Controls for Outflows Essay Example | Topics and Well Written Essays - 500 words

Controls for Outflows - Essay Example This will ensure that the employees are paid according to the amount of work done and will prevent payment for hours not worked for. The employees must sign the time card every day and a supervisor must subsequently approve the card. After approving the time card, the supervisor should then forward the records to the payroll department for preparation of the salaries. Secondly, the Apollo limited must ensure that their personnel department records all the information regarding the new employees, removal of names of employees whose contracts have been terminated, and adjustment of all variations in the employee pay rate. A supervisor must also approve these changes before the information is taken to the payroll department. Third, the payroll department must maintain all deductions that are made on employees’ remuneration for example loan repayment, taxation and any other deductions that are made. A different employee must be give the mandate to recomputed the deductions and make any corrections or anomalies. The employees should the sign the payroll form for all the deductions made on their salaries. After all the deductions are calculated, the payroll department prepares a multicopy payroll register with information from the time card and information on payroll record where all deductions are indicated on employees pay (Romney & Steinbart, 2006). Another form is then prepared indicating gross pay, all deduction, net pay, and the employees take this form home as pay slip. A different employee then recomputes the gross pay and deductions to make any correction reacquired before the employees are paid. The payroll department sends the payroll register to the accounts payable department where a voucher is prepared on each pay slip received. The department then prepares the required cheques, which are sent to the

