle for the collection of wastes is supplied with the experimental set up.All excess stock reagents and reaction solutions should be disposed of in this bottle. The glassware can then be given a single small rinse into the waste container before being cleaned further in the sink. I n preparing reaction solutions only remove as much reagent from the stock container as is necessary to make the reaction mixtures. Page 2 – 3 Chemistry 2740 Laboratory Experiment 2 Procedure Notes: 1) In order to finish this lab in the time allotted, students must be well organized and prepared to start this experiment at the beginning of the period. 2) The ~ 0. 40 M NaOH solution will need to be standardized by each group.This can be done before or after the experiment is completed, but must be done before the calculations for the report are started. Students can arrange a suitable time for this with their instructor. (Note: A similar task was performed in Chemistry 1000 lab; it may be helpful for you to review that procedure. ) Three kinetic runs should be performed at hydroxide ion concentrations of approximately 0. 100, 0. 200 and 0. 400 M. Prepare 100 mL each of 0. 100 M and 0. 200 M sodium hydroxide solutions from the 0. 400 M solution provided. Allow a dilatometer to t hermostat in the 25 ° C water bath. Pipette exactly 50 mL of 0. 00 M NaOH solution into a 200 mL Erlenmeyer flask, stopper the flask, and allow it to thermostat in the bath as well. When the dilatometer and sodium hydroxide solution have been thermostated for at least 10 minutes, start the reaction by adding with a pipette 2 mL of diacetone alcohol into the flask containing the 50 mL of 0. 100 M NaOH solution. Stopper the flask, shake it vigorously to ensure mixing and then let it stand in the water bath for a short period to allow the bubbles to settle. Pour the settled solution into the filling tube of the dilatometer and proceed to fill the dilatometer as outlined above.When the solution enters the capillary close the stopcock on the filling tube ensuring that no bubbles remain in the bulb. Clamp the dilatometer firmly in place in the bath so that the expansion bulb is covered with water. Commence reading the height of the meniscus in the capillary column with the cathetometer and continue to do so at exactly 3-minute intervals for at least 15 readings (45 minutes). The first reading can be obtained by clamping the telescope so that the cross-hair is just above the meniscus; start the clock as the meniscus climbs to the crosshair. Because the telescope inverts its image, the meniscus will appear to be below the cross-hair when it is actually above and the meniscus will appear to be travelling down when it is actually travelling up the capillary. ) Subsequent readings will require close cooperation between lab partners. One person should follow the meniscus with the telescope while the other partner gives out the time so that the first partner can clamp the telescope in position at exactly 3-minute intervals. Page 2 – 4 Chemistry 2740 Laboratory Experiment 2 When the readings have been completed put the dilatometer aside and proceed to the second experiment.While the first experiment is being performed, the dilatometer and the 50 mL of sodium hydrox ide solution for the second experiment should be clamped in the bath to thermostat. Repeat the procedure using 0. 200 M NaOH and 0. 400 M NaOH in place of 0. 100 M NaOH and with time intervals of 1. 5 and 0. 75 minutes respectively. In the case of the run using 0. 400 M NaOH, allow the reaction to go to completion and then read the height of the meniscus. Before leaving the laboratory, please enter names, date, and experimental data into the computer. DO NOT FORGET TO ENTER YOUR STANDARDIZATION DATA INTO THE COMPUTER ONCE YOU HAVE OBTAINED IT.Calculations and Report Use the Guggenheim method to calculate the apparent first-order rate constants (k’) for each run. For the last run, also calculate k’ using equation (3). Compare the rate constants calculated by the two methods and discuss the validity of using the Guggenheim method to calculate rate constants (i. e. discuss if the value calculated using the Guggenheim method compares favourably to the value calculated usin g the standard method). Calculate the second-order rate constants (k) in each case and discuss this confirmation of the first-order dependence on hydroxide ion concentration. Page 2 – 5

