Free Essays on Slide Wire Experiment

Slide Wire Experiment (E-4) This experiment was engaged upon by measuring the internal resistance of three power sources and the electromotive force (emf). The potential difference between the terminals of such a source, when no current flows to en external circuit, is called an electromotive force, or emf source. The three power sources were a new 1.5V hobby battery an old 1.5V hobby battery, and a Daniel cell. A seat or source if electromotive foce may be any device that converts one type of energy (chemical, mechanical, light, etc.) into electrical energy. The work required to move 1 unit of positive charge from the negative to the positive terminal of a seat of emf, defines electromotive force in terms of work the seat of emf doe on electrical charges. All batteries, either new, old or Daniel cell, will give off some internal resistance. The internal resistance of the battery is due to its ability to hold back the total flow of charge from one electrode to another. The terminal voltage equals the emf when no current is drawn from the battery. This is determined by the chemical reactions in the battery. In the case of a dry or wet cell, the internal resistance depends on the construction of the cell, and the size and conditions of its electrodes. On the other hand, the emf is a characteristic of the chemical process in the cell or battery. A potentiometer was used in our experiment to make comparisons of an unknown emf, u, with the emf of a standard cell, u. We assembled the apparatus as shown in figure 1 of the lab manual, connected the slide directly to the power supply set for 2V, kept it at standby until the measurements were achieved. Next, we calibrated the slide wire potentiometer with standard cell. Thus, we determined the distance x, on the slide wire and we recorded the value of x in Table 1. Then we measured the emf of a new 1.5V hobby battery, by connecting the new hobby battery and we determined the distance ... Free Essays on Slide Wire Experiment Free Essays on Slide Wire Experiment Slide Wire Experiment (E-4) This experiment was engaged upon by measuring the internal resistance of three power sources and the electromotive force (emf). The potential difference between the terminals of such a source, when no current flows to en external circuit, is called an electromotive force, or emf source. The three power sources were a new 1.5V hobby battery an old 1.5V hobby battery, and a Daniel cell. A seat or source if electromotive foce may be any device that converts one type of energy (chemical, mechanical, light, etc.) into electrical energy. The work required to move 1 unit of positive charge from the negative to the positive terminal of a seat of emf, defines electromotive force in terms of work the seat of emf doe on electrical charges. All batteries, either new, old or Daniel cell, will give off some internal resistance. The internal resistance of the battery is due to its ability to hold back the total flow of charge from one electrode to another. The terminal voltage equals the emf when no current is drawn from the battery. This is determined by the chemical reactions in the battery. In the case of a dry or wet cell, the internal resistance depends on the construction of the cell, and the size and conditions of its electrodes. On the other hand, the emf is a characteristic of the chemical process in the cell or battery. A potentiometer was used in our experiment to make comparisons of an unknown emf, u, with the emf of a standard cell, u. We assembled the apparatus as shown in figure 1 of the lab manual, connected the slide directly to the power supply set for 2V, kept it at standby until the measurements were achieved. Next, we calibrated the slide wire potentiometer with standard cell. Thus, we determined the distance x, on the slide wire and we recorded the value of x in Table 1. Then we measured the emf of a new 1.5V hobby battery, by connecting the new hobby battery and we determined the distance ...

Wreak and Pique Revisited

Wreak and Pique Revisited Wreak and Pique Revisited Wreak and Pique Revisited By Maeve Maddox A plaintive email from a reader has prompted this post on these two misused and abused rhyming verbs: A new civil trialis poised to wreck havoc on the 100-year-old institutions reputation. Shouldnt that be wreak? And shouldnt My interest was peaked be My interest was piqued†? I see that everywhere it seems. Though peaked might be an okay substitute- it sort of means something similar. 1. Yes, the phrase should be â€Å"to wreak havoc.† 2. No, peaked is not an okay substitute for piqued. In modern usage, wreak [REEK] is a transitive verb usually followed by a limited number of object words that include vengeance, havoc, and damage. Storms are the most common wreakers. The past tense form is wreaked [REEKT]. Here are some examples of wreak being used correctly: Tropical storm Arthur expected to wreak havoc on East Coast Storms wreaking havoc across UK Northeasters also wreaked damage in 1991 and 1992. January Jones Discusses Wreaking Vengeance in the Sundance Film ‘Sweetwater’ The word pique [PEEK], as both noun and verb, has more than one meaning. The verb’s most common use is in the sense of stimulate or arouse. The past form is piqued [PEEKT]. Here are some examples in which the verb is spelled correctly: The request piqued my interest and I began what has become a continuing search for documentaries relating to the Comanches. Foreign cricket players hope to pique Lebanese interest New Study Provides Insight into How Piquing Curiosity Changes Our Brains It’s not surprising when entertainment site comments and self-published novels contain errors like these: I still have the feeling that Stavros is alive and the two of them will connect and reek havoc on Pt. Charles. It’s my understanding that you have been using him to wreck vengeance on the descendants of the clergy, and soldiers of New France because of some perceived wrong doing [sic]. I thought [Grimm] was ok. Ill probably keep watching, but the pilot didnt peak my interest right from the start. As one does expect news sources and professional publications to use words correctly, the following errors are less tolerable: Gov. Martin OMalley declared a state of emergency one day before a winter  storm  is  expected to wreck havoc  in Maryland- Baltimore Post Examiner. If  they  come from violent and abusive homes, children learn to be violentwill grow up to  wreck vengeance  on themselves and those around  them.- Social justice site. Four houses destroyed by fire and lightning as the weekends thunderstorms wrecked havoc across Britain- Daily Mail. Extremely high rain soaked [sic] winds wrecked havoc by downing trees and disrupting schools and traffic in the Bay Area- ABC News. All the teachers are engaging and do their best to peak the interest of the student.- Site advertising private school in Washington DC. Though we were enjoying a near perfect day in Oakland, hearing the name Birmingham not only peaked his interest but also placed him back on the Jim Crow bus system in Alabama.- Huffington Post columnist. Misspelling pique is perhaps more understandable than misspelling wreak because peak, peek, and pique are all pronounced the same. Pronunciation offers no excuse for mixing up wreak [REEK] and wreck [REK], however. Bottom line: Speakers who care about the language don’t require excuses for misspelling words they use in daily speech. They learn the differences. Related posts: Wreck, Wreak, and Other [rek/reek] Words Reeking and Wreaking Please, Let Your Interest Be Piqued Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:50 Idioms About TalkingDo you "orient" yourself, or "orientate" yourself?1,462 Basic Plot Types