Summative assessment Essay Example for Free

Summative assessment Essay THE TAQA AWARDCANDIDATE SUPPORT DOCUMENT Candidate Name Assessor Name Vocational Mentors Name Start Date Introduction to document This document has been developed to assist you to develop your skills and knowledge to be able to operate as an effective Assessor. The completion of this document will provide knowledge for learning outcomes in order to complete a multi-choice test for unit 1 Understanding the Principles and Practices of Assessment. In your introduction to the award you will have been provided with a variety of information including. The role of the Assessor Guidance on assessment of different types of evidence Guidance on the  arrangement for assessment The Centres appeals and complaints policy The Centres Quality Assurance Policy These documents and other information provided during your training should assist you in the completion of this document. Introduction to Qualifications and Credit Framework QCF Qualifications and Credit Framework (QCF) is a unitised qualification framework underpinned by a system of credit accumulation and transfer. The QCF is designed to allow learners to achieve credit for individual units or qualifications, providing learners with the opportunity to accumulate  credit at their own pace and use it to claim for a qualification when they are ready. The Assessment Process Assessment is the process of collecting evidence of performance and knowledge and making judgements on Whether the evidence meets the required standard Whether there is sufficient evidence to justify a position decision. The assessment is concerned with whether the candidate has collected and presented sufficient evidence to demonstrate that they can carry out work to the agreed standard and possess the knowledge and understanding which underpins their practice. If the evidence is sufficient then the candidate is judged to be competent in the specific area of practice. If the evidence is insufficient then the judgement is that competence is not yet demonstrated. Candidates should be afforded every opportunity to demonstrate their competence but it should be acknowledged that some candidates may, irrespective of their assistance and work opportunities available, find themselves unable to demonstrate competence. The assessment system should be Transparent in that the assessment procedures are clear and easily understood  by the candidate and that the evidence is explicitly presented and assessed and accessible and open for verification purposes. Valid in that the types of evidence used for assessment are clearly able to demonstrate competence, and where appropriate knowledge. However it should be borne in mind that knowledge does not in itself demonstrate competence, and Reliable in requiring different assessors to make consistent judgements based on the same evidence. Evidence is classified into performance evidence, which refers to competence which the candidate has personally  demonstrated and knowledge evidence which refers to what the candidate knows. The terms primary evidence and supporting evidence for any criteria, will normally be in the form of observation performance or assessment of a work product e. g. reports, records etc. Supporting evidence is used to support primary sources of evidence and is particularly important where there is a doubt as to the sufficiency of the primary evidence. The evidence for the core competences in any element is commonly fully supported by using evidence from observation, work products and a reflective account. Naturally occurring evidence is that which arises out of the candidates normal work activity and is considered to be the most useful type of evidence as it allows assessment of the candidates day to day competence without disruption to normal work activity. It is therefore likely to be a cost effective way of collecting evidence. Please answer the questions below- 1. Understand the Principles and Requirements of Assessment Explain the functions of assessment in learning and development Assessment is used to determine if learning and development is taking place with regard to specific criteria. The criteria are usually set by the awarding body for each qualification the learner is taking. The purpose of assessment in learning is to determine the learners level of competence by using a range of different methods. Based on the findings of the assessment and the evidence gathered during the assessment, decisions can then be made by comparing the evidence against the qualification standards. This will determine if the learners Competence, Knowledge Understanding of the subject, and Skills required to carry out required tasks are of a sufficient level to meet the laid down criteria. Assessment should be used to focus on improving and 1 / 10 reinforcing learning. It can help a learner understand how they are progressing and what they may need to do to improve their knowledge and progress further. ?Initial Assessment Review of Progress? Assessment Planning ?Decision Feedback? Assessment Activity ? Initial assessment ascertaining whether a learner has any previous knowledge or experience of the subject or topic to be assessed. Assessment planning agreeing suitable types and methods of assessment with each learner and setting targets. Assessment activity this relates to the methods  used for example observation or reflective account. Assessment decision and feedback making and judgement of success or otherwise. Giving constructive feedback. Review of progress reviewing progress, assessment activities, targets/plans Define the key concepts and principles of assessment Concepts are the aspects involved throughout the assessment process. They include Accountability being accountable to my learners, my organisation and the awarding body to ensure an I am is carrying out my role correctly, Achievement the funding that an organisation receives is related to a learners achievement. It is useful for me to keep a record of my learners achievement Assessment strategies following strategies in a specific subject will ensure roles are carried out correctly and working toward assessor qualifications Benchmarking involves comparing what is the accepted standard against the current position of our own learners performance Evaluation the assessment cycle should be evaluated on an on-going basis and feedback obtained from learners, managers and assessors Internally or externally devised assessment methods internal assessments would be devised by myself such as projects, questions or written assignments. External are assessments produced by the awarding body Progression progression of a learner should be taken into account when Im assessing learners ie career progression. Progression should always be discussed with the learner Transparency to aid transparency I need to ensure that everyone involved in the process clearly understands what is expected of them Types of assessment includes initial, formative and summative as well as diagnostic tests which ascertain a learners current knowledge Key principles of assessment include Communication should take place regularly with learners, internal quality  assurers and employers. CPD maintaining currency of knowledge and skills Equality Diversity assessment activities embrace equality, inclusion and diversity Ethics assessment process should be honest, moral confidential and integral Fairness planning, decisions and feedback should be justifiable Health Safety this should be taken into account throughout the assessment process Motivation encouraging and supporting learners Quality assurance ensuring assessment decisions meet standards Record keeping accurate records should be maintained Responsibility following  organisational guidelines and making objective decisions SMART assessment activities should be specific, measurable, achievable, realistic and timely. Standardisation that all assessors are making comparable and consistent decisions Explain the responsibilities of the assessor By following the concepts and principles of assessment will ensure an assessor is performing the role according to all relevant regulations and requirements. The role of the assessor is to assess the learners knowledge and performance. This includes, Assess learners work and evidence against  specifications. Ensuring work is authentic Make decisions and give feedback Provide support appropriate to learners. (Adapting teaching, learning and assessment activities Decide whether the learner has demonstrated competence. Apply equal opportunities Ensure that their assessment practice meets QCF guidance. Keep up to date with training on assessment. Prove they can assess effectively Standardise judgements and practice with others Follow organisational and regulatory authorities procedures Identify the regulations and requirements relevant to assessment in own area  of practice Health and Safety at work Act (to ensure the health, safety and welfare of persons at work). I have to be aware of risks involving activities in the assessing of my subject. I need to confirm learners knowledge of fire exits, first aiders and any relevant points concerning the area we are working in. Health and safety issues should be acted upon Equality and Diversity requires me not to discriminate against any learners on the grounds of race, gender or disability. I must provide a learning environment where every learner is treated fairly and equally, promoting inclusion using  various resources. Promoting equality and valuing diversity means allowing every individual 2 / 10 regardless of age, race, gender, disability, and culture or religion access to learning and actively removing barriers that would prevent certain learners from gaining a learning experience. At the start of the lesson I would identify experience within the subject with a skills scan. Data protection Act states that I must safeguard personal information at all times, holding only the relevant information and only allowing authorised persons access to these details. SoVA is ensuring I keep  young people and vulnerable adults are safe. Recognising the signs of possible abuse and dealing with the situation in a sensitive and calm manner. A vulnerable adults is defined as a person aged 18 years or over, who is in receipt of or may be in the community care services by reason of mental or other disability, age or illness and who is or may be unable to take care of him or herself, or unable to protect him or herself against significant harm or exploitation (Bonnerjea 2009). Code of Practice, as an assessor I must adhere to the principles, processes, practices, responsibilities and  quality assurance as documented by my organisation assuring all learners receive the best possible learning experience. A criminal background check is typically conducted by law enforcement or employers to verify your criminal history. A full criminal background check will list every arrest, charge, conviction and acquittal you have ever had. Criminal background checks are primarily used by law enforcement and the courts to determine an individuals criminal history for charging or sentencing purposes. Recently, employers, landlords and other organizations have begun using  them to ensure they are not hiring or housing dishonest or violent criminals. My role, responsibilities and boundaries as an assessor within the terms of the teacher/training cycle can be split into 5 areas Identifying the needs of the learner this is the first step within the teacher/training cycle and can also be known as the initial assessment. During this initial assessment it would be my responsibility to identify their needs this could be achieved by obtaining knowledge from the learner by completing a skills scan and by speaking personally to them. The information gathered would  enable me to plan a lesson around the individual or group taking into account abilities, disabilities or special requirements. Apply ground rules, these could include the respecting of others within the group, not to criticise their opinions but to understand the reason behind the idea. I believe this would promote equality and diversity within the group. This will also promote appropriate behaviour and respect for others. Planning and designing Now that I am aware of the learners needs I can progress to the next step of planning and designing. There are many areas to address before  planning starts. This ranges from the time, location, access, resources, risk assessments and health and safety. Different learning styles VAK must also be considered and the variety of resources available to me. I must also be aware of the core standards and work to a criteria and the learners must be conscious of time constraints ensuring the plan is completed on time. Facilitate As an assessor I must ensure the environment is suitable and the learner has every opportunity to learn, understand and be supported and that my aims and objectives are clear and can be met. Feedback  from the learners is important to ensure I am on the right track and that the session is being carried out correctly. I can adapt the session accordingly to ensure all learners receive the correct learning incorporating inclusion. It is my responsibility to maintain a safe and supportive learning environment for the learner to enable the best from the individual. This will ensure the learner is comfortable with me and their surroundings to be able to meet their needs and the criteria. Assess During the session I have to constantly monitor understanding, participation and assess progress. The assessment phase of the teacher/learning cycle lists continuous progress and review. I must give feedback regularly and it must be kept positive and constructive. All records must be kept relating to the individual, these include test results, reviews, attendance, initial assessments and feedback. The boundaries are that I must only assess what is relevant and valid, always allowing the learner to demonstrate their knowledge and understanding without interference from me or outside sources not involved in the assessment. Evaluate It is my responsibility to evaluate how the session went. With feedback it should be kept confidential as it usually contains personal views and information. There may also be a requirement to get other parties involved to promote the learners learning. It is my responsibility to ensure the session meets the needs of the learner and the 3 / 10 criteria. Understand different types of assessment method Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners. Performance evidence provides proof of what a candidate can do. Sometimes, performance evidence can also provide evidence of what a candidate knows. Method of assessment How and when this method could be usedEvaluation of methods (include reference to the needs of particular learnersStrengthslimitations Workplace observation ? During the learners day to day job role/taskGives a better overview of how the learner performs and how they can cover the criteria holistically. Observations are natural and reliableLearner can be called away to do something not related to the criteria. Can be simulated. Learner may feel nervous of on edge during observation Examining products of work Once an assignment has been set for learner to gather information  needed. This will emphasise what the learner understands about the criteria and it is product evidence that can be used and referenced within the learners portfolio. Reliable as these are naturally occurring Some learners may not be able to gather product evidence as they do not use it for their job role. Files may not be accessible due to confidentially Simulations and skills tests To ensure the learner has the relevant skills needed to meet the criteria. Simulate a situation to cover criteria. Skills tests will high light what strengths the learner has and what can be worked on to meet  the criteria. The learner can also have more input on how to achieve the units. Aids in covering awkward criteria and can make the learner think about their role in more depth Time can be a factor if the learner is too busy. If the learner has not completed a skills test before they may be nervous. Its not a real event and therefore could be completely false Projects and assignments To meet criteria of a unit that cannot be assessed by observation. This will show the knowledge the learner has and their ability to complete and understand the project/assignment. Personal life can restrict a  learner from completing assignments and projects. If they have not understood the criteria they may not cover it completely and need to revisit to complete. Questioning and discussion During an observation or guided discussionTests the learners knowledge and understanding. Prep the learner so they can do some research. Validates reflective accounts and learners knowledge If no prep has taken place the questions and the discussion will not be structured. Some learners do not perform well and they feel pressured. Witness testimony To cover criteria of certain units where a skills  testimony is needed. This is a statement from a peer regarding the learner and their competency. This will give an insight about the learner from another colleague or peer on how they complete certain tasks to cover the criteria. Good coverage of evidence when assessor is not there If the context of the WT is not explained an incomplete WT may be written or it can be unreliable. Learner statement/ Reflection To check the learners knowledge of certain criteria points and also a scenario they may have encountered that relates to the unit. This will give an honest account from  the learner regarding a situation they have been involved in and how they dealt with it. Some learners cannot reflect well and do not know how to converse situations onto paper. They can be completely false events Case study This can be used when the learner has a colleague/student they have worked with on a certain project. It can be a real situation they describe or a scenario set by the tutorThis method can be strong to be able to cover the criteria if the learner writes the case study well. Poorly written will not cover criteria and if the learner cannot convert a situation onto paper well it can cause stress to the learner. RPL Recognition of Prior Learning is a method of assessment by which learners can gain recognition for Knowledge, understanding, skills and competences that they already possess. If a learner has evidence from another qualification or experience they have already completed it can be used to support the criteria on the new qualification. Theres no repetition in assessments and is time effectiveIf evidence cannot be found or it is out of date it cannot be used. This can mean that the learner will take longer to complete the qualification and will need to do more work if RPL was planned to be used. Needs backing up with questioning as attendance doesnt necessarily mean understanding Understand how to plan assessment Summarise key factors to consider when planning assessment Evaluate the benefits of using a holistic approach to assessment Explain how to plan a holistic approach to assessment The 4 / 10 key factors to consider when planning assessment are Assessment type and method Dates, times and duration of assessment activities Individual learner and qualifications/employment level Location and environment Requirements for making decisions and giving feedback Resources and materials. Special requirements/learner needs Staff availability Type of evidence required I must consider how the criteria will be met i. e. observation guided discussion or personal statement. I would plan the time needed for the assessment chosen to make sure enough is captured and the assessment process recorded. A holistic approach to assessment allows me to see the process as a whole and in some cases can cover so much of the units that cross referencing can be achieved. I will need to take into account the learners previous experience and if they can provide evidence relating to the experience. This can all be considered if a holistic approach is carried out. This can be gathered and provided at the next planned meeting. Sometimes an observation can take place straight away as long as the key factors have been considered. If not I would plan for the next visit so the learner is aware and they can also make arrangements so I can observe holistically relating to the units and criteria. There are times when meetings and an assessment process have been scheduled but cannot be carried out because of an unplanned event. I would discuss a different approach with the learner to ensure the criteria can be covered. Within my job role I have to take into account the needs of the learner and what is the best process to cover the unit. Some of my leaners do not feel comfortable writing so in this instance I would use a guided discussion. There are some learners that do not feel comfortable talking so I would explain the use of a personal statement/reflective writing and how it can be written. A personal statement/reflective account is a form of self- assessment for the learner. If they understand the unit and how it relates to their job role they will be able to write a detailed personal statement/reflective account about themselves and their  understanding. Summarise the types of risk that may be involved in assessment in own area of responsibility Explain how to minimise risks through the planning process 4. 1 Explain the importance of involving the learner and others in the assessment process With all assessment processes there are some risks involved and these need to be taken into consideration. I will always ensure I am not stopping the learner from completing their duties and that the assessment can take place. Health and Safety is very important as I may need PPE in some areas of the assessment. This should be asked and verified when the planning is discussed. Lone working is another factor to consider. There are also risks relating to the learner work itself. Every learner has to sign their own work to validate it, but there is always a risk that the work that has been completed is false. This relates to breach of quality assurance principles (VARCS) Practical assessment and 1st hand observation helps reduce the issues of plagiarism of false misrepresentation. Open questioning and rationales of duties roles and responsibilities, help promote confirmation of validity, as would a greater understanding of the candidates style of work Other risks may include Learners  not turning up for their appointment Learners not being competent in their job role Learners not being ready for assessment. Others involved may need notice of assessment ie managers and service users Costs involved in travelling if appointment are not properly planned To minimise these risks it may be possible to Send the learner a reminder message Complete a skills scan prior to sign up Email managers to keep them up to date with assessment appointment Ensure all parties agree and sign a plan. 4 Understand how to involve learner and others in assessment 4. 1 Explain the  importance of involving the learner and others in the assessment process 4. 3 Explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning HYPERLINK http//search. babylon. com/imageres. phpiuhttp//maslowa cademy. com/wp/wp-content/uploads/2012/02/pyramidwithoutkidswords. pngirhttp//maslowacademy. com/ighttp//t3. gstatic. com/imagesqtbnANd9GcQ6HZvvyF2O6VKf87r3uHageOCfEYIN4_9gJ4Vcqhtr 5jttnPc1x47ykaxth1886w2457qmaslowbabsrcHP_ss_din2g Abraham Maslow developed the Hierarchy of Needs model in 1940-50s USA, and the Hierarchy of Needs theory remains valid today for understanding human motivation, management training, and personal development. Indeed, Maslows ideas surrounding the Hierarchy of Needs concerning the responsibility of employers to 5 / 10 provide a workplace environment that encourages and enables employees to fulfil their own unique potential (self-actualization) are today more relevant than ever. Abraham Maslows book Motivation and Personality, published in 1954 (second edition 1970) introduced the Hierarchy of Needs, and Maslow extended his ideas in other work, notably his later book Toward A Psychology Of Being, a  significant and relevant commentary, which has been revised in recent times by Richard Lowry, who is in his own right a leading academic in the field of motivational psychology. Involving the learner and others is very important when discussing and planning an assessment. This will give the learner chance to give their input into how they can cover the criteria and also what evidence they can bring to supplement their knowledge and training they have already had. Encouraging the learner to reflect on, and correlate previous experiences or qualifications will aid the assessment process. Reflective writing not only aids improvement, but promotes learner inclusion in their own learning. Reflective accounts throughout the course are a good example of this. By involving others i. e. learners manager or peer they can be used to provide a WT (witness testimony) relating to the learners everyday tasks and duties. This is ideal as the manager has a good insight into the learner and can give a very detailed account that is role related. This is also known as peer assessment and the learner will need to explain and work with their manager to ensure the manager  understands the nature of the WT and how it relates to the qualification. 4. 2 Summarise types of information that should be made available to learners and others involved in the assessment process 4. 4 Explain how assessment arrangements can be adapted to meet the needs of individual learners The learner induction guide is given to every learner. This contains a short explanation of the following Introductions Learning and training plan Visits to the workplace Assessments and the process Training Responsibilities of the learner, assessor, training provider and awarding body  Health and safety Equal opportunities Data protection Roles of IQAs and EQAs Internet safety guidance Examples of reflective writing and witness testimonies Complaints and appeals procedure. The complaints and appeals procedure is discussed with the learner at induction and revisited a number of times throughout the learner journey Visual is the providing of reading material for the learner to take away and research. I provide each learner with a list of resources at induction. Auditory is the explanation of how the unit can be covered and by what means to cover the criteria. This will also give the learner a chance to have input into the method and assessment. Question and answer will enable me to get a better feel of the learners knowledge and understanding of the course. Most of my learners are different and not all will use the same learning technique or gain the same understanding if only one technique is used. I will always have resources with me and I will discuss this with the learner to gauge what is the best method for them to meet their learning needs. Some learners will learn better on a computer and feel more confident writing an essay on a computer. Others need more visual stimulation so I will use easy read handouts and links to websites. I will always make the learner feel involved in the learning process rather than tell them what to do, this will make them feel more in control of the situation and can sometimes make the task more enjoyable if they can put their own spin on it. Understand how to make assessment decisions Explain how to judge whether evidence is Explain how to ensure assessment decisions are Sufficient enough evidence as specified in evidence requirements and/or assessment strategy Authentic Being the candidates own work. Current evidence that the learner possesses the skills and knowledge being claimed Made against specific criteria Valid selecting and using an appropriate method of assessment in relation to the skills and or knowledge being assessed Reliable assessors achieving a constant approach to the way they make judgements and learner evidence Fair ensuring candidates are assessed consistently and objectively to the standards Factors which could influence a judgement or decision. Appeals ensure organisational procedures are followed and records are kept Complaints remain objective and do not let complaints influence  future decisions Consistency remaining unbiased towards learners Methods of assessment using appropriate and alternative methods Plagiarism copied work the others or producing work that does not belong to them Pressure feeling of pressure to pass learners due to time, funding etc Type of 6 / 10 assessment assessment needs to be fair and ethical VARCS valid, authentic, reliable, current, sufficient When gathering evidence from the learner I must make sure it is correct and relates to the specific criteria of the units. I would judge the type of evidence submitted is sufficient by comparing it against the standards. For instance if a personal statement is submitted I would sit down with the evidence and read thoroughly marking off the criteria as I read, this will ensure the information is valid. I would make sure the learner authenticates the evidence by signing and asking a manager to read, clarify and sign also. By asking for a managers signature it also ensures the evidence is current, reliable and relates to the learners job role. The assessment decision needs to be fair for all learners and feedback given regularly to the learner. This will ensure inclusion for the learner and equality and diversity is followed. Another method of checking authenticity can be to ask the learner questions relevant to the work completed. It can sometimes happen that a learner will get another member of staff to do the work for them. This will ensure the work is their own and they understand it. You can also use another colleague or the manager of the company to authenticate the work. I can speak to the person named as the peer to ask if they can authenticate the work and get them to sign a separate sheet of paper. 6. Understand Quality Assurance of the assessment process 6. 1 Evaluate the importance of quality assurance in the assessment process. 6. 2 Summarise quality assurance and standardisation procedures in own area of practice. Quality assessment is part of the quality management process. Quality management processes are intrinsic to a quality management system. A quality management system may consist of policies and protocols to ensure that a service or intervention is optimally delivered and will incorporate indicators to demonstrate whether such success is being achieved, in the early, mid and end stages of an intervention or programme. Such indicators need to be reported and fed back in to the loop of assessors and IQAs so that quality improvements can be made continually. These are fed back to assessors through personal one to one meetings with their line manager and standardisation meetings. Standardisation meetings are carried out regularly to ensure the assessment and IQA requirements are interpreted accurately and that all assessors and IQAs are making comparable and consistent decisions. Aspects which can be standardised are Assessment activities looking at safety, fairness, validity and reliability. Creating a bank of assessment materials assignments, multiple choice questions How are wen resources are used How learner evidence meets requirements How assessors interpret the assessment procedure  and standards and how they make decisions The way that assessment plans and feedback records are completed The way learner reviews are carried out Updating assessment and IQA documentation. Internal quality assurance (IQA) relates to the monitoring of the learner journey throughout their award, this is to comply with internal and external organisations requirements to ensure the quality of assessment for all learners. All assessment decisions will be carried out by a qualified assessor in their own subject area and sampled by IQAs.

