Microsoft Corporation An American Based Multinational...

Microsoft Corporation, or Microsoft, is an American-based multinational technology company that develops, manufactures, licenses, supports and sells computer software, consumer electronics, and personal computers and services (Microsoft). It is the world’s largest software maker by revenue, and one of the world’s most valuable companies (Magazine, V.F.). Paul Allen and Bill Gates founded Microsoft on April 4, 1975, to develop and sell BASIC computers for Altair 8800 (Microsoft). The current CEO is Satya Nadella, Brad Smith is the current President, and Bill Gates now serves the company as a technology advisor. The corporation is headquartered in Redmond, Washington, on the Microsoft Redmond campus. Since its inception, Microsoft’s industry has expanded to include computer software, computer hardware, consumer electronics and digital distribution (Facts). Microsoft’s product line is highly diverse and handled by divisions. The Client Division handles the Windows OS line, such as Window 7, 8, and 10; while Server and Tools produces the server versions of Windows, as well as development tools such as Microsoft Visual Studio, Microsoft Silverlight, System Configuration Manager, Microsoft SQL Server, Microsoft Exchange Server, Small Business Server, and Microsoft BizTalk Server. Also included in the Server and Tools Division are IT consulting and Microsoft’s certification programs. These certifications include Microsoft Certified Solution Developer, Microsoft Certified SystemsShow MoreRelatedTaxation And How Tax Avoidance Impacts On Various Communication Channels1054 Words   |  5 Pagesbenefit both the society and business as a whole. However, the developed countries worldwide faces with the multinational enterprises (MNE’s) tax avoidance practices that are the main ‘headaches’ of government these days (me, year). 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Case Study Bass Pro Shops Essay - 726 Words

Case Study: Bass Pro Shops Bass Pro Shops is a privately held sporting goods and outdoor goods store headquartered in Springfield, Missouri. In addition to the Outdoor World store, Bass Pro Shops has over 15 large retail stores in the U.S. It also owns and operates subsidiaries such as Tracker Boats, Big Cedar Lodge, and Redhead. Bass Pro Shops is known for a large selection of hunting, fishing, and other outdoor gear. History Founded by John Morris in 1972, Bass Pro Shops was born out of a fishing tackle business that sold homemade bait and worms, located in the back of a Brown Derby liquor store. Bass Pro Shops mailed its first catalog in 1974. It soon became the worlds largest mail order sporting goods store. In 1984,†¦show more content†¦include R.E.I., Cabelas, Eastern Mountain Sports, Gander Mountain, L.L. 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Laboratory Report †Recovery of Grip Strength Following Cold Water Immersion Free Essays