The fourth of july Essay Example | Topics and Well Written Essays - 1250 words

The fourth of july - Essay Example The day started out with me waking up to the explosion of a few fireworks and I remembered how I promised A to go with her for the Independence Day celebration events. My cousins had stayed over the previous day, and once I was done with my morning routine and headed downstairs, I saw the whole kitchen bustling with excited young energy. The radio was blaring with Fourth of July related theme songs in the kitchen, whereas in the living room the television showed news regarding the various events of the day. I was not surprised to find A making merry with the elders of my family and I began to realize how much close she had become with us. â€Å"Good morning, sleepyhead,† she happily shrieked, to which I replied â€Å"A very good morning to you too miss cheeky-full-of-energy.† My cousins and I got ready soon and once I was done with breakfast, we left, but only after A reminded the elders that if they were lucky, they could spot us on television on channel ‘WETA TV 26.’ The plan was to spend the day in Washington, DC, attending all the events held there and getting home only after, as A ordered, we had the real taste of Fourth of July. â€Å"Hurry up, or we’re going to miss the train people!† she exclaimed, and I frantically ushered my four cousins into the metro. I could swear I have never seen the station so overcrowded before, not to mention the train itself. What I could notice from the tiny gap between my cousins was the happy faces of people who were in the train. This particular train population consisted of people dressed up in different styles related to the nation’s flag, and belonging to different age groups, as well as those who were unique in their own ethnicity, race and culture. I was amazed at how the train stood testimony to the growing multiculturalism in the North American mainstream (Kottak and Kozaitis). We were headed to the National Mall, and upon observing the people that surrounded us, I could gather th at they had the same

Vietnamese History in the 20th Century Essay Example | Topics and Well Written Essays - 750 words

Vietnamese History in the 20th Century - Essay Example Vietnam, however, suffered more internal repression as it was internally isolated because of continued cold war. With the helm of President Dwight Eisenhower and John Kennedy, Vietnam was able to make economic policy reforms, that have made it enjoy marked economic growth and reduced political repression, but corruption was still evident. The leadership styles of these leaders have had both effective and ineffective qualities. Vietnam was under the rule of France, for the better part of the 20th century. Geneva conference of 1954 left Vietnam divided, with the North being ruled by Ho Chi Minh of the communist government and the South being ruled by Ngo Dinh Diem, who was supported by the US. Between 1954 and 1975, the 2nd Indochina War between Vietnam’s Peoples Army and Vietnam Congress from the North brought Vietnam unification but under communist rule, with the south being supported by the US. With US military support, the southerners were able to maintain their independence. Two years later, US forces withdrew and South Vietnam fell again to the communists. During the times that the US were involved in the war, it is estimated that 3 million people lost their lives while 4 million were seriously injured. In 1978 to 1989, the international isolation of Vietnam extended its relations with the United States. The US barred normal ties with Vietnam for as long their forces remained in Cambodia, besides citing its minimal cooperation so as to account for Americans missing in action, as an obstacle to their relations.  