Dead Men Do Tell Tales Essay -- William R. Maples Forensic Anthropolog

Dead Men Do Tell Tales In the book, Dead Men Do Tell Tales, by William R. Maples, Ph.D. and Michael Browning, a story is told in how the dead, no matter how dead, still â€Å"talk† to us. The book is appropriately titled because, according to Dr. Maples, truth is discoverable, truth wants to be discovered (2). Dr. Maples tells us of what it is like to be a Forensic Anthropologist. Dr. Maples does not hold anything back in any of his descriptions, from the smell of corpses to the explanations of maggots. Dead Men Do Tell Tales is a complete engrossing journey into the world of Forensic Anthropology and the science of bones. The book is well organized and easy to follow. The story is not from some published medical work containing lengthy medical terminology. The book is best described as the story of Dr. Maples career and interesting encounters it entailed. The book is a total of 292 pages. The book is organized into 16 chapters, each appropriately titled for the subject and stories that it contains. One could only wish that all story tellers could be as good as Dr. Maples. The first chapter, â€Å"Every Day Is Halloween†, gives a preview of the book and talks about the nightmares that he seldom has. â€Å"They are usually flitting images of the everyday things I see on the job: crushed and perforated skulls, lopped-off limbs and severed heads, roasted and dissolving corpses, hanks of human hair and heaps of white bones – all in a day’s work at my office† (1). In this part of the book, we learn of Dr. Maples' life and how it came to include the fascinating world of anthropology. It is in this chapter that Dr. Maples proves his credibility that he knows what he is talking about. He tells of his upbringing with strict moral val... ...anything. I think that the book is so fasinating cause he doesn’t try to put a rated â€Å"R† subject into a â€Å"PG-13† book, after all we live in a rated â€Å"R† world, whether we like it or not. He helps to illustrate his world in all different varieties, I believe that is why the chapters were broken down the way there were. Dr. Maples includes so many fascinating experiences and resolutions to his investigations that even I was able to stay interested to the last page. The class helped out a lot in reading this book because I was able to easily follow his explanations of the skeleton, from differences between male and female skeletons, the different bones that were being talked about, the dental records, and a lot about the skull, like skull features, cranial sutures, and orbital features. I only wish all school books assigned could be as interesting as this one.

