Saint Brigid s Centre For The Arts - 1657 Words

Saint Brigid s Centre for the Arts in Ottawa was formally called St. Brigid’s Church as a Roman Catholic Church which was designed and built by architect John. R. Bowes and his son, James Bowes together. After 2007, the church was closed and now uses for all kinds of artistic, cultural and social events such as concerts, plays or art exhibitions. The architectural plan of the church was rectangular Roman basilica with twelve compound piers with transverse aisle on either side crossing the longitudinal nave in front of the sanctuary. The Romans’ most greatest techniques of architectures were influenced by its of the Etruscans and has developed three architectural features: arch, dome and vault in the 1st century BC. Romanesque architecture has characteristically elements: Semi-circular arch, Barrel vaulting of the nave, thick buttress walls and Gothic architecture has three elements which came together in Gothic period: Pointed arch, Ribbed vault and Flying buttress. Among Architecture terms, a vault is an arch- shaped structure used to provide an enclosed space with a ceiling or roof of a building and is a unique element to analyze which architectural design was in history. There are four certain types of vault to be classified: Barrel and Groin vault which were used in Romanesque period, and Rib and Fan vaults which were used through the Gothic period of the later Middle Ages. A barrel vault is the simplest base design of the vaults, which was developed to more

Successful companies Free Essays

Introduction E-commerce had brought much alteration in manner concern. It is enabled concerns to link with each other in new manner of thought in every country on commercialism. The turnover from usual concern to e-commerce has anticipated transcending far so expected by witness. We will write a custom essay sample on Successful companies or any similar topic only for you Order Now Many companies presents utilizing e-commerce had been successfully gained more net income in their concern such as amazon.com, e-Bay and mudah.com. These companies have their ain characteristics that show them as the extremely rated successful companies. Most of these companies besides have good schemes in be aftering their concern that enables them to success. The Successful Companies through E-Commerce Amazon and E-bay is among company which allowed dealing electronically. There are the precursor in e-commerce that successfully success until today. Nowadays there are 5 most successful company utilizing e-commerce, Amazon, Dell, Staples, Office Depot and Hewlett Packard. Amazon.com ( 1994 ) is one of the most celebrated e-commerce companies and founded by Jeff Bezos. Today, Amazon offers everything from books and electronics to tennis rackets and diamond jewellery. Harmonizing to the research conducted, Amazon.com attracted about over 615 million clients every twelvemonth. The ability of online friendly web site by Amazon is one of the key of success for this company. Another company that been successfully in e-commerce is Dell Inc. Dell.com has made rapid paces, the company has achieved large net income in on-line gross revenues. The company ‘s effectual scheme of selling merchandises without retail has been admired by clients and many e-commerce traders imitate their scheme. Equally same as Amazon, Dell success cardinal factor is on-line friendly web site. Most of successful companies achieve success by holding their ain features and characteristics that led them. Effective schemes besides the cardinal factor the company ‘s success accomplishment. Features of Successful E-Commerce Company Many companies use e-commerce as one of the ways to derive net income. For each successful company, they have assorted characteristics that help them in e-commerce concern. The first characteristic is a clear vision and end. The company must cognize precisely what they want to accomplish in this concern. Second characteristic is dare taking deliberate hazard. The key to success is make bolding to take necessary hazard and considered investing as fuel of concern in e-commerce. Following is, successful sites employ good advisers. By holding adviser that can be trusted is indispensable. It is because company merely can derive if holding panels of experts that can rede in modulating scheme, tactic and spread out the concern. Another characteristic is successful sites can encompass engineering and alteration. Keeping abreast of developments online is the key in on-line selling, alteration in on-line manner and understand manner to read web analysis. The 5th characteristic is forbearance and a long-run position. The company invariably step if they are bit by bit acquiring to their end. More characteristics are a committedness to and uninterrupted betterment. The success company knew what they should make and ever do betterment. Last is, success company must believe that there is no short cuts to do net income. There is some e-business people want to derive million of net income but trusting it come by making nil. Success company knew that is incorrect. By keep focussing, difficult work, changeless betterment and committedness there are the existent manner to success in e-commerce concern. Strategic Moves That Led Companies to Success? Fine method and scheme can take companies to success. They are several ways that has been listed as strategic moves to take companies to success. First is Well-Positioned Online Brand. The companies must take the market able trade name name for their web site. A trade name name will pull clients to the company ‘s web site and can assist guarantee clients about the quality of the offering, the truth of the information, can advance client trueness and the security of the web minutess. Second, Online-Friendly Offerings. It is about the choice and diverseness of the company merchandise. The companies must make up one’s mind what merchandises to offer on the web site. Another diverseness is offering clients the ability to obtain alone merchandise or information. The diverseness are of import because it allows clients to command the merchandise picks and at the same clip it can construct clients trueness. The 3rd move is Reliable Customers Service. It is to animating trueness among clients. For the company to success the client must swear the company and its web site. Trust can be built through confidence of privateness and dealing security and by supplying accurate information. As illustrations, many people purchase at Amazon.com instead than other web site because it can be trusted by clients. Last, Right Business Planning.It is to get support, nonfinancial resources and to obtain a realistic attack to the concern. Important Elementss in Implementing the Scheme There are many elements that guide E-Commerce schemes to success. It is such as is to see full integrating, partial corporate integrating, and concern unit integrating all has positive facets as schemes for e-commerce and are feasible picks. Another component is companies must carefully organize new online services to heighten and protect their trade name. Following is, in implementing and explicating e-commerce scheme throughout company operations, it must include Multi-channel coordination as the cardinal success factor. More elements are successful e-commerce scheme must include particular attending to client service as it is core constituent of company scheme. A proper balance the usage of commoditized solutions and alone utilizations of e-commerce can assist company use effectivity. It is to derive competitory advantage in scheme. Decision As decision, e-commerce concern helps a batch trader to spread out their concern. Net income achieved go oning turning for companies those involve in this electronic dealing concern. It as we can see in achievement Amazon.com, E-bay and Mudah.com. More proud, now found many bargainers begin utilizing e-commerce as one of the ways promotes their goods. Most successful companies in e-commerce have steady characteristics that been a key to their success. This including the scheme that been used such as good concern program, online friendly web site, dependable clients services, committedness in pull offing concern, do betterment in services. With the right schemes, many traders can easy derive more net income and spread out their concern around the universe. How to cite Successful companies, Essay examples

Professional Class for Identity Development- myassignmenthelp

Question: Discuss about theProfessional Class for Identity Development. Answer: Concept of Professional Individuals who are certified by the professional sectors through a formal process is termed as professional (Yazdani et al. 2016). As a professional the competence of is measured against the established standard. Professionalism refers to the ability of a person to achieve the proficiency in the business industry. As a professional, a person has to meet the goal of an organization. Importance of Professional reflective journals Professional reflective journals allow a person to solidify their working experience. However, such journals helps the individuals to understand the stages of the professional sectors and they can evaluate it properly (Luft and Roughley 2016). As for example, in the business industry the reflective journals regarding the profession become popular in the public domain in order to improve the professional knowledge. These reflective journals give the individuals a clear knowledge about the professional sectors, which increases their confidence. This journal makes them personally and professionally improved. References Luft, T. and Roughley, R., 2016. Self: The Role of Reflective Practice for Supporting Professional Identity Development in Graduate Students.SUPPORTING, p.53. Yazdani, S., Zanjani, S., Afshar, L. and Ahmadi, S., 2016. Concept Analysis: Professional Formation of Medical Students.Biosciences Biotechnology Research Asia,13(1), pp.361-367.