Playing Upon the String of Emptiness Essay Example for Free

Playing Upon the String of Emptiness Essay Nowadays, the search for something new has been greatly pursued. The availability of resources helped individuals to innovate. It impels them to work beyond the existing rules and surpassing limitations, be it in the field of music, architecture, literature, etc. The modernity of this world brought upon by globalization made it easier to reach cultures. Cultures that were bound by their physical territories before have been accessible because of modern technologies. This easy, unlimited exposure provides endless ideas and innovations that bring about different works of art. For Aleksandr Solzhenitsyn, this infinite flow of innovations or novelties offers unrestricted venues for artists to produce their works—venues that are free from rules and do not conform to a certain set of standards. According to him, this poses a threat to the morality of society as well as of the artists’. He argued that novelty is an art with unlimited freedom and thus equates to a soulless art. This perspective was explained in the context of Russian’s struggle with communism which Solzhenitsyn directly experienced. He focused on the deterioration of arts’ standard after the fall of Communism, specifically with literature. Due to the given freedom, arts do not fall under a set of standards, causing the artistic value to suffer. He then related that Communism promoted a new society. To be able to build a new one, the old cultures and traditions should be thrown away: To start a new world is to start from scratch. Solzhenitsyn then compared this situation to the literary artists in his country. They were writing outright criticisms of every aspect of Russian roots like language, religion, and traditional cultures—a move that was so desperate for a change to be made by who he termed as ‘desperate innovators’. The author disapproved of forgetting the roots of any artistic work, for this is important in the development of a new face of art. Solzhenitsyn does not believe in the aggressive step of aiming forward in the arts starting from nothing. Novelty becomes relentless with the absence of ancient roots. It is an unintelligible art with no significant value to the world—an art without a purpose and is useless. Solzhenitsyn cited what kinds of arts were produced because of the frantic novelty frenzy. The arts arising from novelty does not have that spiritual connection from the artist with the world. Since the ‘great cultural tradition’ has been detached, the spiritual grounds that were developed from it are missing as well. Arts were not produced for a greater purpose anymore. Thus, it does not emanate a higher sense of value for the world. It is reduced to a mere display without a profound significance. It was from the author’s observation that the absence of artistic limits has resulted in irresponsibility and apathy. Solzhenitsyn mentioned the ‘what do you care’ attitude of the Russian writers who created literary works when the censorship has been lifted after the downfall of communism. This kind of artistic mindset alienates the welfare of its audience. The line between right and wrong has become thinner, its boundaries blurry and sometimes interchanging. The arts, according to Solzhenitsyn, have been turned into more of a personal ambition of the artists rather than an intentional product of passion and love. He stressed that artists do not bring the world as the subject; they are the focal point. The arts became a movement of personal interests of the artists. Novelty becomes like a venue for affectation. Going back to Solzhenitsyn main argument, novelty became ruthless because it eradicated the classical foundation of arts. Arts cannot push for development if its foundation will be forgotten. It would be more disruptive if it will be forced to progress aggressively without any fundamentals to back it up. Alexander Solzhenitsyn sees novelty as a cause for a more individualistic nature rather than being communal in interaction. He was alarmed by how the current generation responded to old traditions. These traditions were treated as something useless and irrelevant in the present. Novelty was portrayed by the author as something anti-cultural and antagonistic of anything universally accepted. The saying ‘to each his own’ in arts or in general constitutes obscure distinction between good and evil. Another supporting factor for Solzhenitsyn’s argument is that this particular freedom attached with novelty developed into a negative relativity. This has been embraced by young artists who turn self-expression into a lack of sensitivity with regard to the effects of their work to other people. Social responsibility slowly ceased to exist anymore. Artistic freedom has always been believed to be helpful in maximizing an artist’s work. However, Alexander Solzhenitsyn presented an opposite view. The freedom vested on the artist implies a threat of producing an art with is a much lesser value. With no artistic limitations and no principles to follow, art becomes less of a recreation instead of serving a higher purpose. Solzhenitsyn emphasized the need to take the cultural tradition into account because without it, progress will be impossibly successful. He sees novelty as a trend resulting in chaos—socially and morally disruptive. It promotes an individualism that is obviously selfish and divides humanity even more. Innovations should be created for the benefit of others. Arts may be a compiled output of an individual’s unique skills and talents, but there will always be a responsibility attached to it because people get to grasp these works. An art is a huge factor in contributing to the formation of an ideology in a society. It is a powerful tool to propagate a message that can reach a huge number of people. Hence, Solzhenitsyn sees its development as critical because this will determine where the world will be heading to. The world will not be able to move forward without revisiting and considering the past. The cultural traditions within human society should be embedded for development. It is an important basis to learn from past mistakes and to improve on the present. It can be seen that Solzhenitsyn somehow views relentless novelty as the anarchism of art that will later on transcend into society. He mentioned the absence of laws in the process of arts and the lack of absolute truth. Aleksandr Solzhenitsyn provided the view of novelty enclosed in a reckless handful of freedom and a lack of traditional grounds. He presented it as something negative because he had witnessed what it did to his people especially to the younger generations. As an artist himself, the author poses a huge concern on what kind of directions the arts would take since he knows the powerful influence of it to the society. He hopes to spread his view to make the younger generations be exposed of what history has brought the Russian country and what were its implications. Solzhenitsyn firmly believes that through history, it may shape the new artists to work for a greater purpose for humanity.

Good and Bad in Othello Essay -- Othello essays

Good and Bad in Othello  Ã‚        Ã‚  Ã‚   A huge battle between good and evil is waged the William Shakespeare’s drama Othello. In this essay let us study the many facets of these two dimensions as presented through the words and actions of the characters.    Can the protagonist, who has committed a double killing in the last scene, be saved? In William Shakespeare: The Tragedies, Paul A. Jorgensen discusses the theology of the final scene:    It is better not to look too anxiously into the theology of the outcome. Othello has no doubt that he is damned. But better theologians than he would place more credence and hope in the genuineness of his final passion. From the stern general who had, as his first line, the cold â€Å"’Tis better as it is† (1.2.6), he has traversed a pilgrimage of known and feeling sorrow. And, it must be repeated, it will depend upon the beholder whether one judges or rejoices in the transfiguration of loving not wisely but too well. (66)    Unquestionably the most immoral, the most evil and sinister, character in the play is the ancient. Totaling the lies which he tells to everyone about him would require considerable effort and time. In Shakespeare’s Four Giants Blanche Coles comments on the lack of veracity in Iago’s speech:    The story that Iago tells Roderigo about the promotion of Cassio over him is not true, although it has been accepted by many discriminating scholars. Careless reading alone can account for this misapprehension, careless reading which for the moment dulls their alertness to one of the most essential requirements of Shakespearean character analysis. That requirement is that the reader must never accept, or must always be ready to challenge, the word of any charac... ...rdered mistress, resuscitates morality in this play. Emilia refutes the untrue notions which Othello says motivated him to kill; she counters Iago’s lies (â€Å"She give it Cassio? No, alas, I found it, / And I did give’t my husband.†) and lays the guilt for Desdemona’s murder on his shoulders. And she sacrifices her very life for the truth; she dies a martyr, stabbed by evil Iago. Othello also is a martyr in a sense, voluntarily paying in full for the crime that he committed.    WORKS CITED    Coles, Blanche. Shakespeare’s Four Giants. Rindge, New Hampshire: Richard Smith Publisher, 1957.    Jorgensen, Paul A. William Shakespeare: The Tragedies. Boston: Twayne Publishers, 1985.    Shakespeare, William. Othello. In The Electric Shakespeare. Princeton University. 1996. http://www.eiu.edu/~multilit/studyabroad/othello/othello_all.html No line nos.