Evaluating the Importance of Women in Fitzgerald’s Great Gatsby

â€Å"While working on the Great Gatsby Fitzgerald acknowledged that the women characters are subordinate†¦Ã¢â‚¬  evaluate the importance of women in Fitzgerald’s Great Gatsby.The 1920’s were the foundation of the dramatic change to society, many people called it ‘The roaring twenties’. During this period many Americans were uneasy about their ‘consumer society’ and the new ‘mass culture’. Women were most affected by the roaring twenties, this new up rising of sexually free women with bobbed cuts and short skirts, drinking and smoking landed them the nickname ‘flappers’. Women had now been given the right to vote and had new high status jobs.Machinery took over their household work and new birth control methods were inhibiting them to have fewer children. Women were constantly fighting in this age to be noticed and with people like Fitzgerald who created these characters with â€Å"no important woman characterà ¢â‚¬  (qtd. In Turnbull 197) they had no hope of the freedom and status they wanted.The faceless women at Jay Gatsby’s parties were the perfect representation of what they call ‘flappers’. These women were at these parties purely because they were free, free from the war â€Å" I was one of the few guests who had actually been invited. People were not invited-they went there.†This shows how people in this period would just go to any party they could and not one of them were concerned in the slightest about the sources of Gatsby’s wealth. These parties needed women, they required female energy and I am sure that the â€Å"number of young Englishmen dotted about;† would have no participation at this party without the women.The women at these parties were the perfect stereotype of male perspectives â€Å"I never care what I do, so I always have a good time.† This shows how women were seen as ‘loose’ and ‘unladylikeâ₠¬â„¢ as they would do what they pleased even if it wasn’t the ‘correct’ way to act, they had complete lack of ethical concern.Although women believed that they were purely independent they clearly weren’t â€Å"girls were putting their heads on men’s shoulders in a puppyish. Convivial way.† they were utterly unaware of the objectification men had towards them and put on this perception of being entirely free â€Å"they are emancipated yet they contribute their share of vulgarity which appalls Daisy.† (Ivan Strba) this  shows how Fitzgerald judges these ‘faceless’ women through characters, even through the same gender, which is loaded with irony.Myrtle Wilson’s inclusion in the novel is to represent the lower class of women who thrived for the freedom and wealth of the upper class and do anything in their power to do so. Myrtle’s constant interference with the marriage of Tom and Daisy Buchanan, â€Å"she i s introduced into the novel by her telephone call, which disturbs the urbane surface of Daisy’s dinner party†(Ivan Strba) this is the first evidence where she is portrayed as lower class and looked down on by other women characters in the book â€Å"Tom’s got some women in New York†.Who hasn’t â€Å"the decency not to disturb at dinner†. This shows how women who were of lower class didn’t know right from wrong and weren’t taught social morals. Nick also judges her for her status â€Å"her lower class pretensions appear comical to Nick because he judges them from a position of social superiority, but her overt sexuality impresses him†(Ivan Strba) this also shows how Myrtle doesn’t hide her sexual desire for Tom and is very open in the way she is.Myrtle is always fighting for her place â€Å"Her flower name suggests a fleshy yet beautiful climbing plant vigorously moving upwards.†(Ivan Strba) this is the perfe ct representation of Myrtle as she is a ‘climbing plant’ doesn’t have the ability to climb, this is a symbolism for her trying to climb ‘vigorously’ up the social ladder to the upper class. There is always something holding her back, which is background, where she lives ‘the valley of ashes’. The valley of ashes is a â€Å"gigantic trash burning operation†(Litkicks mystery spot series). It was the road between Great Neck and Manhattan. It is where myrtle’s husband George runs a decrepit auto garage.This is also where Myrtle is murdered, she is still seen as a sexual object through her injuries â€Å"left breast was swinging loose like a flap† â€Å"the mouth was wide open and ripped at the corners† it also shows how she never belonged in the higher social class with the imagery â€Å"mingled her thick, dark blood with the dust† this implies that is was wrong what she was trying to do with Tom and how it would of always ended badly as she was stuck in this fantasy.Myrtle always felt like her and Tom were going to end up together â€Å"get married to each other right away† where as Tom always  thought of her as nothing more than an object â€Å"since her social status is simply unworthy of any more profound engagement†(Ivan Strba) even though Myrtle knows this she is still constantly luring him in, even though he has made up a stupid lie that he cannot leave Daisy because she is catholic she still has some sort of hope that one day he will think of her as more than just a mistress.You could also argue that she is in it purely for the money and has no intention of a relationship with Tom, Ivan Strba touches on this subject â€Å"constantly attempts to lure Tom into her womb† this could be a symbolism of pregnancy where Myrtle knows if she were to get pregnant Tom would give all the money he had to make sure that, that baby would have no link back to him, theref ore she would get what she wants.Jordan Baker’s slight masculinity and indifferent personality is the representation of the small percentage of women who were strong enough to stand on their own and didn’t rely on the security of men for wealth and social class. Underneath Jordan’s bitchy hysteria she is extremely vulnerable, she constantly has this front that she doesn’t need anyone to protect her. Jordan barely even acknowledges men, for example the first time she meets Nick she pretends she doesn’t care is â€Å"almost imperceptibly† but she does secretly â€Å"lips fluttered†.This is evidence that she doesn’t give much away to people â€Å"completely emotionless†, especially men as she doesn’t want to destroy this veneer of survival which has an element of tragedy as you feel sympathy for the character as to what could of made her this way. Jordan is described as self-sufficient â€Å"distancing from any emot ional entanglement†(Ivan Strba), which reflects her relationship with Nick, or lack of one for that matter as Nick’s opinion of her changes instantly as he finds out she cheated to win a golf tournament â€Å"Dishonesty in a woman is a thing you never blame deeply—I was casually sorry, and then I forgot.† This is the first of many lies Jordan tells, this portrays that Jordan feels as though she has to lie to ‘play the game’ she cant be seen as a woman who is sweet and innocent or it will ruin this image that she has created for herself.By playing with Nicks feelings she is showing authority of the character and not letting him take control this is why she is with Nick because he is vulnerable compared to other characters such as; Tom or Gatsby, as he doesn’t have as much money as them, â€Å"Nick also judges that she  avoids relationships with clever men that might see through her†(Ivan Strba) and has a lower status, therefore she knows he wont have power over her.Jordan is the perfect example of ‘new women’ and the freedom they claimed after the World War, and with characters like Nick who â€Å"simply does not know quite how to handle this cool, unbalanced independent woman of the 1920’s†(Ivan Strba) they allow women to play with their feelings.Daisy Buchanan is objectified by several men and is not resistant to the objectification. With her lack of personality and beautiful looks, she has lost all identity through the desire for the veneer of glamour and wealth. The character of Daisy is made up of this image that everyone else has of her â€Å"exists only as a fragile veneer, a shinning radiance of Gatsby’s construction.The centerpiece of Tom’s wealth†(Ivan Strba) she is constantly being refereed to objects rather than a person, a ‘center piece’ is the idle way to describe her, as they are pretty to look at, but there is nothing to them, the y are simply there to look good. Daisy has no identity and tends to hide behind the men, especially Gatsby and Tom. Daisy’s love for Gatsby is uncertain, this makes her a dislikable character as it creates frustration for the reader, as she doesn’t have nerve or the sprit to pursue it.You could say that Daisy is scared to be with Gatsby as he is from West Egg, which was seen as the place of ‘new money’ this could bring her doubt as she wouldn’t want to risk the life style she has now as Gatsby’s money is ‘new’, whereas East Egg was almost like certain money, from inheritance etc. Also Tom places doubt in her head about Gatsby’s money â€Å"certainly not for a common swindler who’d have to steal the ring he out on her finger†, this could most definitely influence Daisy’s hesitance towards the life with Gatsby as she just wants a life for herself.The love between The Buchanan’s can be seen as â₠¬Ëœsuperficial’, â€Å"a love that was established for legal means†(Min Jae hogsheadgastby.blogspot) but then turned into something more real between the couple, although adultery appears in both characters, there is something there that I stopping either one from leaving, it could be love or it could be to maintain his veneer of happiness through wealth and social class. They are seen as what society wanted, ‘happily’ married, with money what many people called ‘the American dream’.Gatsby is the ultimate sacrifice for Daisy, she is the one who causes his death and she  doesn’t even have the decency to go to his funeral leaving was Daisy’s ‘scapegoat’, which shows the lack of ‘back bone’ she has, and she just runs away when things get bad â€Å"she and Tom had gone away early that afternoon† It's simply symbolic of the fleetingness of wealth during the time period.Overall I think that the women are important in the novel, as the men wouldn’t be who they are without the women, they may not be the most important but the novel needed females in order for it to work. It is good representation of the changes in the roles women had in the 1920’s and also the different personalities the women had and Fitzgerald portrayed this well through the female characters.

My Dorm Room Essay

College is a life changing event for all students who desire to fulfill their dreams. College is a place of learning and of discovery. Learning does not occur only in the four walls of the classroom or the library, nor it is solely the responsibility of the professor, and it is more than reading hundreds of pages of text books and completing requirements. College is also the place where each student learns how to live independently for the first time, how to manage their time and schedules, meet lifelong friends, experience passionate love and bear their souls to a special person, and, most of all, it is where students discover who they are, what they are capable of and what they want to do with the rest of their lives. In this very intense, fast-paced academic life, each student struggles and becomes more mature after living in a college dorm. Dorm life for a college student is a necessary part, and without it they won’t be fully prepared to take on the challenges of adult life. My dorm room is the place that I call home while I am at Newberry College. It is a nice place to live and I feel very comfortable there. As you walk into the main entrance of Brokaw Hall, you make a right turn then a left one and proceed to room 114. Brokaw is an all freshman dorm. My room is large. I did not bring anything from home; I decided to buy everything that I need once I got here, since I am an international student. I have adapted well to my dorm room and I like living there. On my door a red plate is mounted with the number 114 typed in the middle, near the top. The door is heavy and is made of sturdy wood. At waist level on the left of the door is a metal panel, which supports a large metal doorknob. Once you open my door, you see the interior of my room. To your right sits my bed, which has a red comforter on it. On the wall, by my bed is a flag of my country, Morocco, that I hung up. I brought my country’s flag to remember my homeland, family, and friends. The walls were painted light blue with a few posters hanging in place. The cool color of the wall relaxes me. On top of the bed, a closed laptop sits. When you look to your right you see my roommate’s bed, which has a blue comforter. On the wall, above his bed is where the speakers are hung for the stereo. There are four speakers on the wall and two on the floor. When the stereo is at full power we can hear music all the way from the other end of the hall. As you focus your eyes towards the window, you notice our desk area. The right desk is considered my side, and the left is my roommate’s side. On my desk there is my black printer, an alarm clock, a lamp, and some of my favorite CDs. My favorite possession on my wooden table is the family picture that faces my bed. In the middle of the combined desk, we have our refrigerator and microwave, a Playstation Two video game system, a small fifteen inch television and next to the desk there is an air conditioner. This is used to keep us cool at night and during the day. My section of the room is odd because it is actually clean most of the time; however, I think of myself as being messy and lazy. There are two dressers in my room which are of different sizes, the smallest of which belongs to my roommate. The closet is divided into two sections like most of the things in my room. The dorm room is my safe-haven from college troubles. Half of it is messy with cluttered desks and clothes thrown over the floor, but my side remains clean and organized. I enjoy staying in my room and surrounding myself with the comforts of home: my country’s flag and pictures from home. My parent’s smiling faces are cheering to me. Everything from the soothing color on the walls to the model posters hanging up makes me feel at home here at Newberry and lets me forget my homesickness.