Abstract The research here has looked at the impact that cold water immersion has on the physical performance of athletes and the way in which this immersion can impact on fatigue. The results showed that cold water immersion has a direct impact on the level of fatigue with those that have used cold water immersion will show less fatigue and will perceive themselves to be using less energy in achieving the same grip. Introduction The purpose of this practical experiment is to look in more detail at the use of cold immersion as a means of dealing with a variety of problems such as pain and trauma. We will write a custom essay sample on Laboratory Report – Recovery of Grip Strength Following Cold Water Immersion or any similar topic only for you Order Now The aim of this research is to look at how cold immersion can be used as part of the treatment of athletes (Bell, et al 1987). Issues associated with cold immersion have many potential applications both in terms of dealing with injuries, rehabilitation as well as encouraging recovery from exertion in a relatively quick manner. The background literature will be drawn upon in relation to this issue, in order to focus on the precise information that is expected to be gleaned from the chosen laboratory report. However, it is important to note, at this early stage, that the main aim of the experiment undertaken here is to focus is on looking at the recovery of grip strength when an individual has their hands immersed in cold water. The subjects involved were not those with injuries and therefore the primary focus is on the impact that cold water immersion has on the grip of an individual where there is no injury present; the principle, however, could potentially have a broader application in the context of recovery following exertion, or where there is an injury present (Halvorson, 1990). Sports related injuries have increased, in recent years, as more people are participating in recreational sports as well as an increase in opportunities to enjoy sports on a more competitive basis. With this in mind, the possible treatment of injuries or indeed the prevention of injuries is of increasing concern, not only to those who participate in sporting activities, but also to the National Health Service itself which is allocating an increasing amount of resources to treating those with sporting injuries which could have potentially been prevented or at least treated more immediately, without the requirement for medical intervention. The treatment of cold water immersion is therefore seen as particularly relevant to this discussion, as it is a self-help treatment which could be undertaken by any individual, without the need for medical intervention. Furthermore, where there are particular signs of success in using this treatment, it may be possible for injury to either be prevented, or the impact of these injuries diminished, to such an extent that savings are made within the Health Service. The experiment here looked at whether or not there is an effect on muscle fatigue, as well as considering the subjective impression that the individuals had over their fatigue, with the individuals undertaking handgrip contractions with cold immersion happening in between effective exercises (Johnson et al 1990). Not only is the actual physical level of the grip looked at as part of the experiment, but also the perceptions of the individuals, as this is also thought to be an important aspect of treating sports’ injuries. By looking at the perceptions that an individual has about their own strength and ability to maintain a strong handgrip, as well as measuring the physical level of strength they are displaying, any discrepancies can be identified. This, again, presents a potential argument that individuals who have been treated in a certain way will perceive themselves to be in a better place, or more able to undertake sporting activity, even when it may not necessarily be reflected in their physical status. In order to gain the relevant information from the experiment being undertaken here, it is first necessary to look at previous literature in the area of cold water immersion, with reference to both recovery time and recovery from injury. Much of the previous research which has focussed on sports rehabilitation has considered the success of various different sports rehabilitation programmes in relation to one particular area of injury, such as tendonitis related injuries. Moreover, when focusing on the ability of an individual to recover from such a sports injury, the literature typically takes a broader view than simply looking at one technique such as cold water immersion. For example, in the paper undertaken by Levy et al., in 2009, the focus is placed on five areas that would be relevant to recovery from a sports injury, namely confidence, coping, social support, motivation and pain, indicating that an individual’s ability to recover from a sports injury or to fend off fati gue would depend as much on surrounding factors and emotional issues, as it does on physical treatment (Levy, et al 2009). In this context and applying this to the current research, it would be expected that looking at the perceived level of exertion being displayed by the subjects would offer information as to whether or not the general emotional strength of the individual has a bearing on the level of fatigue experienced and the reaction to cold water treatment (Halvorson, 1990). Distinctions have been found in previous literature in this area in relation to the way in which professional athletes or those with a particular affiliation with a sport will undergo a recovery period, in comparison to individuals who simply participate in sports activities, from a recreational perspective. This would suggest that those primarily involved in rehabilitation from a recreational point of view will be focused more on the reduction of pain, rather than from the standpoint of enhancing performance. Bearing this in mind, it could be argued that the reaction to cold water immersion may well vary, depending on the underlying goals of those involved. For example, a professional athlete may be more motivated to ensure consistently strong athletic performances and will therefore be less likely to experience fatigue, whereas those who are more recreational in their attitude may be less likely to push themselves in terms of the level of exertion that they display. Methods All specific procedures were followed according to the Coventry University laboratory manual. The experiment involved 20 maximal handgrip contractions with a rest period of 20 seconds between each exercise, followed by 2 minutes of the hand being submerged in water which was either 5 ° or 20 ° temperature; then a further 20 maximal hand grips were used. A 20 minute rest period was then had while another group would undertake their exercise, before completing the exercise all over again. Throughout this process, the force being generated with each contraction was recorded, in order to gain an understanding as to whether the immersion treatment would improve the situation, or not. All of this is done without physical intervention from the tester at any point. By undertaking twenty separate periods of exertion and taking the average of each individual participant, it will be possible to gain an understanding of general trends associated with cold water immersion and the impact that this type of treatment can have on the regular activities undertaken by the individuals. Using both water immersion at 5 ° and 20 ° will also enable a meaningful comparison between cold water immersion and warm water immersion. Indeed, it could potentially be argued that any form of treatment may have an impact on the perceptions of the individual patient. In this case, averages were taken in order to allow for a meaningful analysis to be completed; however, it may be necessary to look at any instances of individuals who show unusual results, so as not to have the effect of skewing the overall results. It is also noted that a different set of individuals needed to studied, in the context of the impact of immersion in both cold and warm water and again this may have an impact on the results. Although both sets of individuals were subjected to the same test conditions and were asked to perform the test, both prior to and after exertion, so that the differential could be compared i n a meaningful manner, this may be particularly relevant when it comes to the rate of perceived exertion, as perceptions are clearly more of an individual factor that will vary from person to person. RPE (Rating of Perceived Exertion) was also recorded to identify any difference between actual and perceived levels of fatigue). RPE was obtained for each individual, both before and after immersion in cold or warm water, depending on the individual being questioned. This was done as an overall figure, rather than after every individual immersion, as there were concerns that if the individual was asked several times about their perceived level of exertion, they would begin to answer without careful thought and simply respond based on their previous response, rather than as a meaningful assessment of the level of exertion displayed. Results The results of the experiments are discussed here with graphical and quantitative representation included in the appendix. A total of 16 individuals (in 2 groups of 8) were used as part of the experiment involving both warm and cold water, with the level of exertion recorded throughout. When looking at the average level of exertion across all 20 grips and eight individuals (in total 160 results), the average before being immersed in warm water was not significantly higher than the average after being immersed in warm water, with a difference of just 0 .12; interestingly, the perceived level of exertion actually increased by a not particularly substantial 0.6. When looking at the level of force being displayed by the eight individuals who immersed their hands in warm water, prior to the immersion, it could be seen that there was a relatively wide variance even among the subjects themselves, with one person showing an average force of 23.5 and another showing an average force of 50.05. However, when looking, in more detail, at the individual 20 different tests taken by these individuals, there was a relatively high level of consistency across each of the 20 grip tests. For example, the subject who showed the low average of 23.5 displayed the highest force of 27 and the lowest of 20, showing that the average of 23.5 was in fact a fair reflection of their own grip, albeit substantially less powerful than the other subjects in the experiment. In contrast, the position in relation to those who had immersed their hands in cold water showed an increase in the level of the average force which increased by 1.7. There was also a trend in the perceived level of exertion, indicating that those individuals who had been immersed in cold water and who had a higher level of force after the immersion did not actually perceive themselves to be working any harder a statement which is supported by the earlier research undertaken by Tomlin and Wenger in 2001. This suggests that the immersion in cold water showed more consistent results when it came to the perception of exertion being used, with the subjects on average showing no fatigue. Despite this, only one of the subjects stated that they found no difference in the level of exertion between before and after immersion, with all other subjects showing either a slight increase or a decrease. On average, however, when looking at all of the subjects, there was no difference in the overall level of perceived exertion. As was the case with those subjected to warm water immersion, all subjects showed generally a higher level of force, with one of the individuals showing an average force of 48.1, prior to immersion, and another showing 24.55, prior to immersion. This indicates that there were substantial variations amongst the subjects and, as such, taking averages was perceived as being the most appropriate method when looking at the overall impact of immersion, without having to take account of individual strengths and weaknesses. Discussion The results produced during this laboratory experiment indicate that the use of cold water immersion can decrease the level of perceived effort, to such an extent that greater strength can then be displayed by individuals when completing a handgrip (Halvorson, 1990). This is despite the fact that the individuals undertaking the experiment did not perceive themselves to be using greater exertion, after their hands had been immersed in cold water. It also became readily apparent that immersion in cold water had an impact on the level of fatigue experienced and the ability of the subjects to recover from exertion. Despite the fact that the respondents said that they, on average, experienced no difference in the level of perceived exertion, there was a clear indication that they were able to display more force after immersion in cold water than they were beforehand which supports the findings of Sanders in 1996. Similar results were not shown in the case of warm water immersion and very little change was experienced in the actual level of exertion, and the perceived level of exertion actually increased. Applying this to the background literature and understanding, it could be seen that the main result ascertained from this laboratory experiment is that cold water immersion decreases the â€Å"normal† levels of fatigue and allows for quicker recovery, post exercise (Johnson et al 1979). These results suggest that there is merit in the argument that the use of cold water immersion can improve athletic performance, as individuals are able to show greater strength and force, without increasing their level of perceived exertion. With this in mind, it is suggested that cold water immersion be explored, in greater detail, as a means of improving athletic performance. It is also suggested from these results that cold water immersion could have broader applications for the treatment of injury or pain, although the experiment here is focussed on the level of strength and impact on fatigue. Applying these findings, alongside the background understanding, allows this report to suggest that cold water immersion could be used as a means of treating sports injuries, or those suffering from muscle fatigue following sporting activity. As cold water immersion would ultimately allow an individual to recover from exertion at a quicker rate, it would then be possible to argue that the same physical benefits could be obtained during the use of the cold water immersion when dealing with the recovery from injury or, indeed, the prevention of injury, by reducing the level of fatigue experienced. Conclusions The laboratory experiment undertaken during this research looked specifically at the impact that water immersion has on an individual’s ability to grip forcefully, by looking at a set of individuals who immersed their hands in warm and in cold water. Through comparing the level of force that they were able to display, it was possible to ascertain whether or not any trends are emerging in terms of the level of fatigue experienced and how cold water immersion would have an impact on this. It was found that those who had immersed their hands in cold water experienced less fatigue in their grip and, importantly, their own perception of exertion being exercised, thus indicating that it is not only the actual level of grip that increases, but also the fact that they perceived that their level of exertion had not changed during the test. It was concluded, therefore, that the use of cold water immersion can not only offer solutions for those experiencing fatigue, but also for those looking to increase the sustainability of athletic performance, over a longer period of time. The results of this experiment also need to be considered in the context of the literature presented previously, which suggests that the level of recovery and reaction to fatigue may depend on the motivations of the individuals involved, with professional athletes being more likely to react positively to such activities. References (other research looking at this issue is detailed below): Bell, A.T., Horton, P.G., 1987. The uses and abuse of hydrotherapy in athletics: a review. Athletic Training 22 (2), 115–119. Byerly, P. N., Worrell, T., Gahimer, J., Domholdt, E. (1994). Rehabilitation compliance in anathletic training environment. Journal of Athletic Training, 29, 352-355. Halvorson, G.A., 1990. Therapeutic heat and cold for athletic injuries. Physician and Sportsmedicine 18 (5), 87–92 Johnson, D.J., Moore, S., Moore, J., Olive, R.A., 1979. Effect of cold submersion on intramuscular temperature of the gastrocnemius muscle. Physical Therapy 59, 1238–1242 Levy, A., Polman, R, Nicholls, A and Marchant, D (2009) Sports Injury Rehabilitation Adherence: Perspectives of Recreational Athletes. ISSP 7: 212:229 Sanders, J. (1996). Effect of contrast-temperature immersion on recovery from short-duration intense exercise, Unpublished thesis, Bachelor of applied Science, University of Canberra Tomlin, D.L., Wenger, H.A., 2001. The relationship between aerobic ?tness and recovery from high intensity intermittent exercise. Sports Medicine 31 (1), 1–11 How to cite Laboratory Report – Recovery of Grip Strength Following Cold Water Immersion, Essay examples