Child Psychology Services (Part 2) Essay

Explain why it is important to ensure children and young people are protected from harm within the work setting. It is important to ensure children and young people are protected from harm within the setting, as the parents are leaving their children in your care with the expectation that they can trust you and your colleagues to keep their children from harm. It is difficult for parents to leave their children in an education or care setting and then go to work; they need to be confident that their children will be in safe supportive hands with people that will help them develop. Explain policies and procedures that are in place to protect children and young people and adults who work with them. Any professional working with children or young people is responsible for the care and well being of those children. Making sure that a child is safe on or out of a school setting is of paramount importance. Not only does it make a child or young person feel safe in a learning environment but it also gives the child the security to develop and achieve from an early age. As well as having policies to ensure that only suitable people work in their setting, managers need to promote very clear practices and ways of working to protect both the children and adults work with. Everyone in a setting has a responsibility to work hard to promote the welfare of the children in their care. – Working in an open and transparent way – Open-plan rooms, this ensures that no member of staff is totally alone and out of view with a child. Sharing plans and talking about different ways of working also helps to make sure that staff work in the most appropriate ways. – Listening to children and young people – Whenever possible avoid agreeing to keep something a secret. Always tell  a child if you feel you need to share information, especially if you feel a safeguarding issue is involved. It is important that you record and report any concern you have about a child’s welfare; make sure you know who to go in your setting. – Power and positions of trust – If you are involved in the care of children or young people, you are working in a position of trust. You have authority over the children and parents have placed their trust in you to look after them; this brings responsibilities. People who want to occupy position of trust with children and young people and vulnerable adults have to have enhanced CRB checks. – Propriety and behaviour – Children and young people tend to respect and look up to people in position of trust. You must think carefully about your own behaviour and the example you set to children and young people in your care. – Physical contact – Young children need physical contact; in they have fallen over, a cuddle can help them to recover and get back to playing. However, too much physical contact can be easily misunderstood. Make sure you are familiar with what is acceptable. Taking a child to the toilet, changing a nappy or helping a child change out of soiled clothes are all normal everyday tasks; but never do any of these in a room with the door closed or out of sight of other member of staff. Remembering this protects not only the child but yourself as well. – Photographs and video recordings – Photographing or videoing activities in any setting are great ways to let parents see what their children have been doing. Photos and videos are not available to anyone other than parents and carers; always make sure that parents have given permission for photos to be taken. Evaluate ways in which concerns about poor practice can be reported whilst ensuring that whistleblowers and those whose practice or behaviour is being questioned are protected. At some stage whilst working with children you may be faced with the problem of what to do about someone whose practice is unacceptable. You must not ignore poor practice, no matter who it is being carried out by. (It can be very difficult to report someone you work with, or even your manager) How to whistle blow: – think about exactly what is worrying you and why. – approach your supervisor, manager or safeguarding named person. – tell someone about your concerns as soon as you feel you can. – put your concerns in writing, outlining the background and history, giving names, dates and places where you can. – make sure something happens. Whistle blowing does take courage. There is the risk of being bullied or harassed as a result, but anyone who whistle blows has the right to protection from the person they have raised concerns about. If you suffer as a result of a whistle blowing incident the UK Public Interest Disclosure Act 1998 offers legal protection. Explain how practitioners can take steps to protect themselves within their everyday practice in the work setting and on off site visits.   A significant element of a practitioner’s role in protecting themselves would be to read policies and procedures that are put in place to safeguard them and children or young people in their care. In a care setting a professional can protect themselves by: – Avoid being alone in a closed room with a child. – Two members of staff must be present if a child needs to be undressed in the event of an accident. – If a child is collected late by a parent/carer then two staff members must stay until the child is collected. – Always be seen to be working in an open and transparent way where there is either visual access or an open door, especially in one to one situations. – Avoid meetings with children or young people in an isolated or private area of a care setting. It would be unrealistic to recommend that a member of staff should touch children or young people only in emergencies as very few people would agree with that, especially when young children can become so distressed in certain situations and a cuddle or close contact is needed by the child. Physical contact, guides and support are necessary in a range of settings appropriate to the age of the child and the circumstances at that time. Settings should provide a clear guidance about when and how the physical contact should be used in order to protect both staff and children. Effective management of risk should become automatic as you become more experienced. For every activity you plan, you should think about the hazards, the likelihood of the hazard occurring and the control measures. – Risk, the outcome or likely impact of the hazard associated with the activity to be undertaken. – Hazard, something that has the potential to cause harm. – Likelihood, the probability of any harm from the hazard actually happening. – Control measure, any activity or measures put in place to control or minimise identified risks. In the case of educational visits, professionals should always carry out a full risk assessment of that visit, under the Health and Safety at work regulations Act 1999 it requires employers to assess the risks of activities, introduce measures to control these risks and inform employees of these measures. Before a trip can be arranged employers must follow the necessary policies and procedures as follows: – Age, competence, fitness and the standard behaviour of the children and young people. – Any special educational or medical needs of the children. – Adult to children ratio. – The competence and qualifications of the accompanying adults. – Modes of transport and location of visit. – Emergency procedures. – Permission from parents. – Relevant medical or dietary needs of children. Describe the possible signs, symptoms, indicators and behaviours that may cause concern in the context of safeguarding It is important that you are aware of the indications of child abuse. Not every sign means a child is being abused. Sometimes the first signs that you observe are not physical but a change in behaviour. It is important that you record your concerns and monitor any unexplained changes in a child’s behaviour. Sometimes a child may be experiencing more than one type of abuse. Physical abuse Physical abuse is when a child is physically hurt or injured (hitting, kicking, beating with objects, throwing and shaking are all physical abuse, and cause pain, cuts bruising, broken bones and sometimes even death) Signs and symptoms of physical abuse can include: – Unexplained recurrent injuries of burns. – Wearing heavy clothes to cover injuries, even in hot weather. – Refusal to undress. – Bald patches of hair. – Repeated running away from home. – Fear of medical examination. – Aggression towards self and others. – Fear of physical contact, shrinking back if approached or touched. Many signs of physical abuse can be confused with genuine accidental injuries, but they are often not in the places or distributed as you would expect. Sometimes the explanation does not fit the injury, or you may see the outline of a belt buckle or cigarette burn. Suspicion should be aroused if the parents have not sought medical advice soon after the injury occurred. Emotional abuse Emotional abuse occurs when children are not given love, approval or acceptance. They may be constantly criticised, blamed, sworn and shouted at, told that other people are better than they are. Emotional abuse also involves withholding love and affection. It is often linked with neglect Signs and symptoms of emotional abuse can include: – Delayed development. – Sudden speech problems such as stammering. – Low self-esteem. – Fear of any new situations. – Neurotic behaviour. – Extremes of withdrawal or aggression. Neglect Neglect, which can result in failure to thrive, is when parents or others looking after children do not provide them with proper food, warmth, shelter, clothing, care or protection Signs and symptoms of neglect can include: – Constant hunger. – Poor personal hygiene. – Constant tiredness. – Poor state of clothing. – Unusual thinness or lack of normal body weight. – Untreated medical problems. – No social relationships. – Stealing food. – Destructive tendencies. Sexual abuse Sexual abuse is when a child is forced or persuaded into sexual acts or situations by others. Children may be encouraged to look at pornography, be harassed by sexual suggestions or comments, be touched sexually or forced to have sex. Signs and symptoms of sexual abuse can include: – Sexual knowledge of behaviour that is inappropriate to the child’s age. – Medical problems such as chronic itching, pain in the genitals, venereal disease. – Depression, self-mutilation, suicide attempts, running away, overdoses or anorexia. – Personality changes (becoming insecure or clinging). – Regressing to younger behaviour patterns (thumb-sucking, cuddly toys). – Sudden loss of appetite or compulsive eating. – Being isolated or withdrawn. – Inability to concentrate. – Lack of trust or fear of someone they know well, (wanting to be alone with babysitter, child minder). – Starting to wet or soil again, day or night. – Becoming worried about clothing being removed. – Drawing sexually explicit pictures. – Trying to be ‘ultra-good or perfect, overreacting to criticism. Describe the actions to take if a child or young person alleges harm or abuse in line with policies and procedures of own setting. All settings that have contact with children and young people must have clear policies and procedures to follow in all cases of abuse. Staff must have training in these and organisation for dealing with the situation. Disclosure of abuse by a child can occur at any time and it can be a shock to hear details. The way an allegation is received can be very important in the outcome to a child, even many years later. There have been many examples in the past of children not being believed at the time they declared their experience often resulting in serious problems later in life. At my nursery setting if a child was to disclose any information we would get onto the child’s level and ask three questions, we would ask; – What Happened? – Where did it happen? – When did it happen? We would take note of exactly what the child said and take this straight to our safeguarding officer on the premises. Explain the rights that children, young people and their carers have in situations where harm or abuse is suspected or alleged. Children and their parents or carers have important rights even in cases of suspected abuse. Most children feel loyal towards those who care for them even when they have been responsible for the abuse, and have difficulty saying anything against them. In situation where harm or abuse is suspected or alleged, it is important to remember the following guidelines. – Children and young people should receive help so they can express themselves fully, understand what is happening and the decisions that have to be made. – A child or young person has a right not to be subjected to repeated medical examinations or questioning following any allegation of abuse, whether of a physical or sexual nature – Family members normally have the right to know what is being said about them and to contribute to important decisions about their lives and those of their children – Children should be kept fully informed of processes involving them, should be consulted sensitively and decisions about their future should take account of their views.