buy custom Developing an Implementation Plan essay

buy custom Developing an Implementation Plan essay According to Laux and Herbert (2006), ventilator-associated pneumonia, an infection of the airway, is the most common infection acquired from hospitals among mechanically ventilated patients. It has been known to develop more than 48 hours after mechanical ventilation initiation. 6 to 52 of 100 patients requiring mechanical ventilation develop ventilator-associated pneumonia. Around 1 to 3 percent of mechanically ventilated patients are at risk of developing ventilator-associated pneumonia daily (Stonecypher, 2010). The aspect of ventilator-associated pneumonia that troubles health care professionals is the high associated mortality. Al-Tawfiq and Abed (2010) mentioned that 46 percent of patients requiring mechanical ventilation who developed ventilator-associated pneumonia die, while hospital mortality of patients without ventilator-associated pneumonia is only 32 percent. According to Cutler and Davis (2005), ventilator-associated pneumonia patients are more likely to add an estima ted amount of $40,000 to their hospital charges against a typical hospitalization expense. This is due to the fact that these patients are required to undergo prolonged intensive care and services. In this case, health care professionals organized a procedure focusing on identifying ventilator-associated pneumonia at an early stage. In addition to this, they also adapted consistency in the application of evidence-based practices. These measures are performed for the reduction of ventilator-associated pneumonia incidence. Problem Description In the authors medical facility, mechanically ventilated patients who have developed ventilator-associated pneumonia have experienced an increase in hospital mortality and morbidity, higher hospitalization charges, and longer hospitalization. According to their data review, the number of patients with ventilator-associated pneumonia reached 8 percent from August 2, 2010 to January 29, 2011. The review also revealed that health care professionals failed to place much emphasis on oral care, although they have a bundle program for ventilator-associated pneumonia to prevent its immediate development. Good oral care still proved its importance in the prevention of ventilator-associated pneumonia based on significant number of evidence-based researches. According to Cutler and Davis (2005), most patients requiring hospitalization have pathogens in their respiratory tract, unlike normal healthy adults. When the respiratory condition of these patients worsens, the respiratory pathogens are more likely to micro aspirate into the respiratory tract. In this case, the patients risk of respiratory pathogenic micro aspiration can be intervened through proper oral care. This process is crucial in the prevention of ventilator-associated pneumonia development. The importance of proper oral hygiene maintenance is fundamental in the prevention and reduction of ventilator-associated pneumonia. However, this is traditionally the most neglected process. Health care professionals tend to consider it a lower priority intervention compared to other complex interventions. Proper oral care and hygienic procedures for mechanically ventilated patients have long been a cause of major concern to health care professionals. At the authors facility, for example, there are inconsistencies in the performance of systematic oral assessment during the patients stay in the Intensive Care Unit and also during the admission of these patients. Although most nurses and health care professionals are aware that proper oral hygiene is significant in the prevention of ventilator-associated pneumonia, they still tend to neglect to put it in practice in a consistent manner. As a result, ventilator-associated pneumonia has risen from 0 to 8 percent within a period of six months. Proposed Solution Usually, other health care professionals and nurses are challenged with changes to the current practices. But researches proved that the nursing profession has to change and improve their attitude towards oral hygiene measures. It has been recognized already that good oral hygiene is essential in the prevention of ventilator-associated pneumonia in mechanically assisted patients. However, nurses are usually less aware of this importance. Observational visual audits and electronic chart reviews alike distinguished the insufficiency of nurses and health care professionals in ensuring standardized oral hygiene for mechanically intubated patients. In this case, a standardized oral care protocol has to be developed to enhance nurses and other health care professionals compliance with the implementation of oral care. In response to this, health care professionals should formulate and encourage strict enforcement of systematic oral care protocol for the patients requiring mechanical ventil ation. With this, the compliance of nurses in implementing oral care will increase. Approval The proposed solution will be discussed with the unit manager, director, and staff. After the discussion, the Institutional Review Board (IRB) will review the standardized oral protocol for approval. The IRB board assures that the propoed solution is not involved in any unethical modalities and protects the patients right. The IRB reviews all requests for approval on the 15th of every month, and notifications regarding the approval come within the week of the review. Upon the approval from the Institutional Review Board of the proposed solution, health care professionals will develop a standardized oral care protocol. Then, it will be implemented for three months as an admission protocol for all patients requiring mechanical ventilation. Rationale for the Selection Usually, proper oral hygiene procedures for patients requiring mechanical ventilation are rarely, if at all, prioritized by nurses and other health care professionals. In the authors facility, for example, there are currently no consistent oral care method, frequency, and guidelines for nurses to follow in performing oral care. Evidence from Literature The risk of ventilator-associated pneumonia in patients requiring mechanical ventilation can be decreased with the implementation of comprehensive oral care. The protocol is an evidence-based solution to the said problem. Cason, Saunders, and Broom (2007) found out through research that more than half of all the hospitals do not have strict oral care protocol for patients requiring mechanical ventilation. In such a case, these hospitals very seldom perform the assessment of oral cavity (Cason et al., 2007). Several studies linked ventilator-associated pneumonia to dental plaque and colonization of microbes in the oropharynx. To decrease dental plaque colonization, tooth brushing plays a major role. However, even if current evidence shows that it has beneficial effects, the intervention is seldom used in most Intensive Care Units (Halm Armola, 2009). According to the study of Cason, Saunders, and Broom (2007), oral care procedures were very seldom performed, and moreover, the import ant part of the procedure was not done properly, if no standardized oral care protocol exists. Garcia, Jendresky, Colbert, Bailey, Zaman, and Majumder (2009) showed in their study that an increase in the nurses compliance of oral care protocol has a positive effect in prevention of ventilator-associated pneumonia among mechanically ventilated patients. Different studies indicated that hospitals with comprehensive protocols are more consistent in performing oral care (Cason et al., 2007). For example, tooth brushing was proved to decrease microorganisms; however, this is not performed as a part of the oral care routine in critically ill patients. In this case, a multidisciplinary approach is required for the improvement of quality oral care in Intensive Care Units. Education, sufficient time, prioritizing and positive attitude towards oral care have a direct effect on the quality of the oral care provided for the patients. Therefore, it is important to educate nurses to reinforce proper oral care, give them enough time to perform the procedures, and help them unlearn the usually perceived unpleasantness of oral care (Furr et al. 2004). Resources The personnel required for the implementation of the proposed solution are the staff nurses and respiratory therapists. The materials needed are pamphlets, posters, and power point presentations. The assessment tools necessary for comprehension and feedback before and after implementation are surveys and questionnaires. Computers are also needed for presentations and communications, and some space for presentation should be provided as well. Funds must be made available for the initiation, supervision, and evaluation of changes of the staff, the cost of education, the production of educational and other materials, gathering and analyzing data, and other expenses including refreshments. Implementation Process and Logistics When nurses follow a strict oral care protocol, they are more likely to improve the initiation of oral care and, what is more importantly, prevent the occurrence of ventilator-associated pneumonia. For this to be possible, a measurable goal is needed for the improvement of implementation of the proposed solution. To have it implemented in a timely manner, the organization and the solution itself should have a clear and solid intention. Moreover, the objective should be measurable and time-specific. It should also consider a specific population involved. For its success, a mutual agreement between the upper management and the staff is necessary. Both the personnel and the resources must be distributed properly for the accomplishment of the task. The solution is successful if it includes a careful development, testing, necessary modifications, re-testing, and careful implementation of the process. The program will, therefore, be included as part of the admission requirements and proce sses for patients requiring mechanical intervention. The process includes the following procedures: Assessment of the oral cavity upon admittance and every 12 hours tthereafter. Administration of oral care every 4 hours to all patients requiring mechanical ventilation. The procedures will be repeated as needed on an 8-12-4 program with or without 0.12% chlorexidine. Prior to repositioning and every 2 hours assessment of all mechanically ventilated patients for the identification of necessary removal of oral secretions. Suction tooth brushing with antiseptic oral rinse for 1-2 minutes every 12 hours. Cleaning the teeth and tongue using suction swab between brushing or as needed. Application of mouth moisturizer every 2 hours and as needed. Provision of deep orophhyrangeal suction as needed to remove secretions in intubated patients. Once the Institutional Review Board approved the proposed solution, it would be introduced and presented at scheduled meetings for the education department, nursing administration, nurses assigned in infection control, Intensive Care Unit director, and respiratory director. During the presentation, the cost, mortality, and morbidity rates of ventilator-associated pneumonia would be pointed out. Upon the approval of the respiratory care director and nursing administration, the solution will be presented during weekly meetings to the Intensive Care Unit respiratory therapists and nurses. The ancillary staff will also be informed during monthly staff meeting. The procedures prior to implementation include: Selection of personnel and venue. All Intensive Care Unit respiratory therapists and nurses are part of the team. Approval acquisition from the chief nursing officer for the funds used for printing, power point presentations, pamphlets, and refreshments with minimal costs involved. The created budget will be presented for approval to the chief nursing officer. Assessment and evaluation of the present oral care status. Collaboration with the respiratory department for the commencement of the preparation and implementation procedures. Organization of the educational program through power point presentations and handouts. Every part of the proposal should be taught to the Intensive Care Unit staff, and the respiratory therapy department. Feedback should be enhanced. Arrangement of simulation terminals for demonstration and training of the involved personnel. Introduction of the oral care procedures to the key stakeholders. Identification of a process owner for operation of the procedure after implementation and onwards to preserve long-term integrity. Strategies for a Good Outcome Periodic oral care should be discussed during daily patient rounds to enhance awareness and positive attitude toward the procedures. Oral care applications should be recorded after every administration for further documentation, study, and modification. It can be used as a solid tool for further measurements and checking procedures. Nurses should be offered comment and suggestion sheets, and questionnaires. This will aid them in the continuation and development of oral care. Moreover, nurses will also develop a sense of ownership to the oral care procedures. A discussion of the oral care processes, necessities, and modifications in strategy should be conducted with the involved nursing staff and the education department. Staff meetings should also be conducted monthly to share modifications and other information. Possible Barriers Because the nursing staff is accustomed to the current procedures, changes are often difficult to accept. However, concern over the proposed solution can be relieved by providing enough information about the deficiencies of the current procedures. Moreover, if possible benefits of the proposed process are discussed thoroughly, hopefulness may be developed in them. The initial implementation procedure may be difficult at first, but if necessary measures are taken, the implementation will run smoothly. One aspect that can impede the change is poor communication. The failure to communicate freely may prevent the personnel from following through with the implementation of the change. All hospital personnel, including the stakeholders, should cooperate in the implementation of the proposed change to encourage continuity of the newly-adopted solution. Contention should not be encouraged either. All possible barriers that will prevent the application of the procedures should be settled and resolved prior to implementation. If these measures are followed, the possibility of a successful outcome increases. Oral care hygiene process is crucial to ventilator-associated pneumonia patients, and therefore immediate action is required. The initial implementation may be difficult and demanding and may cost money and time, but the effect on the patient will be rewarding. The additional time that nurses will spend on oral care proceedings will actually cut the time they need to provide care for the patient in the long run. The amount of time that the patients will spend in the hospital will be reduced. Moreover, the overall expense of the hospital itself will be reduced. In this given situation, most of the patients, if not all, will find cure, and therefore their lives will be saved. Buy custom Developing an Implementation Plan essay