Why the Model T Is Called the Tin Lizzie

Why the Model T Is Called the Tin Lizzie Despite its initial humble appearance,  the Model T became the most influential car of the 20th century. Priced so that the average American could afford it, the Model T was sold from 1908 until 1927. Many also may know Henry Fords Model T by its nickname, the Tin Lizzie, but you may not know why the Model T is called the Tin Lizzie and how it got its nickname. A 1922 Car Race In the early 1900s, car dealers would try to create publicity for their new automobiles by hosting car races. In 1922  a championship race was held in Pikes Peak, Colorado. Entered as one of the contestants was Noel Bullock and his Model T, named Old Liz. Since Old Liz looked the worse for wear, as it was unpainted and lacked a hood, many spectators compared Old Liz to a tin can. By the start of the race, the car had the new nickname of Tin Lizzie. But to everyones surprise, Tin Lizzie won the race. Having beaten even the most expensive other cars available at the time, Tin Lizzie proved both the durability and speed of the Model T. Tin Lizzies surprise win was reported in newspapers across the country, leading to the use of the nickname Tin Lizzie for all Model T cars. The car also had a couple of other nicknames- Leaping Lena and flivver- but it was the Tin Lizzie moniker that stuck. Rise to Fame Henry Fords Model T cars opened up the roads for the American middle class. The car was affordable because of Fords simple but ingenious use of the assembly line, which increased productivity. Because of this increase in productivity, the price dropped from $850 in 1908 to less than $300 in 1925. The Model T was named the most influential car of the 20th century as it became a symbol of Americas modernization. Ford built 15 million Model T cars between 1918 and 1927, representing  as much as 40 percent of all car sales in the United States, depending on the year. Black is the color associated with the Tin Lizzie- and that was the only color available from 1913 to 1925- but initially, black was not available. Early buyers had a choice of gray, blue, green, or red. The Model T was available in three styles; all mounted on a 100-inch-wheelbase chassis: The five-seat touring carThe two-seat runaboutThe seven-seat town car   Modern Usage Tin Lizzie is still most associated with the Model T, but the  term is used colloquially  today to describe a small, cheap car that looks like it is in a beat-up condition. But keep in mind that looks can be deceiving.  To go the way of the Tin Lizzie is a phrase that refers to something outdated that has been replaced by a newer and better product, or even a belief or behavior.

A Yellow Wallpape Essays

A Yellow Wallpape Essays A Yellow Wallpape Essay A Yellow Wallpape Essay Essay Topic: The Yellow Wallpaper I find â€Å"A Yellow Wallpaper† disturbing because of the author’s grim exploration of the dark underside of women’s subjugation in society. Gilman’s macabre attack on the story’s theme shocks readers to the kind of reality most women are faced with. On the outside, it may appear as John is genuinely concerned about his wife’s well-being but his affection turns out to be problematic and laden with hidden political underpinnings. John, along with the protagonist’s brother and Jennie all look down on her because of her unstable condition. I noticed that it is so easy for the other characters to assume that the protagonist is not mentally sound just because she is experiencing excessive emotional stress. According to the story, she has just given birth at that time. It may be that she is undergoing post partum depression which is why she is always weepy and lonely. Add that to the fact that she is kept in complete isolation and inactivit y. The curative prescription of her husband is definitely bizarre and insane to say the least. Why would you prescribe a mother, who is already suffering from sudden fits of melancholy, with prolonged confinement and passivity? That will only exacerbate her gloom a thousand times over.   Happiness is supposed to be the best medicine yet John prevented her from doing the thing she desires the most- writing. (pg 286) Despite her husband’s strict prohibitions she kept writing in her journal all the same. If anything, it is the only reason that kept her from losing her sanity. Just like a friend, the journal kept her company during all those silent and dark moments of alienation. Moreover, her journal entries give solid proof to the lucidity of her mind. Her accurate descriptions and informed narration give testament to her healthy and sound judgment. Just because the protagonist is emotionally vulnerable it is convenient for the society and the people around her to question he r sanity. Gilman demonstrates that women are misconstrued as immediate victims of madness and hysteria because of their biological make up. I also like the way Gilman also used symbolism to expose the anonymous and almost nonexistent life that women are made to undergo. The nameless protagonist shows that many women are stifled from achieving their own persons. Thus, they are oftentimes disregarded as unknown faces in society. Just like the woman lurking behind the wallpaper pattern, females are taken as shadows which blend seamlessly against the background.   The protagonist’s lack of name or identification suggests her missing identity. She never had a life of her own except from the secondary existence of a wife and mother. 1.  Ã‚  Ã‚  Ã‚  Ã‚   Why is the wallpaper colored yellow? What symbolisms does the yellow color represent? 2.  Ã‚  Ã‚  Ã‚  Ã‚   Why are there severed heads of women within the pattern of the wallpaper? What do they stand for? 3.  Ã‚  Ã‚  Ã‚  Ã‚   How did the use of journal writing as a form of story telling advanced the theme of the story?