Motivational Program and Alcoholics Anonymous

Introduction Alcoholism is one of the issues that have affected mankind for a long time. Millions of dollars have been spent on alcohol and alcohol related issues. Thousands of families have been adversely affected, not to mention the talents that have been lost or not fully exploited due to taking of too much alcohol.Advertising We will write a custom research paper sample on Motivational Program and Alcoholics Anonymous specifically for you for only $16.05 $11/page Learn More We are not in a position to measure all the impacts that indulgence in alcohol has on mankind. The society understands the weight this issue has and different approaches have been taken aiming at helping the people who are struggling to stop taking alcohol. Scientists, theoreticians, philosophers, doctors and counsellors have all come up with suggestions meant to help people struggling to stop taking alcohol. Many theories have been developed in an attempt to find strategies which can help alcohol users to quite taking alcohol. Motivational theories are widely used to explain how motivation can be used to address the alcoholism issue. Motivational theories have been developed by different psychologists over time and most of the alcohol recovery programs indeed use at least one or a combination of motivational theories to help victims recover from alcoholism. Alcoholic Anonymous is one of the widely renowned alcoholism recovery programs operating in almost 200 countries and helping millions of alcohol addicts recover from alcoholism. This paper discusses Alcoholics Anonymous (AA) motivational program, motivational theories and then analyses how successful or not the AA program has been basing on the motivational theories. Alcoholics Anonymous (AA) The history of AA can be traced from a group called the Oxford Group which was a Christian organisation. Its purpose was to help men struggling to quite taking alcohol possible. It is believed that their concept of dealing with alcoholism was more of a spiritual approach as they believed that surrendering to God would help solve the sinful nature of alcoholism. AA is said to have been formed in 1939 by Bill Wilson who borrowed most of the ideas from the Oxford Group and broadened the concept to include psychological and physical treatment as well. Since then the membership has increased and the program has increased its boundaries from America and Canada, where it was originally based to different parts of the world (Kurtz, 1979). How AA works AA motivational program works on a voluntary basis whereby whoever is willing to quite taking alcohol join the group. In order to encourage alcoholic victims to join the program and at the same time protect them from public ridicule the program calls for anonymity of the members hence the name alcoholics anonymous. The program not only helps alcoholics but also people struggling from other forms of addiction as well.Advertising Looking for research paper on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More It is worth noting that the program is self-sustaining with no any external financial help, but works from voluntary contributions from its members and literature sales. There are no employed workers but rather the counselling is carried out by the previously recovered individuals through the mentorship program which is also voluntary. AA believes that the only qualification for membership is the decision and will to quit taking alcohol (Kurtz, 1979). There are meeting centres distributed over 200 countries and a willing member is expected to join in any of the AA group meetings close to them. Once in the group, one is expected to confess and share personal experiences as an alcoholic with other members within the group and this would thus mark the beginning of the healing process (Kurtz, 1979). Sponsorship can be seen as a mentorship program whereby members who have undergone mu ch of the recovery program have the responsibility of mentoring and helping new entrants into the 12 principles of AA treatment program. This works both ways, the new members are able to learn from the already experienced members and on the other hand the sponsors are able to improve on their recovery process by helping the new individuals. The basic principle of AA motivational program is that the victims of alcohol addiction must admit that there is a higher power, that is, God for those that believe in him or just any higher power for those that may not believe in God. By submitting oneself to this higher power instead of working on self-reliance, the high power will somehow give them assistance as they try to recover from their addiction (AA, 2008). It is worth noting that AA takes the approach of self-involvement whereby there are no organisational structures, no managers neither CEO’s. There are no documentations or regulatory official requirements but rather the organi sation is only accountable to its members. One unique characteristic of AA is the fact that individuals are not assessed by qualified experts but rather every individual does personal diagnosis and checks the progress from the 12 stepwise procedures (Dick, 1998). The course of treatment at AA is based on giving in to external greater power rather than relying on personal will and strength. In contrast to the mostly used approach of working towards improving on self-esteem, AA takes a different approach of exercising humility and submission to a greater power.Advertising We will write a custom research paper sample on Motivational Program and Alcoholics Anonymous specifically for you for only $16.05 $11/page Learn More According to AA, if the alcoholic just follows the simple plan that is suggested then he/she would have more chances of recovering (Galanter and Kaskutas, 2008, p. 10). In addition they believe that there is no free will in alcoholics sinc e the alcoholic has already lost personal control to alcohol. AA, according to Galanter and Kaskutas (2008), defines alcoholism as: Spiritual, mental, and physical illness and recovery requires healing all aspects of the illness; abstinence from alcohol in and of itself is regarded as â€Å"being dry† and is insufficient because alcoholism is but a â€Å"symptom† of underlying character defects. (Galanter and Kaskutas, 2008, p. 10) The success or failure of AA recovery program can arguably be attributed to the strength of an individual to undergo total change in the way of thinking. The expectation of change of thought to surrender to an external powerful authority is expected to help the person quite taking alcohol. Simple suggestions are made to new individuals especially those who want to take drastic changes at a go. AA believes that the simple and few steps will help someone to stabilise before making tougher decisions later. It is claimed that one of the strength s of AA is its cognitive approach to dealing with alcoholism. â€Å"AA meetings provide an atmosphere in which cognitive restructuring can take place† (Galanter and Kaskutas, 2008, p. 10). In addition the AA’s12 steps, attendance to meetings and being a mentor or sponsor all works positively towards mental restructuring. Self-diagnosis is one of the most important elements of the program as individuals can develop their own alcoholic individuality which, according to psychologists, creates self-recovery on one’s inner self. Motivational theories Motivational theories are thoughts and assumptions that attempt to explain the nature of a human being in terms of what prompts or triggers actions towards a certain direction. Huitt (2001) defined motivation as â€Å"internal state or condition that activates behavior and gives it direction, or desire or want that energizes and directs goal-oriented behavior, or influence of needs and desires on the intensity and direc tion of behavior† (Huitt, 2001, p. 1). The AA program uses the ideology of motivation to help alcoholic victims recover from their alcoholic behavior.Advertising Looking for research paper on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Biological motivation Biological motivation is based on the fact that human actions may be driven in such a way to satisfy an internal biological need such as need to satisfy hunger or thirst. It is believed that there are internal subconscious drives that make a human being behave in a certain way (Bernstein Nash, 2006). Drive reduction theory explains how human actions are biologically motivated in order to reduce the causative agent inside the human nature. This theory is based on the fact that inside any organism are physiological or biological needs and requirement such as hunger, thirst, sexual desire, among others which, unless met, will trigger and maintain an unstable state of body which is believed to increase with time if the need is not satisfied in time (Bernstein Nash, 2006). The process can be viewed as a feedback mechanism (Deci and Ryan, 2008). When the physiological need is satisfied the organism will go back to the normal or stable state. When the physiological need is met either directly or indirectly then, there is a reduction of the drive. Arousal theory explains that it is in human nature to sustain a definite degree of arousal that makes us feel stable and comfortable. It can mean emotional, rational or even physical activity (Shah Gardner, 2008). The AA program certainly uses biological motivation though in a simplistic approach. The program appreciates the fact that total abstinence at once may never give any desirable results. This is because a sudden stop of use of alcohol especially for addicts will definitely trigger one of the strongest biological needs to quench the alcoholic thirst. The biological motivation principle of maintaining the physiological homeostasis will be triggered by sudden cut off of alcohol. What the program advocates is continual gradual reduction in the amount of alcohol taken which will eventually reduce to manageable level where total cut off can be done. In addition the AA principle of relinquishing on eself to a higher power to take over the alcoholic problem can arguably be seen as a diversion of the alcoholic biological motivation to an external agent and in that way, the biological drive and arousal are somewhat compressed. This is likely to enable the alcoholics recover quickly. Cognitive/social motivational theory This theory explains how behavior patterns of individuals are influenced by, among other factors, physical environmental, people and situations. This theory connects between the individual, environment and the behavior. The environment can be seen as a combination of all the external factors that are likely to influence a person’s behavior (Deci and Ryan, 2008). The person’s perception about the different aspects of the environment is believed to influence the person’s behavior. The behavior can also be influenced by a person’s perception of other people’s behaviors through either watching them or even when interacting with them. Tolman Purposeful behavior theory Tolman was one of the social cognitive theorists. Through his numerous experiments with rats and mazes he came up with the theory of purposeful behavior. According to Daltonâ€Å" Tolman proposed that learning could occur without reinforcement and without an observable change in behavior. In addition, Tolman found that behavior is affected by an organism’s expectations, often resulting goal-oriented, purposeful behavior† (Dalton 1). This is arguably one of the most applicable motivational theories in the AA program. The success or failure of any given case in the AA program depends, to a large extent on the expectation of the individual. If the individual has a predetermined mind about recovery his behavior in the AA program will certainly lead him to recovery. Asch attribution and conformity theory Solomon Asch presented his theories conformity and attribution. According his attribution theory, individuals attribute actions in life to an agent either external or internal. Alcoholics may attribute their drinking habit to lack of self control. AA program counter attacks the different attributions by offering a supernatural, powerful being in which the drunkards can attribute their weaknesses and hence relinquish their inner self to the power. In addition his conformity theory which revolves about voluntary yielding to situations despite personal preferences also applies. Being in