Comparing TGI Fridays to Fusian Japanese Eatery †English Essay

Comparing TGI Fridays to Fusian Japanese Eatery – English Essay Free Online Research Papers Comparing TGI Fridays to Fusian Japanese Eatery English Essay The two restaurants that I chose for research were T.G.I. Friday’s and Fusian Japanese Eatery. I chose these two because I love Fridays for having a variety of foods, such as steak, hamburgers, chicken, spaghetti and many other items. On the other side, I love to eat Sushi and Fusian has an excellent selection and very tasty sushi, along with soups, salads, and lunch/dinner combinations. But mainly, I would categorize Fridays as an all around restaurant, and Fusian as a Sushi restaurant. As far as location goes, Fridays is located about 10 minutes away from UCF by car, going south on Alafaya, and is located in the Waterford Plaza, along with several other restaurants. Fusian is located right across from the UCF campus, so it is in walking distance. I had dinner at T.G.I.F. on Saturday, November 5th at around 6:30pm and I went to Fusian on Friday, November 4th at 8:00pm. I went with a friend of mine to Fridays, and the duration of the visit was about an hour. We had some trouble with the food, but Ill get to that later. I had 7 other people with me when I went to Fusian sushi, but only 6 of them, including me, ate something. The number of employees that I interacted with at Fridays was 3 people, and only 2 at Fusian Japanese eatery. The atmosphere of both restaurants are different, since one has a bar and ‘supports’ drinking, while the Japanese restaurant is more of a relaxing, tea kind of atmosphere. However, both places had their ups and downs, which I will talk about shortly. Outside In this section I will describe the outside setting and such of both restaurants, first talking about T.G.I. Friday’s and then Fusian. Fridays: This restaurant is very easy to find. If you go South on Alafaya, you will see it on the left side in a shopping plaza. It is located right by an entrance and its sign is brightly lit up. You can see it from several hundred feet away. And because it is in a shopping plaza, if you have been to the stores in the Waterford plaza, I am sure you would have seen the Fridays. I would say it’s pretty inviting. The Red, white, black coloring of it is very enticing for some reason, and as the name goes â€Å"Thank God It’s Friday† tells me that this place is somewhere to go to relax and have a good time. My friend and I got there at around 6:30pm on Saturday, so it was just before it gets really busy. I was able to find a parking spot right outside the main entrance, and there were many other spots open. The parking surface was smooth with no potholes or bad spots. Parking spaces are somewhat limited if it’s a busy night, but overall I would say they have around 50-60 spaces available. You can park all around the building, and they have several handicapped spaces right in front of the facility. The landscaping is in very good shape. The hedges are trimmed, the trees looked beautiful, and the flowers outside the entrance were taken care off. The mulch on the floor also added a very nice touch. Lighting on the outside is very good. It has huge lamp posts all around the plaza, which have a wide area of light. There are several lamps outside of Fridays, and 2 very bright lamps right at the entrance. I usually don’t have a problem with lighting outside of a restaurant, because I am a ‘strong’ male, but as far as a female should be concerned, I think the parking lot is lit enough all around, and they should feel safe walking around when they want to enter Fridays , or to leave. So I think overall it’s very safe. As I mentioned earlier, they have around 4-5 handicapped spots right in front of the entrance. Along with that, there is also a ramp which a person in a wheel chair could take. It has a sidewalk, with a lower opening, and then back to a raised sidewalk, where you can roll through. There are two large doors which can both be opened to accommodate such wheelchairs. The entrance was very easy to find. It was the most lit area of the building, and because there were trees and such, you knew there the entrance was. My friend and I didn’t have to wait, but if we did, there were 2 benches available inside for patrons who are waiting, and enough standing room outside if we had to wait. They also have a buzzer system, in which you get a little device, which lights up and vibrates once your table is ready. Overall, I really like the location, and general look of this Friday’s restaurant. It’s very appealing, and the outside is very well lit, and looks beautiful with all th e landscaping. Fusian: Fusian is quite a bit different than Fridays. First off, it’s located right across from UCF in the little plaza, so it’s in walking distance for students. It’s not that easy to find though. It is located on the far north side on the plaza, next to a small bar on one side, and another bigger building to the right of it which is another bar. It has a medium sized, lit up banner of its name, which displays â€Å"Fusian Japanese Eatery.† I went there with 7 other people, who have already been in the plaza before, but none have ever noticed this restaurant. I would say you could find this establishment Poorly to Fairly. It’s not quite inviting. It looks small from the outside, and has a small window next to the door. It has a menu on the door, and you can see curtains. Parking is good, since it’s a plaza, if you don’t mind walking you can park anywhere. The parking spots are available for any of the stores in the plaza, so you just try to f ind a spot closest to Fusian. We parked about 4 rows away from the entrance. Parking surface and quality were excellent. There is really no landscaping to speak off. Since it’s just a bunch of window fronts and a parking lot, there isn’t much landscaping to be had. However, several small trees have been spread around in pots, which make it a little bit nicer. Lighting is fair to moderate poor. There are a few light pots in the parking lot, which aren’t very bright, and there are some lamps located above the store fronts. Fusian itself is dark outside, as well as inside. The big building that is connected to it is not lit up at all, which creates shadows in front of Fusian. As I mentioned before, I was comfortable walking there, but if I was a girl walking there in the dark, I would feel somewhat uncomfortable and would be alert for people walking around. It could definitely use more light to be more secure. Handicapped spaces are located all over the parking lot, and some were in close proximity to the restaurant. I do believe that only 2 out of the 4 or 5 were available at 8:00pm when I went with my friends. I already knew where the restaurant was, but if I didn’t, I probably would have missed it and drove by it if I was looking for it. It’s pretty much hidden unless you know what you’re looking for. We went inside and were able to find a spot, but if we had to wait, there is no space inside. Fusian itself doesn’t offer any seating options outside for waiting, but if you wanted to sit, you could go next door to the bar, and sit outside at several small tables with 4 chairs each. Overall opinion on the outside is fair. It’s fairly dark outside, and could cause trouble with females once it’s dark outside. There are no options to sit if you have to wait, unless you go next door. It’s also hard to locate because of its location. Inside In this section I will describe the inside setting and such of both restaurants, first talking about T.G.I. Friday’s and then Fusian. Fridays: I have personally always liked Fridays, and it didn’t really matter if it wasn’t as clean as it could be. I think of it more as a grungy-bar type restaurant, than a formal sit down place. However, overall, it was very clean. The table that my friend and I sat was clean when we sat down, and the floor wasn’t overly dirty, although some small pieces of napkins and such were on the floor. So basically the cleanliness factor was good. I love the atmosphere of Fridays. It was glass windows on its wall cabinets, which display random artifacts, and lots of liquor bottles. It plays all kinds of music in the background, which isn’t loud or annoying at all. The chairs we sat in were pretty comfortable; however the booths with the cushions are much better. Temperature was also very comforting, id guess around 74-76, so it wasn’t warm, but it wasn’t cold either. Since my friend and I were there at 6:30 pm, we didn’t see too many people at the bar, and many tables were open. I know from earlier experiences that it can get pretty loud and rowdy once all the legal age college drinkers get to the bar. I went to the bathroom before the meal, and I found it to be quite dirty. There was water, perhaps urine, on the floor by the urinal and in the stall. There were also pieces of toilet paper and paper towels on the floor. The mirror had been splashed with water, and there was water over the sink area. I love Fridays soap personally. It is the soap that comes out of the dispenser as foam, which there was plenty of. Restroom quality could have been a lot better, but I am not one to go into any restaurant to sit down to do my ‘business.’ The layout of the restaurant is very clear and well thought out. Once you enter, you can go straight to the bar, or you can choose to sit at tables with 4 chairs each, or you can go across the restaurant to go sit in a booth. As I mentioned before, you can pretty much see across the whole floor because of the glass windows in the cabinets, which are filled with random artifacts and liquor bottles. The menu choices are incredible. You can eat anything from shrimp, to other fish, to steak, to burgers, to salads, so on and so on. You have a variety of appetizers or soups, side dishes, deserts and all kinds of drinks. Food could be smelled in the restaurant because the kitchen is open and doesn’t have doors; however, the smell was not strong. If anything, the smell was mostly neutral, and didn’t really smell like anything, so it didn’t bother me. The menu itself was about 5-6 pages in length, and included pictures next to some entrees, and described the ingredients, and properly displayed the prices, so you know exactly what you will be paying for whatever item you choose. Sense of safety on the establishment was excellent. Every few minutes I saw a waiter walk by, and we sat close to the hostess, so if anything happened, she would have seen it. There were also many sitting around us, so I felt safe. However, I did not see one manager walking around and talking to people, so if anything did happen, I wouldn’t be so sure that a manager would arrive in a quick manner. I didn’t ask if there was more than one present, or how far away he or she was, but I am assuming he was in the back or something. Handicap accessibility in the establishment was good. The isles were wide enough for people in wheelchairs to go through, and enough room for them to sit at a table. I don’t think they could sit in a booth, unless they got out of their wheelchair and worked hard to get into the booth. Overall, the bathroom could have been a lot cleaner, because it just makes me think about how they take care of their kitchen if the bathroom looks like it did . I felt safe inside, the menu was excellent, and the seating and atmosphere were very good. Fusian: Going to Fusian on Friday was my fourth visit for the restaurant, meaning that I enjoy eating there. The atmosphere of the restaurant is amazing. It is very fitting towards the Japanese theme, and it is very relaxing and comfortable. At all the times I have gone, especially this time, everything was very clean, from the table, to the floor. There is no background noise, and the patrons and workers are really quiet. There are several seating options. You can sit with another person at a single table, you can sit at a table which seats up to 8 people, or you can sit in a booth (NAME) in which you sit on top of a pillow which is one the floor, and you sit right under the table with your feet. The temperate in this restaurant was also very comfortable, not too warm, but not cold. I have never used the bathroom before, but decided to go and wash my hands. The bathroom itself was fairly small, with one toilet and a sink. It was very clean. There was nothing on the floor, and it looked like it had been taken care of. Can’t say that it could have been any cleaner. The layout is somewhat interesting. When you come in, there are two large tables to the right, and several small tables to the left. Right behind the two large tables it the bathroom. Across the room is the kitchen and Sushi prepare area. In that area, there is a walkway to the right, and if you walk that way, there is another room which is cut off from the restaurant opening, in which there are several tables to seat 5 people, and 2 tables to sit 8 people. In this part of the restaurant, there are also those BOOTHS in which you sit on the floor. So basically, if you haven’t been here before, you’d think that the room in which you first enter is all there is to the restaurant. You c an’t see the whole restaurant in one view, but the layout is very well thought out, to accommodate different levels of privacy. There are several ways you can order food. The server gives you a regular menu, which offers soups, salads, lunch and dinner combinations and appetizers. She also handed us a long sheet of paper, which had the names and ingredients along with the price of all the sushi that is available. There must have been at least 30-40 different sushi combinations available, all of which are freshly prepared once you order them. Prices are easily seen. You might think that a Sushi restaurant smells like fish, however, Fusian did not have any type of smell at all; it had a very neutral smell to it. Sense of safety inside was excellent. It’s a very small restaurant, and it’s somewhat crowded together, so if anything at all happened, the whole restaurant would know it. There were several servers walking around, so I felt safe. The only people that I saw walking around were the hostess, several servers, and then two cooks which prepared the Sushi. I don’t think I have ever seen a manager walking around, so I can’t vouch for any ‘real’ authority figures. As far as handicap accessibility goes, I would say that someone in a wheel chair would have a severe problem. As I mentioned, the restaurant is very small and compacted together, so the isles are not very wide. Also, tables are close together and you sit very close to your neighbors. They could improve in this area, but I wouldn’t see how without rearranging the whole inside. Overall, I really enjoyed eating here. The place is dimply lit, except above the tables, which creates a very quiet and relaxing mood. If you really want to feel like you’re in Japan, you can sit down on pillows on the floor in the BOOTHS. Tables and chairs are comfortable, and it’s just a great little restaurant. 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Writing for Literary Magazines