The Long-Term Effect of Stroke Systems Free-Samples for Students

Question: Give a Detailed Explanation of the Pathophysiology/Pathogenesis of the disease of the Case Patient. Answer: Introduction Cerebrovascular accident refers to the medical term that is used for stroke. Stroke occurs due to the poor blood flow in the brain, which causes the cell death (Berkhemer et al. 2015). Stroke is of two types that are ischemic and hemorrhagic. Ischemic stroke occurs due to the reduced blood flow. On the other hand, the hemorrhagic stroke occurs due to the bleeding. However, cerebrovascular accident or stroke has various signs and symptoms. These signs and symptoms show the inability of the brain. In the assignment, the pathophysiology and pharmacology are discussed. Cerebrovascular accidents have various signs and symptoms that are discussed. The next section discusses about the rationale of the cerebrovascular accident. Explanation of pathopysiology and pharmacology Pathophysiology of cerebrovascular accident: George and Steinberg (2015) mentioned that the main reason of ischemic stroke can be blood clot. This occurs when the artery affected or damaged that is called thrombosis. The arterial wall became blocked that leads to damage. Therefore, the blood vessel network became hampered. The single artery damage can cause the hampered blood circulation network. On the other hand, Bivard et al. (2014) stated that the arteries became harden that is known as the artherosclerosis. The damage of the arteries and the natural variation in collateral network helps to prevent collateral system from the compensating completely. This can result the loss of perfusion, blood supply to the brain. Arteriovenous malformation can cause of the abnormal tangles of the blood vessels. In such condition, the blood flow occurs from the veins to the arteries. Therefore, the flow of blood blocked and damage of the brain tissues occur. In case of haemorrhagic stroke, the bleeding occurs due to the head trauma. The aneurysm ruptures that causes the bleeding. The bleeding occurs in between the innermost meninges, arachnoid mater and pia mater. Vasopasm that is the construction of arteries can help to reduce the bleeding, which is hampered. The brain tissues fail to respond as the blood pressures increases highly. Kim, Kawabori and Yenari (2014) mentioned that stroke mainly happens due to the hypertension. Brain tumors and blood clotting disorder can cause the stroke in the patient. Therefore, it is necessary to reduce the effects of the hypertension and other causes of stroke. Pharmacology of cerebrovascular accident: The pharmacologic therapy includes stroke specific treatment and the stroke prevention. However, Foushee et al. (2014) mentioned that the type of pharmacology depends on the type of stroke that is ischemic or haemorrhagic. In case of the ischemic stroke, the pharmacotherapeutic treatment includes the plasminogen activator and antiplatelet agents. On the other hand, the hemorrhagic stroke includes the control of blood pressure and the intracranial pressure. To treat the ischemic stroke, the IV tPA agents are used that the FDA approves. The tPA is very effective to control the ischemic stroke. Oppelt et al. (2014) mentioned that the patient who is affected by the ischemic stroke, needs to be treated within 3 hours of the attack. This will help to reduce the effect the stroke attack. In case of hemorrhagic stroke, surgery may be needed if the condition of the patient is serious. In case of non-surgical condition, the medication of IV vitamin K is necessary. The nurse should provide aspi rin as earlier as possible to prevent the effects of stoke. In some cases, plasminogen activator is used as an injection, which is administered in the arm of the patient. Signs and symptoms Stroke has various signs and symptoms that include problem in movement. The patient may feel problem to move. Sometimes the patient may feel problem on one side of the body that is problem in movement. Hayek et al. (2014) stated that the patient feels problem in speaking. Sometimes the loss of vision occurs. The patient can feel like that the world is spinning. The signs and symptoms of the patient may occur soon after the stroke. Zeng et al. (2016) mentioned that when the symptoms of the stroke stay for more than 1 to 2 hours, it is called as the transient ischemic attack. On the other hand, Palmerini et al. (2015) opined that in case of hemorrhagic stroke, the patient may have severe headache. The symptoms of stroke can last for the long time. In case of long-term effect, the patient may suffer from pneumonia and loss of bladder control. The risk factors of stroke are high blood pressure, high blood cholesterol, obesity, atrial fibrillation. Gruber, Lee and Moreno-Walton (2016) added that another risk factors of the stroke are the malpractice of tobacco smoking, previous TIA and diabetes mellitus. In case of ischemic stroke, the blood vessels ma ruptured, which can cause the bleeding. As a result, stroke occurs in the patient. When stroke occurs, the patient may faint and sweating may occur. In the case study, the daughter of Gretas friend is suffering from cerebrovascular accident. George and Steinberg (2015) stated that the bleeding causes the hemorrhagic stroke. It can happen due to the space in between the membrane space in the brain. The brain aneurysm can ruptured, which may result the stroke. The patient felt onset face weakness, abnormal speech and problem in arm drift. When these three symptoms are less, it means that the risk of stroke is decreasing. The patient faces the hemiplegia with the muscle weakness of face. In addition, the patient losses the vibration sensitivity and the symptoms of excessive reflexes occurs. in the case scenario, one side of the body of the patient is affected and the patient cannot move its head to one side as well as the body. The patient faced the apraxia, memory deficits, dysarthria, hemineglect and lack of eyesight. Hemineglect refers to the involvement of the parietal lobe. The patient lost consciousness and vomiting as the int racranial pressure increased. From the signs and symptoms, the condition of the patient is seen, which can be fatal for the patient. Rationale In case of stroke, the nurse can provide aspirin so that the ischemic stroke can be prevented. Aspirin can provide relief to the patient. In the emergency case, the injection may be administered to avoid the blockage. In some cases, surgery may be needed. In case of hemorrhagic stroke, the nurse needs to provide medication to reduce the high blood pressure. In such circumstances, the brain surgery can occur to reduce the pressure created in the brain. The surgery can repair the blood vessels of the brain, which is ruptured. The key responsibilities of nurse in case of stroke to administer the medication include the followings: Nursing responsibilities Rationale Check the blood pressure Before and after applying the medication, the blood pressure of the patient needs to be checked. The application of aspirin can reduce the high blood pressure and increase the blood flow in brain. Check the proper administration of medication including drugs and injections Before applying the aspirin or other drugs and tPA injection, the nurse needs to recheck. The drugs may have adverse effects on the patient and as a result, the condition may be worse from the previous time. Check the symptoms of the patient The medication and injection should be provided after detecting the signs and symptoms of the stroke. As stroke is of two types therefore, the medication system is different for both the stroke. Check the route and dosage of the medication administration Before administer the drug, the nurse needs to check the dosage and route. However, Kim, Kawabori and Yenari (2014) mentioned that the dosage should be applied in a safe level. Overdose of the medication can be fatal for the patient. Take the consent of the patient and family members For the ethical consideration, the nurse needs to take the concern of the family members and patient (if possible). Check the medication of the patient that is taken by the patient earlier The nurse needs to check the medical history of the patient that will help to know the reason of the stroke. Moreover, the dosage of the past medical history should be checked. The medicines can increase the blood pressure of the patient. As a result, the function of brain tissues can be affected. Observe the patient after medication As the medication is done to reduce the effect of stroke, the nurse needs to monitor the patient that will help to develop the patients health. Necessity of surgery After providing the medication, observation is necessary to check the condition of the patient. if the condition does not develop, the patient may need of surgery that will help to reduce the negative effect cerebrovascular accident or stroke. Table 1: Rationale of cerebrovascular accident Conclusion Based on the above discussion, it can be said that stroke is fatal and it can make the patient bed ridden for lifetime. The signs and symptoms of strokes need to be detected in the early stage of the stroke. If the stroke can be determined in the early stage then the chance of mortality and paralysis reduces. Moreover, the type of stroke is necessary to identify. The pharmacological treatment depends on the type of stroke. For this purpose, various tests need to be done. The long-term effect of stroke can affect the patient badly so it is necessary to reduce. References Berkhemer, O.A., Fransen, P.S., Beumer, D., Van Den Berg, L.A., Lingsma, H.F., Yoo, A.J., Schonewille, W.J., Vos, J.A., Nederkoorn, P.J., Wermer, M.J. and van Walderveen, M.A., 2015. A randomized trial of intraarterial treatment for acute ischemic stroke.N Engl J Med,2015(372), pp.11-20. Bivard, A., Levi, C., Krishnamurthy, V., Hislop-Jambrich, J., Salazar, P., Jackson, B., Davis, S. and Parsons, M., 2014. Defining acute ischemic stroke tissue pathophysiology with whole brain CT perfusion.Journal of Neuroradiology,41(5), pp.307-315. Foushee, J.A., Goodbar, N.H., Kelly, J.L. and Clarke, S.L., 2014. Cerebrovascular accident in a high-risk patient during the early initiation phase with canagliflozin.Annals of Pharmacotherapy,48(8), pp.1066-1069. George, P.M. and Steinberg, G.K., 2015. Novel stroke therapeutics: unraveling stroke pathophysiology and its impact on clinical treatments.Neuron,87(2), pp.297-309. Gruber, M., Lee, B.I. and Moreno-Walton, L., 2016. The Total Pentad: a Case Report of Thrombotic Thrombocytopenic Purpura Presenting as an Acute Cerebrovascular Accident.Nova Journal of Medical and Biological Sciences,3(3). Hayek, S., Zeineh, N., Lasorda, D. and Hajjali, R., 2014. Obesity and Prognosis in Patients with Acute Cerebrovascular Accident.Circulation,130(Suppl 2), pp.A17049-A17049. Kim, J.Y., Kawabori, M. and Yenari, M.A., 2014. Innate inflammatory responses in stroke: mechanisms and potential therapeutic targets.Current medicinal chemistry,21(18), pp.2076-2097. Oppelt, M., Juehring, D., Sorgenfrey, G., Harvey, P.J. and Larkin-Thier, S.M., 2014. A case study utilizing spinal manipulation and dynamic neuromuscular stabilization care to enhance function of a post cerebrovascular accident patient.Journal of bodywork and movement therapies,18(1), pp.17-22. Palmerini, T., Benedetto, U., Bacchi-Reggiani, L., Della Riva, D., Biondi-Zoccai, G., Feres, F., Abizaid, A., Hong, M.K., Kim, B.K., Jang, Y. and Kim, H.S., 2015. Mortality in patients treated with extended duration dual antiplatelet therapy after drug-eluting stent implantation: a pairwise and Bayesian network meta-analysis of randomised trials.The Lancet,385(9985), pp.2371-2382. Zeng, L.F., Liang, W.X., Liu, J.C., Chen, X.Y., Du, W.Y., Li, Z.P., Wang, Q., Cao, Y., Wang, L., Meng, C.R. and Wang, K.Z., 2016. Is adjunctive treatment with medication of liver-soothing-oriented method beneficial for depression after cerebrovascular accident?: A PRISMA-compliant meta-analysis.Medicine,95(44), p.e5208.