the presence of a group of similar individuals in the AA meetings creates a favorable condition for conformity to the behavior of the group. This does help in motivating the alcoholics towards recovery. The physical environment such as the condition of a house or a class may play a significant part in motivating someone. The physical environment may also be a source of materials, opportunities or even societal support; this is one of the motivation strategies employed by the AA program. The fact that members meet in places far away from p ublic ridicule and in the presence of other like members makes the environment conducive for the recovery program (Bernstein Nash, 2006). A given situation may either motivate or discourage someone to behave in a certain way. In addition how an individual perceives a given situation may have an effect on the course of action to be taken depending on whether the situation was perceived as encouraging or discouraging. AA uses this technique to make the newcomers feel comfortable in the knowledge that they are in the presence of people who have gone through a similar situation and this is actually a motivation for new members to continue with the recovery program (Bernstein Nash, 2006). Expectancies which can be viewed as valuable or the importance an individual places on the expected results or rewards may have a great impact on the level of motivation for that person. People who place a higher value on the outcome are more likely to be more motivated than those who do not value the outcome as much. In AA the 12 principles places a lot of importance to the kind of life one is likely to enjoy after recovery from alcoholism. The new members actually get a chance of interacting with the already recovered members and this is a motivation enough to make them stick to the program however difficult it may seem to be. Self-control plays a very important role in motivation. People who have the internal strength of self-control may exhibit a result oriented behavior and as such they are likely to be more motivated if they are presented with conditions or situations that will demand determination or control in order to achieve the desired results. The AA program calls for determination to accept one’s alcoholic condition and surrendering to a higher authority which has the power to heal the spiritual and psychological sickness. They advocate for stepwise self-control whereby one is not required to automatically quit drinking but rather practice self-control for sh ort durations which can then be extended to achieve the desired results. This is likely to motivate self-controlled individuals (Dick, 1998). There are individuals who learn from others and are more likely to be motivated not because of what they are doing or capable of doing but by simply admiring what other people around them are doing. Individuals who are addicted to alcoholism can be motivated by being exposed to individuals who have already quite taking alcohol. AA program offers the best opportunity for the individuals struggling with alcoholism to interact with the recovering or the already recovered individuals, otherwise known as sponsorship. Through sponsorship individuals are able to associate and take after their sponsors. This can be the best method of motivation for some of the members (Dick, 1998). Self-efficacy is also believed to influence the level of motivation in a person. Some people are more motivated in the belief and knowledge that they have what it takes to complete the given task. By understanding how different people are in terms of how they are motivated, then it becomes easier to help them achieve their goals and objectives. This is best applicable in the AA program whereby alcoholics are made to believe that the desired outcome can only come from their personal will to give up themselves to a greater power for healing (Dick, 1998). Eclectic theory Eclectic theorists try to explain motivation and behaviour of people by taking on pieces of what they believe to be the best from other theories. They claim that the human nature is so complex and as such not one approach may suffice to explain the relationship between motivation and human behaviour. The 12 principle AA motivational program employs all the methods as a mixture in order to achieve the desired results. Strengths of AA program Galanter and Kaskutas (2008) claimed that â€Å"AA program is complex, implicitly grounded in sound psychological principles, and more sophisticated than is typically understood† (Galanter Kaskutas, 2008, p. 10). Although much criticism has been thrown over the program, it can be claimed that such criticism may be due to the misunderstanding of the whole idea behind the program. In addition, the fact that the program works under anonymity makes it difficult and tricky to research, analyse and document success or failure of the program. We can arguably say that the program has achieved success as compared to other programs offering the same type of service. From basic knowledge the program started in 1935 and has only grown, gaining membership every year. Then we can claim that if there was no any considerable success then the program would have died long time ago. It is also claimed that â€Å"an increasing number of DUIs are court ordered to AA† (Galanter and Kaskutas, 2008, p. 13) arguably for a simple reason, the judicial systems have confidence in the AA program. Success can also be based on the methodology of the program. The program employs a self-healing process where the victim plays the major role in initialising and maintaining the recovery process with the help of other members of the group (Deci Ryan, 2008). The fact that the program allows for personal participation, motivational environment and a chance to put into practice what one has learned by sharing with others and mentorship program suffices that a degree of success is likely to be achieved (AA, 2008). The fact that the AA program seeks to change the way of thinking of the alcoholics and not merely helping them stop the drinking habit implies that the impact of the program will be astounding. AA defines alcoholism as â€Å"spiritual, mental, and physical illness and healing require healing all aspects of the illness† (Galanter Kaskutas, 2008, p. 14). This posits that either 100% success may be achieved when an individual has fully recovered from alcoholism and thus in a better position mentally, spiritually and physically or at least some degree of success when one is not able to recover in all aspects (AA, 2002). Another point worth noting is that AA provides a program that is fit and comfortable for everyone, both spiritual and non-spiritual. Each person can customise the recovery program according to personal preferences â€Å"the house that AA helps a man build for himself is different for each occupant because each occupant is his own architect† (Galanter Kaskutas, 2008, p. 18). Atheists, believers, radicals as well as conformists can fit in the program and that is arguably the greatest achievement of the AA program. Other recovery programs such as religious sponsored institution are not compatible to such a wide variety of individuals. A statistical approach to the question of the success of the program indicates that the program has met and even exceeded expectations. A report carried out to determine success rate claimed that: A total of 68% of the women in the survey repor ted that they had stopped drinking within a year of their first meeting as compared with only 63% of the men. At the same time, 74% of those under thirty reported they had stopped drinking within a year of attending their first AA meeting, compared with 63% of those over thirty. (AA, 2008, p. 6) One of the strengths of AA is in the structure. AA works as a community though anonymous. A community of people with a common challenge in life and this is perhaps one of the greatest advantages members have, to work and share with people who have or are already undergoing what one is going through. When a new person hears the testimonies of other members who have experienced to be AA community then they get encouraged that all is not lost for them (Medvene, 1989). Another advantage of the AA program lies in the fact that individuals who have the will to stick around for some time get a chance to accelerate their recovery through mentoring the young members in the group. This can be seen as a helper therapy which is believed to help mentors affirm the need to quit alcoholism. A research done to confirm whether indeed this was true found out that â€Å"those helping other alcoholics were less likely to relapse (60%) than those who did not help their peers (78%)† (Galanter Kaskutas, 2008, p. 24). The element of reciprocity in AA gives it an upper hand over other programs. Since the program works on the principle of self-help with the help of others and that there is no any monetary payments to be made, then the only way members can give back is by doing good to themselves by quitting alcoholism. It is claimed that â€Å"many follow moral norms or reciprocity found in society at large and believe that they should give back, if not to their immediate benefactor, to some generalized other in the future† (Galanter Kaskutas, 2008, p. 25). AA weaknesses It can be argued that one of the greatest weaknesses of AA lies in its structure. The fact that there are no any official or managerial structures makes the program vulnerable to abuse and expression of personal interests, for instance it is claimed that, at times â€Å"members of AA groups may dispel disruptive drunk attendees or treat newcomers in such a way that they feel unwelcome† (Galanter Kaskutas, 2008, p. 13). This may not be the case if there was some kind of management that may regulate the response and reaction of other members towards newcomers. The principle of freewill entry to anyone including disruptive drunkards may also be one of the disadvantages. Disruptive drunkards may be more of a discouragement than a motivation to others who may be trying to concentrate on their recovery program (Dick, 1998). The fact that the program is based on a spiritual background may not work for people who do not have any spiritual relation. The success of the program depends on the individual willingness and strength to change the way of thinking. This may be a goal hard to achieve given that the drunkards, in their state of drunkenness, have already given up and may not have the inner drive to change their way of thinking (Medvene, 1989). Conclusion The effect of alcohol on our community is such a great issue that it can simply not be ignored. The community always finds a way of helping those of us struggling with alcoholism and other forms of addiction. Alcoholic people need a lot of motivation in order to encourage and help them out of the alcohol menace. Different kinds of motivational theories such as biological, eclectic, social/cognitive do exist and their applicability in motivating alcoholics to recover is very instrumental. AA is one of the most widely used alcoholic recovery programs and its efficiency in its task mostly lies in the motivations that do exist in different aspects of the program. Though there has been much criticism about the program, it appeals to many and its strengths may far outweigh its weaknesses. References AA. (2002). The Twe lve Steps Of Alcoholics Anonymous. Web. AA. (2008). Alcoholics Anonymous Recovery outcome Rates. Web. Bernstein, D Nash, P. (2006). Essentials of psychology. New York, NY: Cengage Learning. Dalton, S. (n.d.). Synopsis Paper #2. Web. Deci, E Ryan, R. (2008). Intrinsic motivation and self-determination in human behavior. New York, NY: Springer. Dick, B. (1998). The Oxford Group and Alcoholics Anonymous. New York, NY: Good Book Publishing Company. Galanter, M Kaskutas, L. (2008). Research on alcoholics anonymous and spirituality in addiction recovery: the twelve-step program model. New York, NY: Springer. Kurtz, E. (1979). Not-God: A History of Alcoholics Anonymous. Minnesota: Hazelden Publishing. Medvene, M. (1989). Foilrigami. New York, NY: Astor-Honor Inc. Shah, J Gardner, W. (2008). Handbook of Motivation Science. New York, NY: Guilford Press. This research paper on Motivational Program and Alcoholics Anonymous was written and submitted by user D'Ken Neramani to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Bonuses can backfire Essay Essay Example