Obsession essay Essay

Some call it dedication, others call it psychotic. I prefer to think of obsession as a part of life. The definition of obsession which is found on The Free Dictionary is the domination of one’s thoughts or feelings by a persistent idea, image, desire, etc. Obsession can be determined by people around us. Passion is a positive obsession. Obsession is a negative passion. Obsession and addiction are so closely tied together. They both are almost exactly the same except for one factor; control. Being obsessed over something simply means that they are still in control of their habit; on the other hand, addiction is the state being enslaved to a habit or to something that is psychologically or physically habit-forming. So it is seen that although they are very closely linked they are not the same. Obsession is the gate way to addiction. Personally, I have been accused of being obsessed over lacrosse. All I could think about of every day is something about lacrosse. My mind was wrapped around lacrosse like a candy wrapper on a piece of candy. Every time I had free time, I went outside and played lacrosse. At the time I did not believe I was obsessed over the issue, I simply thought of it as dedication. My parents confronted my issue to me, and right then and there is when I realized that I truly had an obsession. Obsession becomes a beast all in itself. Obsession can cloud someone’s judgment and can potentially lead a person off the track of their own goal. When someone is obsessed over something, then the only important thing in their life is the obsession. If one does not fulfill this need, then different effects may happen. Either one will perceive to their obsession, or they will realize that they have an obsession and stop in what they are doing. Power is something else we do not understand about obsession. Obsession takes root so easily and can quickly spread to become something more. Therefore it is not something to play around with because when it is excited, it will grow and grow until it has reached the top. At that point, obsession can only bring out the worst in a person. Obsession is a feeling and not an emotion. An emotion is a natural instinctive state of mind deriving from one’s circumstances, mood, or relationships with others. A feeling is just expressing an emotion. Obsession can be shown through jealousy, love etc. Emotions are on the inside, while feelings are shown to other people on the outside. Obsession is not born by itself; it is born from the person’s mind. Obsession is born from that person’s wants and needs. Anybody can have an obsession, and actually it is only a matter of time when someone will have an obsession. Humans are lustful creatures and we all have needs and wants and therefore we all have obsession. Obsession does not necessarily mean it is a bad thing. A person can be obsessed with something good like school. One could be obsessed over school and everyone else would classify that person as a nerd. Also, one could be obsessed over God, and others would classify that person as a Jesus freak. In the end, people do not classify nerds or Jesus freaks as having an obsession or addiction. They are viewed as having a passion for school or Jesus. A passion is a very strong feeling about a person or thing. Passion and obsession is pretty much the exact same thing. They both have the same context meaning. The only difference is that passion is a good obsession, and obsession is a bad passion. All in all, the term obsession is used as being negative. Obsession is the domination of thoughts by ideas or images. The state of being obsessed over something can fog up someone’s true thoughts of how they feel. When I was in love with lacrosse, my parents told me that I was obsessed with lacrosse and that I needed to realize what was happening. However, now that I look back on it, I believe that I had a passion for the sport. Passion is a positive obsession. Obsession is a negative passion.