Writing for Literary Magazines 163 Literary Magazines Accepting Reprints http://publishedtodeath.blogspot.com/2016/01/163-literary-magazines-accepting.html The more I read the list the madder I got. Not at the blog and not at the author, but at the fact  123 of those 163 publications dont pay for reprints. But what you dont immediately see is most of them dont pay for original works, either. Look closely and youll see that 11 pay token payments, three admit paying pennies, 12 pay semi-pro rates when pro is six cents/word. Some admit $1, $2, $5 and $8 flat rate. You could count on one hand the ones that pay double digits, with the highest admitting paying $10 to $100. I understand that the author of the piece attempted to help writers who wanted to resell material theyd already published. Very few of them will pay you, but you will have the satisfaction of knowing that you have reached more readers. Sorry, thats still exposure, in my book in lieu of payment.   Why should you write for these publications? You shouldnt. The only way Id write for a publication such as these is if their reputation is pretty darn big and can catapult your career. I dont mean 2,500 readers. I mean tens of thousands and their name is recognizable and respected. Otherwise, youre feeding their preference to pay writers nothing and the exposure promise is worth nil. Exposure to a small group is not exposure. Why do people submit to them? A wide range of reasons. Because they think itll make them look professional. Because they think the exposure will do something for their career, not evening thinking what exposure means.  Because they hate rejection. Many would rather publish quickly or for nothing than hold out. Its possibly ego or desperation to publish, or a combination of the two. Its so much more professional, and youll respect yourself so much more, if you hold off publishing until you can climb the ladder a little bit and reach the paying publications. Yes, even in the literary world, they have markets that pay. One of the biggest myths out there is if you write for free or pennies, you are paying your dues. Um, no. You are proving to a higher calibre editor and publication that you settle for less. Most say they do not have the budget to pay. Many say they are nonprofit and cannot afford to pay. Some say they are university affiliated and, therefore, cannot afford to pay. The fact is, if you run a business (and a nonprofit or university press is a business), and you run it properly, you find the money to pay the people providing the raw materials that make it happen. The printer, the mailman, and all the players who put that publication together are getting paid. Which means you should be shamed into starving.

My favorite philosopher Essay Example | Topics and Well Written Essays - 500 words

My favorite philosopher - Essay Example The paper starts with the Plato's history. Being born in a wealthy and powerful Athenians (Kemerling), Plato purposed to make wise use of such advantages in addition to his wit. For generations, many people have been witnessed who were endowed with money but have grown to squander their gifts. However, it was not so with Plato and that is just one thing I admire about him. Plato had been a student to Socrates, a well-known Athenian philosopher. To his being a student, I could say that he had been among those who did his responsibilities well. The knowledge that was passed on to him was not only recognized in his future life as a teacher himself but was embraced and lived to a full worth emulating. He is to the very sense of the word, a true philosopher worthy of being called such. Thinking could have been one of the very tasks he had been doing to the end of his life for indeed he did not just influence the branches of Science and Mathematics but even the sociological and political a spect of human beings. One of my favorite sayings from the master is this, "until philosophers are kings, or the king and princes of this world have the spirit and the power of philosophy, cities will never have rest from their evils nor the human race and then only will our states behold the light of day†. Of course I strongly agree with him on this thought because leaders should be thinkers. They should not be easily swayed by what are told of them nor what they externally see but they should be able to read the minds of people around them and the reasons why things happen in such and such a manner.