Bonuses can backfire Essay Essay Example Bonuses can backfire Essay Essay Bonuses can backfire Essay Essay 1. Yes. I may utilize fillips on a regular basis if I become a director. Because it is obvious that people will be motivated by fillips. Although wage is non a cardinal factor driving occupation satisfaction. fillips will maintain employee’s satisfaction degree up in the most of clip. Work environment will be improved when rewarded. which will do the employee better their occupation public presentation and efficiency. Reward may be back fire but it will actuate the employees work in the positive gait. As a director. fillips is a good manner to actuate the employees. in order to do more net incomes. 2. There was a tough clip in my in-between school. Before the concluding test. my female parent told me that if I get the better grade in the concluding test. he would honor me a trip to Japan. Due to this wages. I focused on the survey twenty-four hours and dark. I kept the perusal till the midnight. The bad thing happened was that I got a sudden unwellness. I had a high febrility enduring three hebdomads and had to hold an operation. I non merely missed the concluding test but besides stay in the infirmary over three month. The physician told me that the sudden unwellness was the consequence of the heavy force per unit area. This end led me offer myself excessively heavy emphasis therefore I engaged in unproductive behaviour which was I kept myself in the anomalous day-to-day agenda. 3. No. I think that supplying group fillips alternatively of single fillips would be less effectual. Although supplying group fillips will lend to the group spirit. supplying single fillips is just. Supplying single fillips is based on the individual’s public presentation. every individual employee will execute better in the work. While supplying group fillips. there will be person make-believe to work and non seek him best to work. And the most industrious squad member will dissatisfaction with the rewarding. it is non just to the squad star. Therefore. supplying single fillips would be more effectual. 4. I would plan a wages plan refering the intrinsic involvement of employee and avoiding the negative behaviour. First. there will be a intrinsic wagess to allow the employee acknowledge the plans and non lose the involvement of the undertaking. Second. the wages is based on the variable-pay plans. And in the company we will heighten the function and subject of the endeavor. the employee may avoid the unproductive behaviour. It is of import to plan a plan.