Chiles Geography and Culture

Chiles Geography and Culture Introduction Chile is a developing country that is located in South America. Whites and white-Amerindians constitute 95% of the country’s population of 16 million people (Roraff Camacho, 2011, p. 13). Chile’s unique culture is a complex blend of European traditions and local heritage. In early 1990s, the country managed to establish a democratic political system, which enhanced its economic growth.Advertising We will write a custom research paper sample on Chile’s Geography and Culture specifically for you for only $16.05 $11/page Learn More Consequently, Chile has become an attractive investment destination for foreign companies. However, foreign firms need to understand Chile’s culture in order to succeed. It is against this backdrop that this paper analyzes Chile’s culture. Concisely, it will examine the cultural fit between Excel Learning Centers and Chile. Excel is a North American company whose headquarters is locate d in Lansing, Michigan. The company intends to join Chile in order to expand its market share. Stereotypes about Chileans North Americans associate Chileans with the following stereotypes. First, they believe that Chileans always arrive late for meetings, stay late, and like socializing. Chileans enjoy socializing during formal and informal meetings since they highly value personal relationships (Roraff Camacho, 2011, p. 32). In Chilean culture, visitors are expected to arrive at least fifteen to twenty minutes late for social meetings such as dinner. On the contrary, most Chileans are always punctual for business meetings. However, discussions in such meetings may take longer than expected. Second, North Americans believe that Chileans have a strange accent or speak in a funny way. This stereotype is true because Chileans normally speak very fast and hardly pronounce terminal consonants in their speeches. Moreover, the variant of Spanish that is spoken in Chile is quite different from the one spoken in other countries. In particular, Chilean Spanish is characterized with a distinctive melody. Third, North Americans associate Chileans with pride or arrogance. This view is partly true because most Chileans are easily offended. Besides, most of them tend to be arrogant or very proud, especially, when dealing with people who are likely to undermine their achievements. Nonetheless, Chileans are friendly and enjoy working with people from diverse backgrounds (Langhans, 2010). Finally, Americans believe that Chileans like wine and avocados. This view is true because a typical cuisine in Chile, especially dinner, will always include wine and avocado. Traditional Customs and Values Chile is one of the countries in the Americas where modernization is taking place rapidly. This has led to the fusion of Chile’s traditional customs with western cultural practices. Nonetheless, Chileans still adhere to their traditional values. Chile’s culture is based on co llectivism, rather than individualism, which is common in North America. Consequently, the family is a very important social unit in Chile. Chileans maintain close contacts with their extended family members.Advertising Looking for research paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Furthermore, they hardly separate business from family matters, especially, in small companies that are often run entirely by members of a single family (Ahlstrom Bruton, 2009, p. 112). Thus, Chileans consider nepotism as a positive concept that helps in recruiting the right employees. This perspective is likely to be a culture shock to members of Excel since North Americans hardly maintain close relationships with their extended families and consider nepotism as a form of discrimination. Due to modernization, Chile’s class structure follows that of North America, which is based on achievement and possession of material wealth (Roraff Camacho, 2011, p. 49). In Chile, education and wealth are the main determinants of one’s ability to belong to a particular social class. Consequently, Excel’s products such as continuing professional education, college tutoring, and training programs for businesses will be valuable to Chileans. This is because the products will help them to acquire better education and skills, which leads to high income and upward social mobility. Behavioral Dos and Don’ts The acceptable behaviors in Chile’s business culture include the following. To begin with, foreign businessmen are expected to have business cards that are printed in both Spanish and English (Langhans, 2010). This will facilitate effective communication because most Chileans have a better working knowledge in Spanish than English. Thus, business executives from Excel should be aware of the fact that any effort they make to communicate in Spanish will be highly appreciated by Ch ileans. Chileans expect their business partners to arrive on time for meetings. Nonetheless, Excel’s business executives should not be surprised if their Chilean counterparts or clients arrive late for meetings. Even though Chileans value punctuality, they hardly keep time, especially, when attending social meetings (Langhans, 2010). This contradicts North American’s tradition in which businessmen value their time and usually get offended if kept waiting. It is advisable to utilize every chance to socialize with Chileans outside the workplace. This is because Chileans highly value personal relationships with workmates and clients. The relationships enhance harmony at the workplace and facilitate repeat business. In this regard, it is important to focus on building trust when socializing with Chilean clients. Additionally, it is important to avoid controversial topics during informal conversations because Chileans are easily offended (Roraff Camacho, 2011, p. 89). On t he contrary, you should not be offended if a Chilean workmate invades your personal life. This is because Chileans mix family and business matters. Thus, they do not hesitate to discuss personal issues with workmates.Advertising We will write a custom research paper sample on Chile’s Geography and Culture specifically for you for only $16.05 $11/page Learn More Conducting Business Chilean businesses