Flextime Memo Essay Example

Flextime Memo Paper The Current Problem County Government offices are currently open from game to pm. Employees have limited flextime in that they can come in half an hour early or leave half an hour late. However some employees want to start at am so they can leave at 2 pm; a few others would prefer to start at 1 lam and leave at pm. In the past few months, we have had an increase in the attrition rate from 10% to 25%. Feedback from our survey indicates the main reason for this is the limited flextime. Proposed Solution I recently met with the HER directors from SST Charles and Jefferson countless and learned that they had the same problem, as well as the same request for expanded flextime from their employees. By Increasing the flextime they have noticed a major drop in the attrition rate from 20% to 5%. Potential Disadvantages The following are the disadvantages 1. Staff Meetings: How to hold staff meetings or supervise our staff members if everyone works different hours. Solution: Regardless of their start time, all the employees will be present In the office from pm 2 pm; we can hold our staff meetings during these hours. 2. Service to Customers: How to ensure that we are available to serve the public if our employees work on sun nacelle mourn? Solution: Expanded flextime would actually allow us to expand our open hours (E. G. , am pm), which would be helpful for taxpayers who also have to work am pm. 3. Cost: There will be a minimal increase in the usage of electricity by 200$ per month due to longer working hours. We will write a custom essay sample on Flextime Memo specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Flextime Memo specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Flextime Memo specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Solution: This can be nullified when compared to the additional hours/day customer service without an increasing overtime or employee pay. Potential Advantages The following are the advantages 1. Decreased Attrition: A drop in the attrition rate with an anticipated savings of 70% on the training and recruiting of new employees. 2. Enhanced Customer Service: We will be available to the public longer each day, reducing delays at the counter and by phone, with an anticipated increase in efficiency of 30% per day. 3. Improved Customer Satisfaction: Customer calls will be answered promptly. Queries that can be resolved on the phone, which will save the customers traveling time and reduce employee counter time. The Human Resource directors of the other counties conducted a survey, which showed that their employee satisfaction has improved 70% after flextime was expanded. If we do the same we can Apart from this we can have savings by 70% at no increased cost.

Space Junk Danger

Space Junk Danger Earth doesnt orbit the Sun alone. Of course, there are the other planets, moons, asteroids, and comets. But, in near-Earth space, our planet is accompanied by a LOT of space junk left over from launched vehicles. Does it pose a danger? In some cases, it does. In the movie Gravity, a group of astronauts finds out first-hand what it might be like for space  explorers to run into an orbiting bit of space debris. The results are not good, although at least one  astronaut makes it through safely. When it came out, the movie has generated a lot of discussion among space experts  about its accuracy in some places, but the general story highlights a growing problem that we dont often think about here on Earth (and probably should): space junk returning home.   What Goes Up often Comes Down Theres a cloud of space debris around Earth that planners have to deal with as they set schedules for rocket launches and low-Earth missions. Most of the material out there eventually comes back to Earth, such as the object WTF1190F. It was a piece of hardware likely dating back to the Apollo mission days. Its return to Earth on November 13, 2015, told scientists a lot about what happens as material plunges through our atmosphere (and burns up on the way down). Of course, spent satellites are often de-orbited, too, with similar results. The idea is that only little pieces make it back to the planet, and the bigger stuff is destroyed. Knowing about space junk and where it is at any given moment is particularly important for people in the space launch business. This is because there are nearly  20,000 pieces of space debris up there. Most of it  ranges from such small objects as gloves and cameras to  pieces of rockets and artificial  satellites. Theres enough stuff up there to pose a real danger to observatories such as the  Hubble Space Telescope,  weather and communications satellites and the International Space Station. It also poses some risk to those of us on Earth. The good news is, the chances of something hitting us on land are fairly small. Its far more likely that a piece of space debris will fall into the oceans, or at least into an unhabitated part of a continent.   To keep launch vehicles and orbiting satellites from running into these bits of space junk, organizations  such as the North American Aerospace Defense Command (NORAD) observes and maintains a list of known objects orbiting Earth. Before every launch (and as satellites orbit the globe), the positions of all known debris must  be known so that the launches and orbits can proceed without risk. The other good news is that most space debris burns up before it hits the planet. The Atmosphere Can be a Drag (and Thats Good!) Pieces of junk in orbit can and do get caught up in our planets atmosphere, just as meteoroids do. That slows them  down, in a process called atmospheric drag. If were lucky, and a piece of orbital debris is small  enough, it will likely vaporize as it falls to Earth under the tug of our planets gravity. (This is exactly what happens to meteoroids when they encounter our atmosphere and the resulting flare of light we see as they vaporize is called a meteor. Earth regularly encounters streams of meteoroids, and when it does, we often see meteor showers.)  Ã‚  But, larger  pieces of space junk  can pose a threat to folks on Earth as well as get in the way or orbiting stations and  satellites.   Earths atmosphere is not the same size all the time. At some times it stretches out much farther from the surface due to solar activity. So, scientists monitor the density of the atmosphere changes over time in the low-Earth orbit (LEO) zone. Thats an area several hundred miles above the surface of our planet where most orbiting materials (including satellites and the International Space Station) exist.   The Sun Plays a Role in Space Junk Re-entry In addition to heating by the Sun (which helps swell our atmosphere), heat waves propagating from lower in the atmosphere can also have an effect. There are other events that affect our atmosphere and could have the effect of catapulting larger objects toward Earths surface. Occasional solar storms cause the upper atmosphere to expand. These erratic solar storms (caused by coronal mass ejections)   can zip from the Sun toward Earth in less than two days, and they produce rapid changes in air density.   Again, most space junk falling to Earth can and does vaporize on the way down. But, larger pieces can land and pose the potential for damage. Imagine being in the neighborhood if a large piece of a defunct satellite fell on your house! Or, imagine what would happen if a large solar storm resulted in enough atmospheric drag to pull a working satellite (or a  space station) into a lower and more potentially dangerous orbit? It would not be good news for anybody in the path. Predicting Re-Entry The U.S. Air Force (which is involved with NORAD), and the U.S. National Center for Atmospheric Research (NCAR), the University of Colorado at Boulder, and the U.S. National Oceanic and Atmospheric Administration Space Weather Prediction Center work together to forecast space weather events and the effects they have on our atmosphere. Understanding those events will help us all in the long run by understanding the same effects on the orbits of space junk. Ultimately, the junk trackers will be able to forecast more accurate orbits and trajectories of space debris in near-Earth space.   Fast Facts about Space Junk Space junk is made up of objects left over from space flights, such as cameras, rocket pieces, and other small pieces of debris.Occasionally space junk takes the form of a satellite directed to re-enter Earths atmosphere. Its usually directed to impact Earth in the oceans or in uninhabited areas.Agencies monitor thousands of pieces of space junk, charting the orbits of these objects.  Much space junk vaporizes due to friction with Earths atmosphere and never reaches the surface.