Literacy Narrative Essay Example | Topics and Well Written Essays - 1000 words

Literacy Narrative - Essay Example Formative assessment plays an important role to both readers and communicators. First, before undertaking a journey to communicate, a communicator has a goal in mind or a message he would like to drive home. To achieve goals, it is important that a communicator understand the persons being communicated to through formative assessment. For instance as a communicator, formative assessment helped me to understand the gap between the desired goal and the current knowledge of the people I was addressing. On the other hand, learners get to gauge their extent of understanding. After assessing the gap, both learners and communicators can now allow this knowledge to guide them through actions necessary to obtain their main goal. An effective feedback will provide suggestions for closing the gap. Some of the methods communicators can use to assess learning include giving assignments, group discussions, and tests. Secondly, formative assessments motivate learners to improve on their understandi ng of the subject other than just getting the right answers. For instance, assignments and tests helped me as a learner to get specific comments, errors, and feedbacks on my level of understanding about a topic. Formative assessment encourage readers that each of them have great innate potential to perform better that they currently perform. More so, the feedback given from the tests encourage readers that they can do better. According to Ames, formative assessment helps support the expectation that all readers can give great performances and counteracts the notion that poor performances on some readers result from their lack of ability. Such readers may get discouraged and become unwilling to invest further in learning (Ames 262-270). A communicator can help improve the understanding of the students through several means. For instance, I can ask my discussion group members to summarise a topic or main points after a discussion. A communicator can also give related questions on the topic of study and mark them. In this, the communicator will test understanding of some vocabularies or concepts in the topic. Searching for meanings of vocabularies and answering questions proves quite helpful to me in learning. Thirdly, formative assessment plays an important role where readers can perform self-evaluation. Statistics reveal that readers who are governed by certain goals in their learning and opt to do self-evaluations are much better that those who do not. They have time to reflect on their strengths and weaknesses and filling in the gap through further learning. Additionally, formative assessment enables students with disabilities to train on how to evaluate themselves, helping them to improve. As a communicator, I assist readers to self-evaluate themselves through group discussions. Here, learners have an opportunity to receive a challenge especially where i mix the slow learners with the fast learners. A communicator can float a question and ask readers to writ e down what they think about it and read their answers around to the rest of the readers. He can also separate the students in small groups, give them time to brainstorm and have one of them present the groups work. All these will help instil the habit of self-evaluation to the students. Fourthly, formative assessment effects on teachers quality. Statistics reveal that a communicator’s quality has the highest influence on a reader’

Managing of Human Resource at Starbucks Essay Example | Topics and Well Written Essays - 2000 words

Managing of Human Resource at Starbucks - Essay Example In 1999, Schultz stepped down as CEO in favor of Smith and had given him the authority. Gareth (1998, p. 38) states: Particular attention was focused on the idea of making employees feel more useful and important by giving them meaningful jobs and giving as much autonomy, responsibility and recognition as possible as a means of getting them involved in their work. The duty of any good and successful leader or manager is to create a work environment that is effective to growth. The leaders who are ready to work in teams with an appropriate level of command and authority of making decisions are considered to be successful in motivating and raising the need amongst the employees to achieve the goals. The statement that is being provided by the company's CEO clearly showed that he has faith in himself and is confident that he would lead the company to a much higher level with a teamwork and authority because the managers or supervisors need to be authoritative in their decisions in order to lead a team. Kroom (1995, p. 355) suggests that, 'authority can be considered the managers right to act.' Leadership approach at Starbucks seemed to be of democratic style. ... Theories of Leadership at Starbuck Leadership approach at Starbucks seemed to be of democratic style. The leaders or supervisors of the company provides their subordinates with the prospect to work under their leadership and make them make the most of their potential fully by letting them play a part in the decision making process and planning phase. They believe that the most successful innovation came out from their employees and by giving them the authority to bring about their job make the employees feel esteemed and honored. McGregor proposed a theory which became a base for leadership. According to him the manager or supervisor categorize their employees in two distinct groups of human behavior, namely Theory X and Theory Y. Kroom (1995, p. 357) write that, 'the way in which manager or supervisor leads his subordinates is determined to a large degree, by his assumptions about human behavior.' Theory X is considered to have those people who are not ready to do any work, very lethargic and lazy and are controlled by their supervisors. On the other hand, in Theory Y, the human behavior of the people is positive towards the work and is very keen and enthusiastic in fulfilling the job. 'Theory Y which is a positive view, people are willing to work, will enforce self-control if they have committed themselves to objectives and will accept responsibilities.' (Kroom 1995, p. 357). The leadership style that is being used at Starbucks by the manager or supervisor is democratic management style. They gave empowerment to their employees and encouraged innovativeness. The employees mostly lie under Theory Y and have positive attitude towards their objectives. It is to believe at Starbucks that by implementing ideas by the employees gave them a sense of contribution and was