use a hierarchical organizational structure. This is similar to Excel’s organizational structure in which the president and the board of directors lead the company, whereas other employees hold lower positions. The top-down method is the preferred approach to decision-making in Chilean organizations (Ahlstrom Bruton, 2009, p. 251). Additionally, employees address each other with the proper title and their surname as a sign of respect. Negotiations can take a very long time due to Chileans’ relaxed attitude towards time. Negotiations between North Americans and Chileans can be difficult due to the following cultural differences. First, Americans are likely to take risks, whereas Chileans are risk averse. Thus, Chileans will hardly accept any deal that is associated with a sure loss. Second, Americans focus on the interest of the Individual, while Chileans value the interest of the group. Third, Americans consider conflict to be â€Å"a natural by-product of life, whereas Chileans consider it to be dangerous† (Ahlstrom Bruton, 2009, p. 362). Moreover, Chileans do not contradict or challenge their superiors during negotiations. Chileans try as much as possible to avoid conflicts. However, when conflicts occur, mediators are often invited to help the conflicting parties to find a solution. The mediator normally remains neutral and helps each party to understand the offers made by their colleagues (Rodriguez Gomez, 2009, pp. 276-294). Generally, conflict resolution in Chile follows the legal process of the country and the protocol established by individual firms. For example, Excel’s employs will use the company’s reporting structure to channel their complaints to the management. Language and Communication Style Spanish is the official language in Chile and nearly every Chilean speaks it (Langhans, 2010). Chileans use Spanish to conduct business since it is the dominant language in their country. Thus, Excel will have to print its training materials in Spanish in order to communicate effectively with the Chileans. Moreover, they will have to hire people who can speak Spanish in order to communicate effectively with their clients. Learning Spanish in Chile is better than depending on an interpreter to communicate. This is because Chilean Spanish is different from the one spoken in other countries.Advertising Looking for research paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Thus, depending on an interpreter who is not conversant with the Chilean Spanish can cause misunderstandings. Additionally, most Chileans have inadequate English skills, thereby limiting their ability to translate Spanish to English correctly. The disadvantage of learning Spanish is that it requires a lot of time. Thus, foreigners who are in Chile for a short period may not find adequate time to learn the language. Chileans prefer written to verbal style of communication because they consider contractual agreements to be binding. In this regard, Chileans require their business partners to make written commitments after verbal agreements. Additionally, it is advisable to provide all relevant information during negotiations because Chileans make decisions after meetings, rather than during discussions (Roraff Camacho, 2011, p. 114). This improves the decision-making process by eliminating the need to make further clarifications after meetings. View of Women, Men, and Ethnic Groups Ch ile’s law considers men, women, and members of all ethnic groups to be equal. This is similar to the USA where both sexes and people from diverse ethnic backgrounds are considered equal by the law. In Chile, women have equal or better educational achievements than men. Moreover, academic achievement and social status depend on one’s effort, rather than gender or ethnicity. Chilean women are very influential and participate in every aspect of life in their society. This includes joining the labor force at all levels and holding key positions in public and private firms (Rodriguez Gomez, 2009, pp. 276-294). Nonetheless, more men than women are employed in most Chilean organizations. Religion Christianity is the dominant and the most influential religion in Chile. Approximately 89% of Christians are Roman Catholics, whereas the remaining 11% are Protestants (Carillet, 2009, p. 96). Religious leaders play an important role in the country by contributing to social and poli tical policies. Even though religion has little influence on Chilean businesses, it will have some effects on Excel. This is because the education system in the country uses a curriculum that includes religious teachings. In public schools, religious instructions focus on the teachings of the Roman Catholic Church. Thus, Excel will have to include religious teachings in its K-12 syllabus. Another implication for Excel is that Chile has religious national holidays. Thus, Excel will have to close during the holidays in order to conform to the country’s traditions. Conclusion The aim of this paper was to analyze the cultural fit between Excel Learning Centers and Chile. The findings reveal that Chileans conduct business in Spanish, rather than English. Negotiating with Chileans can also be difficult because they are collectivists and risk averse. On the contrary, North Americans are individualists and are likely to take risks. Unlike North Americans, Chileans always try to avoid conflicts because they highly value group harmony. The similarity between Excel and Chilean firms is that they both follow a hierarchical organizational structure. Additionally, women, men, and different ethnic groups are treated equally by being given equal employment opportunities. References Ahlstrom, D., Bruton, G. (2009). International management: Strategy and culture in the emerging world. London, England: Palgrave. Carillet, J.-B. (2009). Chile and Easter Island. New York, NY: John Wiley and Sons. Langhans, C. (2010). Doing business in Chile: Chilean social and business culture. Web. Rodriguez, J., Gomez, C. (2009). HRM in Chile: The impact of organizational culture. Employee Relations, 31(3), 276-294. Roraff, S., Camacho, L. (2011). Cultural shock in Chile: A survival guide to customs and etiquette. New York, NY: McGraw-Hill.