Coaching skill education Essay Example | Topics and Well Written Essays - 1500 words - 1

Coaching skill education - Essay Example Scientists are of the view that this kind of training is good for the athletic sports as opposed to sports like table tennis, gymnastics, and figure skating which are considered early specialization sports. These early specialization sports take short number of years to fully develop competitor to join the elite competition. They therefore do not require as much number of years to prepare as for the athletic training (Bar-or, 2006). This stage as the name suggests is the fun stage. The athlete, or would be athlete, is meant to have fun as they learn the basic moves required in the sports. This stage is best suited for the ages of 6-9 for males and 6-8 for females. It is important to note the basic skills practiced here are not the sport specific yet but are just general body movement skills. This is to ensure the athlete is all round developed and grows with sporting without difficulty (Bloom, 2004). The emphasis is therefore to build basic motor skills. These will help produce an athlete with skills that are trainable in regards to the specific sport. There are three stages involve in the fundamental stage of skill development. These three stages can be categorized as: initial stage which takes (2-3 years), elementary stage which takes (4–5 years) and mature stage which takes (6–7 years). At the end of the FUNdamental stage, the athlete should have the basic sport skills such as speed, good balance, and agility. Strength training at this stage should include using the child’s weight another important aspect also is the introduction of the child to the ethics of sports. It is important that the child learn sports basics from the tender age (Ericsson & Charnesss, 1994). At this stage, the athlete is to learn all fundamental sports skills. The main objective of this stage is to further the skills learnt at the first stage. The motor skills are advanced and the child

Latinos films Essay Example | Topics and Well Written Essays - 2000 words

Latinos films - Essay Example The Latino community has been faced with numerous problems ranging from labor problems to social problems. This can be rooted to the fact that the community is considered as a minority race in the United States alongside other races like the African Americans, Asian Americans, and Native Americans among other minority races. Like others races which had these kinds of problems, there are some movies which have been produced to highlight the problems of the Latino community in the United States. This paper will look into some of these movies and highlight the problems that have been highlighted in these movies. One of the movies that have been produced to highlight the plight of the Latino community is movie titled, 'The Fight in the Fields.' The Fight in the Fields is a Latino documentary movie produced, directed, and written by Rick Tejada-Flores and Ray Telles. The documentary covers the eventful life of Cesar Chavez in his epic struggle. The documentary movie is based on newsreel, archival footage, and interviews with California Governor Jerry Brown, Dolores Huerta, and Cesar Chavez family members including his brother, sister, son and daughter. Cesar Chavez and the farmworkers' struggle is a presentation of the Independent Television Services (ITVS) and are produced by Paradigm Productions (The Fight in the Fields, 16th May). The two hour documentary covers the first successful organizing drive of farm workers in the United States. It first premiered in 1997 in the Sundance Film Festival and was aired across the United States on PBS from 97 through 2000. It was also aired in the Sundance Channel in 2001 and 2002. The main focus of the documentary is on Cesar Chavez's dramatic attempts to unionize farm workers. The documentary covers the following areas of Cesar Chavez life: His earlier years. His adolescent life as a farm worker His young years as a community organizer His relationship and eventual marriage to Helen. Helen Chavez was instrumental in the movement since she supported her husband to focus his energy to the movement. The dramatic events that Cesar Chavez was involved in during his time in the movement. This helped the cause of the movement since it attracted the attention of the press. The non violent strikes attracted the attention of the public. This was a plus to their cause because it put pressure on farm owners and the government. His three hundred mile march. His friendship with Robert Kennedy Cesar Chavez and the farm workers major barrier was the Bracero Program which brought thousands of Mexican contract workers to work in the United States. The movie shows how Cesar Chavez unionized farm workers who led non violent strikes. Up to date migrant workers continue to face numerous problems. There are an estimated three and half million immigrants in the United States who are predominantly Latino (78%). They move their permanent residence so as to seek employment mainly in agricultural farms. Their kind of employment is usually of short durations and demand regular 'migration'. Almost fifty percent of migrant farm workers have less than ninth grade education. They face the problem of language barrier because they speak little or no English. Majority of farm workers live under the poverty level and very few receive worker's compensation or social security. Such benefits are hard to

Computer security Essay Example | Topics and Well Written Essays - 1500 words - 3

Computer security - Essay Example Software licensing refers to all legal measures that govern the dispersion of software. The licensing is undertaken to help protect and prevent the computers information and data from loss and fraud. Computer software licensing is essential in preventing the loss of data and thus should be an area of great concern. In addition, computer licensing is vital for the protection of others work from those who would want to benefit from it without undergoing the costs. Coming up with a software involves a lot to do with the brain, and it would be unfair if someone would just enjoy the use of such without paying for the same. Using this approach, we would say that computer licensing may or may not be antisocial. Software licensing is antisocial given the fact that it can terribly damage social cohesion. A proposal to permit only one individual or only a group to use the program, while locking out the others, is divisive and should be unacceptable in a social community (Stallman 2010). Software is used to share information among others, but if they are licensed, then only a few people can get the rights to use them. As a result, the licensing of this software prevents information sharing that is largely reclusive. Software engineers and developers are also of the idea that personalities that do not exist in their inner cycles ought not to benefit from their hard earned sweat, and this further divides the society (Stallman 2010). Therefore, computer licensing in the computer savvy world is not so conducive for the development of a social setting in as much as computers are necessary. Yes, it is ethical and widely acknowledged learning the solutions to computer problems. People should be trained and taught about the computer problems so as to know what it is they should anticipate when using the devices (Tompsett 2009). Similarly,

Irish Educational System Essay Example | Topics and Well Written Essays - 1750 words

Irish Educational System - Essay Example This is a situation that could escalate unless dealt with. They also say though that the situation is so variable from place to place that it is difficult to generalize either as to the current situation or ways to deal with any problems. The Irish educational system is many ways very similar to that found in other western European countries. It provides primary, secondary, further and higher or tertiary education with children spending 6 hours a day or more in school 5 days a week, a high proportion of a child's waking hours, though they spend even more time out of school than in it. Nevertheless it has a massive influence upon the way children think and behave, especially if the values a child finds at school are reflected in their family and in the wider society. Education is compulsory for those between the ages of 6 and 15, though many 5 year olds attend school and further and higher education is on the increase, with some 50 per cent of students going on from school to further studies varying from adult literacy courses and those for the unemployed to formal university courses. Education in primary schools follows the 1999 Primary School Curriculum as described on the Irish Education web site. This curriculum document is unusual in educational circles in that it does not provide a religious curriculum, but leaves this to the churches that control the various schools. Its aim is to make the most of each individual's character:- as it is expressed in each child's personality, intelligence and potential for development. It is designed to nurture the child in all dimensions of his or her life -- spiritual, moral, cognitive, emotional, imaginative, aesthetic, social and physical... This idea of making the best of each child is contained within the Constitution of Ireland as laid down in 1937. In article 41 section 1 it states clearly that the people of Ireland feel that the family is 'the primary and natural educator of the child' and that it is both the right and the duty of parents to see that their child recieves an education religious, moral, intellectual, physical and social. There is provision for education at home, but rather oddly no minimum standards for this are laid down, though there is provision for the state to see that a child recieves education when , for whatever reason, the parents are unable to do this. If one looks at the curriculum in an Irish Primary School it is clear that social education is given its place alongside such traditional subjects as mathematics, languages and science. In fact it appears twice in the list provided on the Education Ireland web site. There are a number of different types of primary school - state-funded primary schools, special schools and private primary schools. State funded schools include religious schools, non-denominational schools, multi-denominational schools and Gaelscoileanna i.e schools which operate in the Irish language, but which are outside the usual Gaeltacht, i.e. the area where Gaelic is the first language. Social education is linked to environmental studies and science as well as to personal and health education. It is of course in the earliest years of a child's school life that correct behavior and values must be reinforced if a positive school career is

CHLAMYDIA AMONG TEENS AND YOUTH Essay Example | Topics and Well Written Essays - 1250 words

CHLAMYDIA AMONG TEENS AND YOUTH - Essay Example The other important skills include being able to recognize pressures from other people and to resist them, deal with and challenge prejudice, seek help from adults including parents, carers and professionals through the family, community and health and welfare services. Sex education equip young people with the skills to be able to differentiate between accurate and inaccurate information, discuss a range of moral and social issues and perspectives on sex and sexuality, including different cultural attitudes and sensitive issues like sexuality, abortion and contraception. It is widely accepted that young people have a right to sex education, because it is a means by which they are helped to protect themselves against abuse, exploitation, unintended pregnancies, sexually transmitted diseases such as Clamydia and HIV/AIDS. Chlamydia is a common sexually transmitted disease caused by the bacterium, Chlamydia trachomatis. Even though symptoms of chlamydia are usually mild or absent, serious complications that cause irreversible damage, including infertility, can occur "silently" before a woman ever recognizes a problem. The bacteria can move from one person to another through sexual intercourse, and possibly through oral-genital contact. If someone touches bodily fluids that contain the bacteria and then touches his or her eye, a chlamydial eye infection is possible. (Stamm W E, 1999) It is difficult for a girl to know whether she has chlamydia because most girls do not have any symptoms. Chlamydia causes an unusual vaginal discharge or pain during urination. Some girls with Chlamydia also have pain in their lower abdomens, pain during sexual intercourse, or bleeding between menstrual periods. Sometimes a Chlamydia infection can cause a mild fever, muscle aches, or headache. Like a girl, a guy can also have a difficult time telling whether he has chlamydia. Some guys may have a discharge from the tip of the penis, the urethra where urine comes out, or experience itching or burning sensations around the penis. Rarely, the testicles become swollen. Chlamydia bacteria live in vaginal fluid and in semen. About 70 percent of Chlamydial infections have no symptoms. It is very common among teenagers and young adults. At present chlamydia affects between 3 and 4 million people a year. It can be very harmful to women because it can lead to sterility. The infection can spread up the fallopian tubes and leaves scar tissue there so an egg can't get through. If this happens a woman can never get pregnant in her uterus. This also increases the risk of an ectopic also known as tubal pregnancy, which is a pregnancy that cannot be completed. This is a serious medical condition and if a tubal pregnancy ruptures one can die. Most at risk groups for Chlamydia are teenagers who actually have the highest rate in the country. Sixteen to 24 year olds have much higher rates than adults and that's both boys and girls. It's alarming because it portends the future health of the kids. And Chlamydia hits teens and young adults hard. More than one out of 25 people ages 18 to 26 are infected with Chlamydia. The infection rate is slightly higher among women, according to the May issue of the Journal of the American Medical Association (JAMA). Chlamydia is known as a 'silent' disease because about three quarters of infected women and about half of infected men have no symptoms.