Physical Changes Essay Example | Topics and Well Written Essays - 500 words

Physical Changes - Essay Example These include: These form the basic steps that need to be taken by all irrespective of their age. The following sections will provide a brief of the various strategies that can be used to cope with the changes that are faced in each decade. People in their 40’s need to follow the tips provided. This stage of life requires the individuals to take extreme care of self as this is the starting stages for the changes in the bodies. IT is essential to check the vision on a regular basis (preferably every year), and to try to exercise every day. This will help reduce the issue of slow movements and responses. In the 50’s the intensity of the aging increases to a great extent hence, it is essential for the individuals to continue with the regular exercise routines and to use this as a chance to get complete body and health checkups. It is important to do so to keep the levels of sugar and blood pressure in place to avoid any kind of health issues. The 60s calls for extensive and uncompromised care and efforts for the individual (Kirkwood, 1999). The stage of life is very delicate with need for extensive care and support at all times. Any kind of irresponsible behavior at this stage can lead to the following years to be very difficult and full of struggles for the individual. Hence high levels of care need to be taken at this stage. Kato, R.R. 2000. Three essays in health economics: uncertainty and public health. PhD thesis, University of Essex. Accessed on 16th May 2009, Retrieved from

Sale and purchase agreement, contract Assignment

Sale and purchase agreement, contract - Assignment Example ivers the Goods to Carrier or Bill of Sale to Purchaser: The seller allows the allocation of his land to the buyer, which in this cases the good, is land upon the completion of the remaining amount of money, which is SR 500.000. Any Risk of Loss or Damage is transferred to the Purchaser when: land sales and purchase agreement involves a lot of risk bearing. If the land on sales is by law owned by the government for instance, the purchaser will bear the risk of losing his money to the seller. A comprehensive agreement should henceforth be arrived at after the land search process as per the legal requirements by land laws have been constitutionally verified. Purchaser Receives the Goods or a Bill of Sale: Land sales is instant upon the payment of full amounts of money by the buyers. In Ahmed and Saleh’s case, there would be need to wait until the last payments are made an title issued in the name of the buyer then the transfer of ownership would be legally made. Seller delivers the Goods to a Carrier or a Bill of Sale is given to the Purchaser: The bill of sale must be issued to the purchaser of the land as there is some monetary value already attached to this sales. Mr. Saleh has paid in deposit SR 1.5 hence he is allowed to acquire a bill of sale to warrant him the unconditional ownership of this land in case of any mischief by the seller. Whether Assignment of this Agreement is allowed: the assignment of this agreement would be finally sealed as both Ahmed and Saleh are in a business agreement wherein there must be a willing seller and willing buyer. Warranty (what I am promising about the Goods): The seller must promise on the legitimacy of his land whereas the purchaser must pledge the payment of the remaining sum of money that is SR 0.5 million in this sale and purchase agreement. Additional Clauses: Additional clauses may include the validity of the land ownership. In this case the land is purchased by a foreigner thus the time frame for ownership of

Queer film +video Essay Example | Topics and Well Written Essays - 750 words

Queer film +video - Essay Example One the recent film that easily and best represent Doty’s queer theory is the animation film Hotel Transylvania Directed by Genndy Tartakovsky. The film became queer because a movie along with its characters are supposed to be queer and scary but the movie presented it as non-threatening, mainstream and to some extent, even romantic. The rendition of the film is the reverse of Doty’s assertion that sometimes what is considered as normal rendition of a film can be the most queer of all. The film literally dislodged the viewers traditonal concept of supernatural entities. For example, Dracula has a daughter who wants to be friends with humans and runs a hotel for monsters. Transylvania in this film is in fact a hotel and not the regular impression of an old scary castle. Werewolves and vampires are also relatives (Daughter Mavic called Wayne and Wanda as aunt and uncle) instead of being mortal enemy. Frankenstein has a wife and above all, it is the humans who are in fact â€Å"monstrous† that they should be scared of. And lastly, monsters in fact loves to party. It also talks about sexuality only not in the queerness of homosexuality but rather the emerging sexual drive of a teenage vampire that put normalcy in an otherwise abnormal character of a vampire. Perhaps the biggest queerness of the film was the reversal of roles between humans and monsters (vampires, werewolves, big foot, mummy). The supposed culturally marginal, in Doty’s words (4) became the dominant culture and the dominant culture became marginalized. In the point of view of the monsters, they are the mainstream entities and humans are considered as sub entity and are the ones that are monstrous that should be feared. Tartakovsky made an interesting confrontation of his characters who assumed reversal of role where the monsters view the human (young traveler Jonathan who became the fiancee of Mavic) as monstrous and the human not threatened by the actual