How the English Days of the Week Got Their Names

How the English Days of the Week Got Their Names English speakers often take for granted the impact other languages have had on our own. The names of the days of the week, for example, owe much to the blend of cultures that influenced England over the yearsSaxon Germany, Norman France, Roman Christianity, and Scandinavian. Wednesday: Wodens Day Woden’s connection to Wednesday draws its name from the one-eyed god  known as Odin. While we associate him with the Norse and Scandinavia, the name Woden itself appeared in Saxon England, and elsewhere as Voden, Wotan (his old German moniker), and other variations, all across the continent. His image hanging from a tree with a single eye is reflected in many modern day religions.   Thursday Is Thors Day The mighty Thunder God was respected as Thunor among our ancestor culture in England, and his own influence as both the principal deity of Iceland and the international movie-star in Marvel movies  sits well alongside his more mysterious father. Friday: Freyr or Frigg? Friday can get tricky, as one can draw fertility god Freyr from the name, but also Frigg, Odin’s wife and goddess of hearth and home. Our common connotation shows Friday as a day of reaping (our paychecks) or returning home (for the weekend) so both could feasibly be the origins. A mythological mind might point to Frigg, our ancient mother, calling us home and giving us a family dinner. Saturn-Day Saturday pays homage to Saturn, that old force that appears in Rome, Greece.  Many might associate the name with pagan rites like â€Å"Saturnalia† or solstice festivals, which were (and still are) incredibly popular in both Northern and Western Europe. Old father time rests on this day, which conventionally ends the week in both the US and the Middle East, as a day of rest. Sunday: Rebirth as the Sun Returns Sunday is just that, a day celebrating the sun and the rebirth of our week. Many Christian sects point to this as the day of ascension when the Son rose and went back to heaven, bringing with him the light of the world. Solar deities beyond the Son of God stretch back universally, found all over the world in every single culture there is, was, and will be. It’s fitting that it should have a day all its own. Monday: Moon Day Likewise, Monday pays homage to the moon, the principal body of night. Monday has a good deal in common with the German name Montag, which translates as day of the moon. While Quaker heritage in the US calls it the second day, it is also the first day of the work week in Western culture, assuming that the first day is ascension on Sunday. In Arab and Middle Eastern cultures, Monday is also the second day of the week, which ends on Sabbath Day Saturday and starts again the day after, likely due to the shared Abrahamic religion, Islam. Tuesday Honors the God of War   We end this trip on Tuesday. In old German, Tiw was the god of war, sharing similarities with Roman Mars, from which the Spanish name Martes is derived. The Latin word for Tuesday is  Martis dies, Marss Day.  But another origin points to the Scandinavian God Tyr, who was also a god of war and honorable combat.

Contract Law Assignment Example | Topics and Well Written Essays - 2500 words

Contract Law - Assignment Example This case study presents the principle that sellers are not making a valid offer to customers, and that customers who bring goods to the counter are not making an acceptance, therefore a contract is not formed. This principle is further illustrated in the case of Fisher v. Bell 1 QB 394. This case notes that the shopkeeper is not making an offer, but the customer who presents the item to the cashier is making an offer to buy. When the cashier takes the customer's money, the cashier is, in effect, accepting the customer's offer to buy the good. Partridge v. Crittenden 1 WLR 1204 is another case illustrating this point, and this court held that offering birds for sale cannot be a valid offer, as the storekeeper might not actually own the birds, therefore he cannot be contractually bound to sell them. There also must be mutual assent to the contract, and this is known as the â€Å"mirror image rule.† This means that the acceptance must mirror the offer exactly. If the acceptance deviates from the terms of the offer, then the acceptance is deemed a counteroffer, in which case the original offeror is in the position to be the acceptee. Moreover, the agreement must be certain and enforceable, which means that the terms must be ascertainable by either consulting reasonable standards or have objective terms which can be enforced. For instance, in the case of Scammell and Nephew Ltd v Ouston 1 AC 251, the court held that an agreement to buy a new van â€Å"on hire purchase terms† was too vague to be enforceable. ... If the acceptance deviates from the terms of the offer, then the acceptance is deemed a counteroffer, in which case the original offeror is in the position to be the acceptee (Restatement 2d Contracts  §59a). Moreover, the agreement must be certain and enforceable, which means that the terms must be ascertainable by either consulting reasonable standards or have objective terms which can be enforced. For instance, in the case of Scammell and Nephew Ltd v Ouston [1941] 1 AC 251, the court held that an agreement to buy a new van â€Å"on hire purchase terms† was too vague to be enforceable. In this case, there was no way of measuring the hire purchase terms, as the contract did not indicate whether the terms were to be reasonable, nor did it list a price. The court must have a way to determine what the parties intended, and this goes to the element of certainty and enforceability. Contract law traditionally required privity of contract – this means that the contract is only between the contractees, and any third party beneficiary to the contract would not have the capability of enforcing the contract. The Contracts Act 1999 changed this, as it specifically allows a third party to sue if the contract benefits the third party, and there is not a stipulation that the third party does not have the ability to enforce the contract (Contracts Act 1999). Therefore, a third party can sue to enforce the contract, which is an evolution from the common law rule regarding contract privity. Effects of Part II of the Housing Grants, Reconstruction and Regeneration Act 1996 This part of the Housing Grants, Reconstruction and Regeneration Act 1996 (HGRRA)