50 Synonyms and Idioms for Give

50 Synonyms and Idioms for Give 50 Synonyms and Idioms for â€Å"Give† 50 Synonyms and Idioms for â€Å"Give† By Mark Nichol It’s better to give than to receive, and it’s easier to precisely describe giving than receiving, thanks to numerous synonyms for give. Here are dozens of them, with connotative definitions. 1. Accord: to give what is due 2. Administer: to give medication, to perform a religious ritual, or to carry out a punishment 3. Afford: to give in a manner consistent with the giver, usually something inanimate (for example, â€Å"The complication afforded us additional time to prepare†) 4. Allot: to give a portion or share, or by lottery 5. Apportion: to give in shares 6. Award: to give something that is deserved 7. Bestow: to give as a gift, with the possible connotation of condescension 8. Chip in: see contribute 9. Comp: to give something free that is normally paid for (a truncation of complimentary) 10. Confer: to give graciously 11. Contribute: to give among other providers or supporters 12. Convey: to give something originating from one party to another party 13. Deliver: to give something to the intended recipient 14. Devote: to give something useful or valuable 15. Dispense: see administer and allot 16. Dish out: to give criticism; also see administer and allot 17. Distribute: to give to a number of recipients 18. Dole (out): to give in small amounts 19. Donate: to give to an organization or other entity as an act of charity 20. Endow: to give an income to someone, or to give money for long-term maintenance or support 21. Endue (or indue): see endow and provide 22. Extend: to give so as to make available; see also proffer 23. Fork over (or fork out or fork up): to give money 24. Furnish: see provide and supply 25. Grant: to give consent or to concede; see also bestow and transfer 26. Hand down: to give an inheritance, either of material goods or of characteristics 27. Hand out: to distribute 28. Hand over: to give something intended for or due to another 29. Impart: to give from a supply 30. Kick in: see contribute 31. Lavish: to give generously 32. Mete (out): see dole (out) 33. Offer: to make available, or to give an exhibition or performance 34. Pay: to give in exchange for a product or a service, or to give or forfeit as penalty, or to give something intangible such as attention 35. Pitch in: see contribute 36. Present: to give in a ceremonial or formal manner 37. Produce: see offer 38. Proffer: see offer and tender 39. Provide: to make available 40. Pungle (up): see contribute and pay 41. Render: to give in return or retribution; see also administer, deliver, pay, and yield 42. Reward: to give in return for a service 43. Sacrifice: to give something at a loss or to give something for a belief or an ideal or for a purpose 44. Supply: see provide 45. Tender: to give something that is to be accepted 46. Transfer: see convey 47. Transmit: see convey 48. Volunteer: to give services freely 49. Vouchsafe: to give a reply, or to grant as a favor or privilege; see also bestow 50. Yield: to give as is appropriate or required, or to surrender oneself or a possession Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Grammar Test 1"Wracking" or "Racking" Your Brain?Prepositions to Die With

Advanced Medical Essay Example | Topics and Well Written Essays - 8000 words

Advanced Medical - Essay Example The blood-brain barrier is very selective in its functions and would normally not allow for the introduction of drugs or any other chemicals into the brain. There is a need for active transport processes which would call for the use of energy (Battison, et.al., 2005). Mannitol can open the barrier by reducing the size of the endothelial cells, and then also stretching the closed junctions. Water then would exit the cell and enter the artery in order to facilitate osmotic balance (Vialet, Albanese, Thomachot, and Antonini, 2003). Water loss would lead to cells shrinking. The opened gap would peak after five minutes following mannitol administration. At this point, drugs are introduced into the artery and the brain. The impact of mannitol in decreasing intracranial pressure has caused its widespread use in neurosurgery (Lawson, 2007). In general, the impact has been credited to the hyper-osmotic impact of mannitol which causes the extraction of water from the swollen brain. However, this pharmacological action has been put at issue due to different observations (Lawson, 2007). One is that there is a decrease in intracranial pressure prior to any reduction in white matter content. Another is based on the observation that where the intracranial pressure is significantly decreased, there is no major shift in the white water content (Cruz, Minoja, and Okuchi, 2001). Intracranial pressure also stays high even with a decrease in white matter water with the administration of intravenous albumin. Author Hartwell (1993) discussed that soon after mannitol has been transfused, there was a slight rise in white matter water content. This was followed by an eventual fall having lowest values manifesting afte r 60 minutes and with levels being much less than pre-mannitol infusion. With the introduction of evidence-based medicine, the impact of mannitol was soon questioned (Wani,

Critical Thinking - Academically Adrift Essay Example | Topics and Well Written Essays - 250 words

Critical Thinking - Academically Adrift - Essay Example Students must be critical. Critical thinking is about questioning the conventional system of doing things especially when it is dysfunctional. Students must concentrate on solution finding academic procedures that are born through innovation (Padget, 2012). Critical thinking leads to increased concentration and outright improvement. Educators are duty bound to provoke students to be solution oriented. Students must look at innovation as the only way of survival (Sullivan, & Rosin, 2008). Methods of learning should be modeled to allow flexibility and educational engagement that is firmly committed to purposeful living as opposed to presentation of credentials. Lack of rigor has been cited as a major reason for declining educational standards. Many graduates are said to be living below the poverty line. The syllabuses have to be criticized. Students must take units that encourage them to be part of the solutions. The education system should be both preparatory and solution based. The intensity of successful education model should be in bent on answering the present day challenges (Sullivan, & Rosin, 2008). The culture of socially responsible education system must be entrenched in the future education systems. Units that enhance creativity and social engagement with an aim to get solutions must be given preference. This calls for funded research and innovation centers. The syllabuses should be regularly reviewed to counter the emerging challenges with cheap and sustainable

Marx Communist Manifesto Summary Essay Example for Free

Marx Communist Manifesto Summary Essay All throughout history, there has always been a sense of hierarchy in society such as the elites over the peasants, aristocrats over plebeians, etc. Although there was much societal change in the time of revolution, this subordination of classes did not. Sprouted from feudal society, bourgeois continues the division of societal classes: Bourgeoisie and Proletariat. The work of the Proletariats was to simply find jobs and work. They’d continue working so long as it increased the capital. However, Proletariats did not need any â€Å"individual character† to be working. They were simply an â€Å"appendage† to the machines in the factories. Not much skill or education was needed to work these machines, therefore, the cost of producing the materials was very limited. As work increased, their wages would decrease. As industry increased, so did the Proletariat. Factories were quickly becoming packed with more laborers. Conditions of living for them began to equalize, however their wages seemed to fluctuate in response to the competition between other factories. Technologically, the machines weren’t advancing due to their reliance on the workers to expedite production anyway. This began to tear down the Proletariats vivacious livelihood, so they began to create groups against the Bourgeoisie. Their banding together helped them keep better track on the stability of the wages and were more powerful in their occasional revolts. At times, they would be successful in these revolts. However, their real success stemmed from their lies. The contin ual oppressed behavior of the Proletariat was no longer compatible with society.