Transitions from a pre-school setting to primary school

Transitions from a pre-school setting to primary school Children entering school face a setting that is qualitively different from their previous experiences in terms of the curriculum, the setting and the people Margetts (cited in Fabian and Dunlop, 2002, pg.111). Transition is the term used to describe the period of time before, during and after the move that children make from a pre-school setting into primary school. In 2004 there was a Curriculum Review in Scotland which led to the development of Curriculum for Excellence which covers learners aged 3-18 years. The Scottish Executive have produced experiences and outcomes that are designed to ensure continuity within the education system and to create young people that are ready to face the challenges of the 21st century. The Scottish Executive stresses the importance of continuity in the curriculum between pre-school and primary school in Building a Curriculum 2. This essay will look at how active learning can be used in both pre-school settings and the primary classroom to engage an d challenge learners. The essay will discuss the communication between parents, pre-school staff, primary teachers and any other professionals involved in the transition process and will discuss the Scottish Executives views on the communication between these parties. This essay will look at the needs and wellbeing of children and discuss the challenges that children may face when they make the transition from a pre-school setting to primary school and it will discuss some of the key issues which should be considered when planning an effective transition programme in Scottish schools which meets the needs of every individual pupil. The essay will also look at assessment of learning in the early years and look at the different approaches to assessment, how is assessing done and the importance of sharing assessment information. Throughout the essay examples of practice will be examined and their benefits will be discussed. Childrens needs and wellbeing In every pre-school setting there are a wide range of needs that the children will have. When practitioners plan for the transition from a pre-school setting to primary school they need to take into consideration the needs and wellbeing of each individual child involved, especially the children that have additional support needs (ASN). There are six basic needs that should be met to achieve high wellbeing. If any of these needs has not been fulfilled then the wellbeing of the child involved may be affected and this could cause disruption to their transition. Laevers (1997) believes that how well a child performs at school is affected by their wellbeing. It is therefore vital that early year practitioners work with children and their carers to promote a high level of wellbeing. Some of the attributes that Laevers (2005) associates with high wellbeing are: feeling great and enjoying life, exuding vitality, having an open and receptive attitude, having good self esteem and being resilient. The Scottish Executive (2006) recognised the importance of wellbeing when they published Building the Curriculum 1 which supported Laevers perspective. Good health and wellbeing is central to effective learning and preparation for successful independent living. Educators can develop these attributes in young people to help children to become confident individuals, successful learners, responsible citizens and effective contributors and to help them get ready for the transition. Role play is often used in nursery and early year settings to prepare childre n for changes such as transitions. Role play can help children to develop skills such as listening and showing empathy towards others which will help them to make new friends and build relationships when they make the transition to primary school. Role play can also be used to help children to learn how to deal with new situations and conflicts in their lives. The transition from pre-school to primary school can be a difficult time for many young learners as they have to cope with the differences and challenges that school may pose. Many children worry about making new friends and it can be intimidating for them to enter a new environment without knowing anyone. Some early years practitioners work with the feeder primary schools to try to ensure that the children making the transition are put into a class with a familiar face. Research by Margetts (1997) found that children who started primary school with a playmate were more sociable and progressed quicker than the children who did not have a familiar face in the class with them. Fabian and Dunlop also agree with Margetts and believe that children get more from school if they have friendships. Not all children will come from a pre-school setting that will enable them to be put into a class with someone who they know. To target this problem Hawthorn West Primary School run a valuable mento ring programme that relies on partnerships between parents of the children involved in the transition. The families are matched and the parents and children meet to build friendships and this means that every child entering the primary setting will have a familiar face in the class with them. This approach can also be beneficial to the parents as they can support each other during the transition and have someone to talk about any worries that they might have. To ensure that children have the smoothest transition possible it is crucial that early year practitioners, primary one teachers and parents work in co-operation to share information and knowledge about the childrens lives. The continuity of parental involvement in their childs education benefits the children and a joint effort between school and home helps effect a smooth transition. (Fabain, 2002, pg.49).Children that have ASN may find transitions more difficult to deal with than others. It is therefore crucial that there is an effective transition plan in place to support these pupils and their parents in the process. Communication between parents, pre-school staff, the primary one teacher and any other professionals involved is vital when planning a transition for a child that has an ASN. The more information that is known will help everyone involved to develop strategies to support the child. Some children may need extra time to adjust to the new environment and extra visits may be arranged to support them, other children may benefit from resources that could be recommended for them but it is important to recognise that every child will have different needs and it is important that each child is treated as an individual in order for them to have the smoothest transition. For some children with ASN there will be very little need to alter the transition programme and for others it may be necessary to change it significantly. If there has been good communication between everyone involved the transition should be effective and the children should settle into school life. The Scottish Executive (2007) stresses the importance of educators getting parents to be involved in their childrens education in Building the Curriculum 2: they can encourage parents to be involved in all aspects of their childrens learning from pre-school education and into primary school. The importance of active learning One of the challenges that children often face when making the transition from a pre-school setting into primary school is the change of structure in the way that they learn. Pupils might find themselves sitting at a table doing work and listening to the teacher for longer periods of time which contrasts with their previous experiences of learning that are more practical in most pre-school settings. The Scottish Executive recognised the contrast in the way that these stages plan and developed a new curriculum that promotes active learning, especially in the early years. Active learning is learning which engages and challenges childrens thinking using real-life and imaginary situations Scottish Executive (2007). Learners get more from their education when a variety of teaching approaches are used particularly if they involve the children in the learning process. Scottish Executive thinks that children learn better by doing practical tasks, exploring things and being supported if neces sary. Piaget shares similar beliefs to the Scottish Executive regarding active learning when he said children learn from actions rather than passive observations (Smith et al, 2003, pg.413). Many pre-school centres and primary schools work together to plan transition programmes which aim to make the process of transition smooth and easy for everyone that is involved. The Scottish Government has recognised that communication is important: Close communication about childrens previous experiences and learning is crucial at the time of transition (Scottish Executive, 2007).The nursery staff and Primary one teacher at Lainshaw Primary School and Nursery, Stewarton, have developed a partnership which aims to give nursery and the primary one class more continuity in the curriculum while promoting active learning. Throughout the year the classes share topics and both the primary one class and the nursery class visit each other regularly in the different settings. The visits help the children in the pre-school to familiarise themselves with the setting of a primary classroom and also gives them a chance to get to know the teacher and become confident about the environment. The p rimary one class also benefits from the visits as they get to use materials and resources that they normally do not have access to in their classroom. The Scottish Executive believes that some classes need to review the structure of the P1 day to make active learning more achievable. Some schools start the day with a free choice session where the children get to choose what activity they would like to do. This type of plan is similar to pre-school setting. This activity may seem completely child led as the child is taking responsibility and choosing the activity they would like to do, but there is room for changing the activity into an activity that have been set up by the teacher. For example, a child may choose to visit the water station and play with the toys in it and they realise that some of the items float and some sink. It may be a coincidence that the materials in the water table share these properties but it is possible that the teacher had set up the resources to allow the children to explore and investigate items that float and sink. It may also be appropriate for the teacher to join the child playing at the water table and do some focused learning and teaching. Fisher (2004) argues that The minute an adult has a predetermined task or goal in mind, then that activity cannot be play. The activity could be classed as play even if the teacher has an idea of the learning outcome which they hope the child will meet before the activity because the children will be actively involved in their own learning, experimenting and having fun as they learn. It is important that educational practitioners are able to be flexible and reactive to the children in their class and make learning meaningful to the pupils. Active learning could be based on events and pupils experiences. For example, the teacher may have set up the water table activity as a reaction to an event or activity that the children are interested in, such as boats. Parents are the first and most influential educators of their children (Scottish Executive 2007). Parents can help to make learning relevant to their children by communicating with teachers about their childrens lives. Some children might be shy and not want to speak to their teacher about their interests which could make it difficult for the teacher to build up a relationship with them. If a teacher is able to cater lessons and show an interest in their pupils lives the children may be more motivated to learn as they feel included in the lessons. In many pre-school settings the children spend a lot more time outdoors than they will when they make the transition into primary school. The Scottish Executive has recognised the benefits that the outdoor environment can have on learning. The outdoor environment can be used to make learning active and motivating for children in a number of ways. A lot of the learning in all curricular areas that takes place inside a classroom could be taken outside and made active and enjoyable while still achieving the same learning outcomes. To make the transition smoother from pre-school to primary school teachers can make use of the outdoor environment and take learning outdoors. Maths lessons on shapes can be made active and be taken outdoors by having a shape hunt. This is a relevant learning experience because the children are identifying shapes in the environment and meeting the learning outcomes while having fun and being motivated to learn. The importance of sharing assessment information Assessment in the early years setting plays a big role in making transitions smooth. The Scottish Executive is working on developing the fifth part of Building the Curriculum which will concern assessment in the education system. At present many schools are teaching towards a Curriculum for Excellence experiences and outcomes but still using 5-14 levels and national testing. Assessment can be an intimidating word for children and many pupils will fear being assessed. Children can be assessed on a number of different criteria in the early years before they make the transition to primary school. Some areas that can be assessed are wellbeing-emotional and physical, use of fine motor skills and gross motor skills, social skills. There are many forms of assessment that are appropriate to use in the early years and they all suit different activities and experiences. Observation is a method that practitioners use to assess children and it is used most often as it can be done in everyday activities and contexts. Effective practitioners use the information that they gather through the observations to identify the strengths and needs of the children and to identify the next steps. The Scottish Executive has recognised that it is important for practitioners to share assessment information with parents: To help parents support their childrens learning, it is importa nt that teachers share full and open accounts of each learners progress (Scottish Executive, 2009). It is also important that parents are informed of any difficulties that have been unearthed through assessment because they may be able to offer suggestions that can help their child overcome the difficulties. When children make the transition from nursery into primary one it is necessary for the primary one teacher to receive as much assessment information as possible from the early years practitioner and parents of the children to enable them to plan and cater for the individual needs in the classroom. In some authorities the assessment information that is received by the primary one teacher is basic and consists of a simple checklist that states if a child can do a task such as complete a jigsaw. This information is valuable but a more comprehensive way of sharing assessment information is needed to enable teachers to get the full picture of each individual child and plan lessons which meet their needs. Communication is essential in every transition programme and a relationship has to be built between the parents, early years practitioner and primary one teacher to ensure that assessment information is clearly shared and that the interests, wellbeing and education of the child is the m ain priorities in ensuring a smooth transition. A Curriculum for Excellence has made a big difference to the way that some pre-school staff and primary one teachers plan for learning as they are now both using the same experiences and outcomes. Some pre-school centres and primary schools are using team planning effectively to ensure that the children will be receive an education that has continuity and builds on their previous learning experiences. This approach works on the basis that each child has their own set of CfE outcomes in their learning file and when they have achieved them or made some progress on them it is highlighted. The file is normally started in nursery and can be carried through the rest of their learning years. Documentation such as pictures, photographs and recordings of some of the learning experiences is also kept with this file as evidence of the learning outcomes being met. This method of record keeping and passing on information fits in well with the CfE design principle progression and gives each child a record that is flexible and individual to their achievements. Conclusion It is clear that there are many factors that need to be considered when planning a transition programme that allows for a smooth transition. The health and wellbeing of a child is important aspect that determines how successful the transition will be and appropriate strategies need to be in place to ensure that high wellbeing is being promoted. Friendships and relationships help to smooth the transition process. To decrease the contrasting environments of the nursery setting and primary one classroom the Scottish Executive are encouraging more active learning and outdoor learning to take place in primary classrooms. Assessment is a fundamental part of the learning experience and it is appropriate to assess in the early years in order to identify strengths and next steps. It is important that assessment information is shared with parents and others that are involved in the transition of the child to make sure that the needs of the child are being met and the more information that is k nown about the child then the easier it will be to create a transition programme that meets their needs. It is important that parents are involved in their childrens transition as they will be able to contribute and share information about the child. The transition from a pre-school setting to primary school is a time of anxiety and contrasting experiences for some young learners. The Scottish government has now recognised this and designed a curriculum which aims to stop this. Young people should experience continuous progression in their learning from 3 to 18 within a single curriculum framework. Each stage should build upon earlier knowledge and achievements (Scottish Executive, [accessed 19/11/09]). REFERENCES: Fabian, H., Dunlop, A. (2002) Transitions in the Early Years- Debating continuity and progression for children in early education. London, New York. Routledge Falmer. Moyles, J. (2007) Early Years Foundations: Meeting the Challenges. Maidenhead: Open University Press. Scottish Executive (2009) Assessment for Curriculum for Excellence- Strategic Vision Key Principles. Available at http://www.ltscotland.org.uk/curriculumforexcellence/assessmentandachievement/index.asp [accessed on 16/11/09] Scottish Executive (2006) Curriculum for Excellence: Building the Curriculum 1- The Contribution of Curricular Areas. Edinburgh: Scottish Executive. Scottish Executive (2007) Curriculum for Excellence: Building the Curriculum 2- Active Learning in the Early Years. Edinburgh: Scottish Executive. Scottish Executive. Curriculum for Excellence: Principles for curriculum design. Available at http://www.ltscotland.org.uk/curriculumforexcellence/curriculumoverview/principles/index.asp [accessed on 19/11/09] Smith, P. K., Cowie, H., Blades, M. (2003) Understanding Childrens Development fourth edition. Maiden, USA: Blackwell Publishing. Bilbliogaphy Bruce, T., Meggin, C. (1996) Child Care- Education. London: Hodder and Staughton. Bee, H., Boyd, D. (2006) The Developing Child 11th. Edition: Pearson Education. Doherty, J., Hughess, M. (2009) Child Development. Theory and Practice 0-11. Harlow. Pearson. Longman. Fisher, J. (2002) Starting from the Child 2nd. Edition. Buckingham. Philadelphia: Open University Press. HMIE (2007) The Child at the Centre. Self Evaluation for the Early Years 2nd. Edition. Edinburgh: Blackwells Books. Kinney, L., Wharton, P. (2008) An Encounter with Reggio Emilia. Early Learning Made Visible. London and New York: Routledge. Whalley, M. (2007) Involving Parents in Their Childrens Learning. London: Paul Chapman Publishing Wood, E., Attfield, J. (2005) Play, Learning and the Early Childhood Curriculum 2nd. Edition. Thousand Oaks, New Dehli: Paul Chapman Publishing.