John Locke and Terrorism :: Philosophy of Terrorism Essays

In 1689, A Letter Concerning Toleration, written by John Locke during his self-imposed exile to his friend Philip von Limborch, was published without the author's knowledge. The Letter concerned religious intolerance. It essentially made the case for religious toleration on the basis of philosophical principles. Locke was concerned with the State's toleration of those not subscribing to the orthodox religion of the day and, by putting a high value on the preservation of negative liberty, he proposed the toleration of a wide range of religious beliefs. His view was at odds with the existing view of the State which, at that time tolerated one, and only one, orthodox belief. But Locke's Letter is not simply applicable to just the 17th Century. The strength and reasonableness of his arguments mean that, even today, they are convincing. I intend to show that The Letter can reasonably be interpreted to reveal how at least two of Locke's three arguments can apply to the religious fundamenta lists who attacked the Twin Towers on September 11th 2001. The perpetrators of that violent incident probably believed the Quran supported the view that, to die whilst killing 'infidels' would punish the wrongdoers and also ensure entry to paradise. But James Rachel in his essay, Ethics and the Bible, has a differing view: "Islamic fundamentalists quote the Quran to justify Holy War against the West, but what does the Quran really say? Mohammed Atta, who led the September 11th attack on the World Trade Centre, left behind four pages of instructions to his men, which included 21 quotations from the Quran. Most of the quotations were exhortations to patience, promises of eternal life, and the like. As for justifying the attack itself, here are the three most belligerent passages: 'And the only thing they Lord, forgive our sins and excesses and make our feet steadfast and give us victory over the infidels.' 'Strike above the neck, and strike at all their extremities.' 'Oh Lord, pour your patience upon us and make our feet steadfast and give us victory over the infidels.'" He also added: "It is remarkable that this was the best the terrorist could do; a Christian would have no trouble producing much more warlike passages from the Old Testament" ThinkIssue One, p. 95 Radical Moslems would be well advised to pause and reflect upon their fundamentalist views which, besides being irrational, are reductio ad absurdum.