The Young Goodman Brown Story, An Act of Faith :: Free Essay Writer

In his story "Young Goodman Brown," Hawthorne cleverly projects his attitude about the Puritan religion choosing a Christian love over the Puritan religion in this story of a mans journey to a revival. The name Hawthorne gave to his character is also significant as it implied Goodman Brown was a good man and the color brown meant that he was not perfect nor was he evil. This story highlights Goodman's commitment and faith to his wife's love and Christianity over the Puritan religion ultimately causing him to be subjected to suspicion by the community at a time where witch-hunts subjected the innocent to suffering and death. The story takes place at sunset in a Salem village during a difficult time for religion. Goodman keeps from his wife the details and purpose of his journey. He tells her good bye and makes it obvious he is leaving her behind out of obligation. He intentionally describes his wife's beauty as well as her love and desire for him. He did this to convey the first time he overcame temptation in favor of his religious obligation. His wife Faith reveals her inner desires for him. She attempts to convince him to stay but he externally exhibits his commitment to his religion obligation to make the journey while internally he is unsure about his religious convictions. Goodman reassures his wife of his faith in their relationship and assures her of his return. No doubt Hawthorn meant to show Brown's faith in the couples love for each other and the difficult choice he made to go on his journey. He leaves her behind, which shows that he is leaving sin behind because he resisted the temptation to s tay due to his obligation to go. "Dearest heart, " whispered she, softly and rather sadly, when her lips were close to his ear, "pr'ythee, put off your journey until sunrise, and sleep in your own bed tonight. A lone woman is troubled with such dreams and such thoughts, that she's afeard of herself, sometimes. Pray, tarry with me this night, dear husband, of all nights in the year! " "My love and my Faith, " replied young Goodman Brown, "of all nights in the year, this one night must I tarry away from thee. My journey, as thou callest it, forth and back again, must needs be done 'twixt now and sunrise. As a result, Goodman and his wife were fulfilling their obligations and obedience to each other.