Never: High School High Essay

Dropping out of school is an issue faced by many teens today. I feel that there are many reasons why students want to and do dropout of school. Due to my research students use dropping out of school as a way to escape from their problems. Further in this paper I will provide you with the information telling you what I recollect the problems are. One of the greatest problems students have in countries such as the US is dropping out of school. I feel that the most average reason for students turning to dropping out is because of them being affected by their family problems. One way they could become affected is by their family, is having obsessive parents. Students might feel if they stop going to school it could be the only way to get back at parents that act in such manner. Another reason for students dropping out of schools is because of their family income. Everyone knows that young people these days have the thought that they need flashy and expensive clothing to go to school. Students could also have the thought because of misguidance. They could have a family that has been raised on relying on something other than school for a key into happiness. I think if students have some desire for school one will work their ups and downs out throughout the school years. See it is possible for family to be the problem that’s makes some drop out. If a student does not feel well, it is most likely that the student’s performance decreases. I feel if the student has no desire what so ever for school there no way the student will make it through school. School is another object that forces students to give up and dropout. Changes of the family environment might also affect the student’s progression, if a parent dies, another child is born, the student has a child, and the circumstances change significantly. And some teaching staff teaches to fast and with the teacher moving too fast could cause failure in grades and that also makes students give up. Anything that causes a student to feel unsafe could make them dropout. Additionally, teachers could be the reason as well. The student is the last reason I will tell you about but is not the last reason known. If you want a good future go through school and there’s a 90% percent better chance your life will turn out better. The other students gets the student to dropout to see what happens to them because they really is the one who wants to but isn’t sure what will happen. No matter what your problems are you shouldn’t drop out of school. Teachers could be teaching in a way that’s not making the course interesting, which also could make the student bored with the course and not getting any motivation from the teaching staff leads to less attendance of the course. It’s been known for years that young people who do not earn a high school diploma face many more problems later in life than people who graduate. Dropouts are more likely to be unemployed, have poor health, live in poverty, be on public assistance, and be single parents. National leaders have demanded that schools, communities, and families take major steps to retain students but the dropout rate remains high. Every 29 seconds, another student gives up on school, resulting in more than one million American dropouts a year – or 7,000 every day. What defines a dropout? Dropping out is defined as leaving school without a high school diploma or equivalent credential such as a General Educational Development (GED) certificate as defined by the National Center for Education Statistics. Characteristics of Students Who Drop Out Social economic Background. National data show that students from low-income families are 2. 4 times more likely to drop out of school than are children from middle-income families, and 10. 5 times more likely than students from high-income families. Disabilities. Students with disabilities are also more likely to drop out. The National Transition Study estimates that as many as 36. 4% of disabled youth drop out of school before completing a diploma or certificate. Race-ethnicity. Hispanics and African Americans are at greater risk of dropping out than whites. Hispanics are twice as likely as African Americans to drop out. White and Asian American students are least likely to drop out. Academic Factors. National research also indicates that academic factors are clearly related to dropping out. Students who receive poor grades, who repeat a grade, or who are over-age for their class are more likely to drop out. Absenteeism. Students who have poor attendance for reasons other than illness are also more likely to drop out. Clearly, students who miss school fall behind their peers in the classroom. This, in turn, leads to low self-esteem and increases the likelihood that at-risk students will drop out of school. Occupational Aspirations. Young people’s perceptions of the economic opportunities available to them also play a role in their decision to drop out or stay in school. Dropouts often have lower occupational aspirations than their peers. Predictive Factors. The following individual-level factors are all strongly predictive of dropping out of high school: Grade retention (being held back to repeat a grade) Poor academic performance Moves location during high school High absenteeism High absenteeism The student’s feeling that no adult in the school cares about his or her welfare Reasons young people give for dropping out: Didn’t like school in general or the school they were attending Were failing, getting poor grades, or couldn’t keep up with school work Didn’t get along with teachers and/or students Had disciplinary problems, were suspended, or expelled. Didn’t feel safe in school Got a job, had a family to support, or had trouble managing both school and work Got married, got pregnant, or became a parent Had a drug or alcohol problem Consequences of dropping out: In recent years, advances in technology have fueled the demand for a highly skilled labor force, transforming a high school education into a minimum requirement for entry into the labor market. Because high school completion has become a basic prerequisite for many entry-level jobs, as well as higher education, the economic consequences of leaving high school without a diploma are severe. Earnings Potential. On average, dropouts are more likely to be unemployed than high school graduates and to earn less money when they eventually secure work. Employed dropouts in a variety of studies reported working at unskilled jobs or at low-paying service occupations offering little opportunity for upward mobility. Dropping out, in turn, causes other secondary, indirect problems: Public Assistance. High school dropouts are also more likely to receive public assistance than high school graduates who do not go on to college. In fact, one national study noted  that dropouts comprise nearly half of the heads of households on welfare. Single Parents. This increased reliance on public assistance is likely due, at least in part, to the fact that young women who drop out of school are more likely to have children at younger ages and more likely to be single parents than high school graduates. Prisons. The individual stresses and frustrations associated with dropping out have social implications as well: dropouts make up a disproportionate percentage of the nation’s prisons and death row inmates. One research study pointed out that 82% of America’s prisoners are high school dropouts. Why do so many students drop out school? Why do students drop out? Today MPs expressed impatience with universities for failure to block the hemorrhage of students from their courses. In the five years since the public accounts committee’s (PAC) last report on university dropout rates, just over a fifth of students still quit their original course. According to the latest figures in today’s PAC report, around 28,000 full-time and 87,000 part-time students who started first-degree courses in 2004-05 were no longer in higher education a year later. This is despite ? 800m being paid to universities over the same period to help retain those students most likely to leave their courses early. Last summer’s National Audit Office (NAO) cited several, inter-related reasons, among them personal and financial reasons, homesickness, failing to bond, dissatisfaction with, or the wrong choice of, course – where working-class students in particular may lack the confidence to change course or institution. But the PAC report suggests widening participation – the government’s desire to see more students with no history of higher education going to university – is partly to blame. But is widening participation really responsible for high dropout rates? Certainly the committee concludes that universities need to do better at providing the kind of teaching and support services those students from under-represented groups need. And there is â€Å"great disparity† between universities in the rate at which students continue to a second year of study. According to the committee’s chairman, Edward Leigh, comprehensive and reliable information upon which decisions on how to improve retention can be based – including data on why students leave – is missing in many cases. â€Å"Personal tuition and pastoral  care should also be given a higher priority and appropriate resources, especially as many universities are large and can be impersonal,† he explained. His committee’s 2002 report recommended more funding to support students from low-income backgrounds, tackling skills gaps, supporting students with disabilities and providing more information for potential students. On top of better data collection, today’s report concludes that universities should provide additional remedial academic support for students and more access to tutors for pastoral and academic help, especially as the number of students entering institutions increases. But vice-chancellors argue their universities have coped admirably with among the best student completion rates for HE internationally, despite student numbers rising by 25% between 1999 and 2004. Universities UK (UUK) president Prof Rick Trainor said: â€Å"Universities are committed to supporting their students throughout their time in higher education and have introduced many initiatives and schemes designed specifically to help students complete their studies – for example, mentoring, study skills and support. † But he conceded there was â€Å"room for improvement in certain areas†. In particular, UUK is looking at whether students who decide to leave could fill in an â€Å"exit questionnaire† to give universities more information on their reasons for dropping out. Pam Tatlow, chief executive of the Million+ group of new universities, wants to see the government commission research to look at the costs to universities of recruiting and supporting different types of students. â€Å"Our research shows that different fee regimes for full-time and part-time students [who respectively pay at the end of their course or up front] is a disincentive for people who are struggling to stay on,† she said. Quite a few universities perform better than the Higher Education Funding Council for England (Hence) benchmark sets for them, she explained: â€Å"Universities lose money if they don’t retain their students so it’s in their interest to improve retention rates. † But the money universities get for widening participation or part-time students – â€Å"premium† – does not cover costs, she warned. And universities that do more to widen participation are also likely to have more mature students who are more vulnerable to dropping out: 14% compared with 6. 8% of young entrants. Gamma Tumult, president of the National Union of Students, said: â€Å"It is vital that [widening participation] institutions are funded fairly to provide academic, pastoral and financial support – otherwise, we risk admitting students from the most disadvantaged backgrounds on a false promise. † â€Å"Markets in fees and bursaries will only exacerbate this situation and that must be taken into account in the 2009 review,† she added. Tumult also backed the idea of an exit survey and called for â€Å"more transparency† on how money is being spent. This would enable universities to reallocate funds where they are really needed, she said. Hence, which allocates universities’ widening participation funding, said it was positive drop out rates had stayed the same despite huge increases in student numbers. A spokesman said: â€Å"The funding is worthwhile because if students from non-traditional backgrounds do get through the first year in particular, they do stand a very good chance of succeeding. † Hefted is planning to hold a number of workshops with the NAO and HE representatives in March and April on how to improve performance and retention, which will inform its response to the report. As academics and administrators talk, thousands of students continue to drop out and experience the difficulties, financial and personal, this brings. The sector still seems no closer to a solution. Why Teens Drop Out of School Teens drop out of school for many reasons, and the decision to drop out is rarely spur of the moment. Kids usually drop out of school following a long process of disengagement and academic struggle. Many teens say they were bored and frustrated with classes that didn’t seem relevant to their life. Or they felt they had fallen so far behind they eventually gave up hope. Teen’s report that no one really cared about their school experience, or they felt subtly â€Å"pushed out† by school staff who perceived them as difficult or dangerous. What is absolutely predictable is that many kids who don’t finish high school do poorly in life. Without a high school diploma they will have a harder time finding a job, and they will earn much less when they do find one (about a million dollars less over a lifetime). They are more likely to have poor health, to live in poverty, and to have children at an early age, who in turn are also more likely to drop out of school. Nationally, seventy percent of inmates in prison didn’t graduate from high school. We often ask ourselves why some teens drop out of school. While some may have obvious reasons, other teens seem like a mystery and we have a hard time figuring out why some of them would drop out. Not all students are equal, some simply have special needs and school becomes too hard for them. This includes children with emotional issues, behavioral problems, learning disabilities and other teen problems that may interfere with their school work and the ability to learn. But these are not the only reasons; some kids from certain cultural background simply fail to blend into a school where another ethnicity is dominant. There are also teens that come from homes which are not supportive enough and they lack the motivation to finish school. Teens that drop out can be from both rich and poor families, but poor children with low economic standards and children of single parents have a higher risk of dropping out of high school. The rates of teens that drop out of schools depend on various factors. Teen boys are more likely to drop out of school than girls. Also Hispanic and African American teens are more likely to drop out than Asian American students and Caucasians. Students in large cities are also more likely to drop out than students from small towns and suburbs. As you can see dropping out of school can happen because of learning issues and development or even because of social factors like ethnicity and family heritage. Some of the most common reasons that influence a teen to drop out of school include: – History of poor academic achievements. – Older than classmates due to being left behind – Emotional issues – Behavioral problems – Learning disabilities – Influence by low achieving peers – Low attendance – Social issues – Family problems The reasons are plenty, and they can go from family issues and even history of abuse, drug related issues, mental problems to social issues, low standard, peer pressure, up to medical issues like poor health. Some teens get pregnant so they drop out of school, some teens simply lost interest. One of the factors is the teacher’s attitude and behavior towards students. Most students that dropped out of school reported that they were either ignored and not given enough attention by their teachers or that they were actually encouraged by their teachers to drop out of school. We all know that a teacher can sometimes go after a student; the pressure can very well be the cause of dropping out. Again, the reasons are plenty and as such it is hard to concentrate on prevention as various factors influence this outcome. While the reasons kids drop out vary, the following are six important risk factors: 1. Academic difficulty and failure. Struggling in school and failing classes is one of the main reasons teens drop out, and this pattern often shows up early. Students who fail eighth grade English or math, for example, are seventy-five percent more likely to drop out of high school. 2. Poor attendance. Teens who struggle in school are also absent a lot, and along with academic failure, absenteeism is an important future predictor for dropping out. As with the previous example, students who are absent for twenty percent of their eighth grade year (one day per week) are also highly likely to drop out in high school. 3. Being held back (retention). Linked to academic difficulty, students who are held back and who are older than the kids in their grade also tend to drop out. 4. Disengagement from school. Many kids who drop out say that school was boring and teachers did little to connect learning to real life. They didn’t feel invested in their school and they didn’t feel that adults seemed interested in them or their high school experience. 5. Transition to a new school. A poor transition from the smaller, more protected environment of middle school to the anonymity of a high school can cause a teen to have difficulty catching up-and some kids never do. 6. Other life factors. Pregnancy, family problems, and financial difficulties are all factors that distract a student from schoolwork and make keeping up more challenging. The good news is that dropping out is easily prevented. Most teens who drop out had at least passing grades, and these kids say that, with some help, they could have completed high school. Parents who are involved in their kids’ education often make the difference between academic success and failure. Kids do better when their parents care: when parents make sure their kids get to school and are progressing well and when parents communicate their expectations for success. If problems arise, involved parents have laid a solid foundation for dealing with them. Start early to prevent high school dropouts. Read the article â€Å"Seven Middle School Ideas to Stay Ahead for Parents† for tips.

Responsible Leadership in a Stakeholder Society- a Relational Perspective

We understand responsible leadership as a social-relational and ethical phenomenon, which occurs in social processes of interaction. While the prevailing leadership literature has for the most part focused on the relationship between leaders and followers in the organization and defined followers as subordinates, we show in this article that leadership takes place in interaction with a multitude of followers as stakeholders inside and outside the corporation. Using an ethical lens, we discuss leadership responsibilities in a stakeholder society, thereby following Bass and Steidelmeier’s suggestion to discuss ‘‘leadership in the context of contemporary stakeholder theory’’ (1999: 200). Moreover, from a relational and stakeholder perspective we approach the questions: What is responsible leadership? What makes a responsible leader? What qualities are needed? Finally, we propose a so-called ‘‘roles model’’ of responsible leadership, which gives a gestalt to a responsible leader and describes the different roles he or she takes in leading stakeholders and business in society. †¢Leading in a global and interconnected world: clients and customers, employees, business partners, social and natural environment, shareholders †¢Leadership and stakeholder theory †¢Towards a theory of responsible leadership- What is the purpose of leadership in a stakeholder society: Engage with others What is the function of the leader in the leader–follower relationship? The results and success of leadershipdepend on the constructions and co-ordinated actions of both leaders and stakeholders the results and success of leadership depend on the constructions and co-ordinated actions of both leaders and stakeholders †¢What makes a responsible leader? Responsible leadership is the art of building and sustaining goo d relationships to all relevant stakeholders †¢What qualities do responsible leaders need? Ethical intelligence consists of three key components: moral awareness, moral reflection and moral imagination. Modelling a (responsible) leader’s roles The leader as steward The leader as citizen The leader as visionary The leader as servant The leader as coach The leader as architect The leader as storyteller and meaning enabler The leader as change agent Conclusion: We argued that leadership is a social-relational and ethical phenomenon that occurs in interaction between a leader and a broader group of followers, inside and outside the organization. These followers are in fact a leader’s stakeholders – they are either affected by a leader’s action or have a stake in the leadership project. Often, they have an equal status. In this article, we therefore contended that in a global and networked stakeholder environment the concept of the leader as the great man at the top of the pyramid, as the main creator of economic and social reality with followers as subordinates who are dedicated to ‘‘do the leader’s wishes’’, is no longer valid. Instead, leaders are understood as equal human beings who earn a license to lead from their followers.

Identify Letter Blends - Teaching Dyslexic Students

Identify Letter Blends - Teaching Dyslexic Students Follow this lesson plan for children with dyslexia in early grades to teach and reinforce letter blends at the beginning of a word. Title: Letter Blend BingoGrade level: Kindergarten, first grade, and second gradeSubject: Reading/phonicsCore State Curriculum Standards: RF.1.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes).Approximate time required: 30 minutes Objective Students will hear words that begin with consonant blends and correctly match them to the letters on a bingo card. Children with dyslexia have a hard time processing sounds and matching letters to their corresponding sounds. Multi-sensory activities and lessons have been found to be an effective way of teaching phonics and reading. As a practice, bingo is a fun way to help students listen for and identify common consonant blends. This lesson helps children learn blended letters through more than one sense. It includes sight by looking at the letters on the bingo board and, if pictures are used, looking at the pictures. It includes auditory because they hear the word as the teacher calls it out. It also includes touch by having the students mark off the letters as they are called out. Required Materials and Equipment Bingo worksheets (grids with five blocks across and five blocks down) with letter blends randomly placed in the blocks. Each worksheet should be different.Markers or crayonsList of words beginning with letter blends or flashcards with pictures of words beginning with blended letters. Activity The teacher reads a word and/or shows a picture of a word that begins with a letter blend. Saying the word out loud and showing a picture increases the multi-sensory experience of the game. Students mark the square on their bingo board of the letter blend that represents the beginning sound. For example, if the word was grape any student with the letter blend gr on their bingo card would mark that square. As each word is called out, students mark the square with the letter blend at the beginning of the word. When a student gets a straight or diagonal line, they have BINGO. The game can be continued by having the students try to get every block on their sheet filled or starting again with a different color marker. Alternative Methods Use worksheets with blank bingo boards on them and have the students write one letter blend in each block, making sure to use each letter blend only one time (let students know they will not use all of the letter blends). You may want to write the letter blends at the bottom of the worksheet for students to use for reference.Use smaller grids, with four squares up and four squares across and have four grids per page, allowing for four games of bingo.Use the entire alphabet and have students mark the beginning or ending sound of a word. Bingo cards can be customized to match your current lesson, for example, simple vocabulary words, ending consonants, or colors and shapes. Tip: Laminate bingo cards so they can be used more than once. Use dry-erase markers to make it easy to wipe off marks. Reference Letter blends commonly found in the beginning of words: ï » ¿bl, br, ch, cl, cr, dr, fl, fr, gl, gr, fr, pl, pr, sc, scr, sh, sk, sl, sm, sn, sp, spl, squ, st, str, sw, th,thr, tr, tw, wh List of possible words: Block, BrownChair, Clown, CrayonDragonFlower, FrameGlow, GrapePlane, PrizeScare, ScrapSkate, Sled, Smile, Snake, Spoon, Splash, Square, Stone, Street, SwingTruck, Twin

Word Choice Subsequently vs. Consequently - Proofread My Paper

Word Choice Subsequently vs. Consequently - Proofread My Paper Word Choice: Subsequently vs. Consequently These two words are easy to mix up and often used (incorrectly) to mean much the same thing. They are not, however, interchangeable and have two different meanings. Sometimes, deciding which of these words is the correct one for your purpose requires careful consideration. Make sure that you use the right terms in your work by learning their definitions below. Consequently (As a Result) Consequently is an adverb meaning as a result of. It is used to describe an effect, outcome or result, like this: Jonathan is away on holiday. Consequently, he will be unable to play in the soccer match this week. Subsequently (Later or After) Subsequently is an adverb meaning occurring later or after something else. It is, therefore, used when describing a series of events wherein one thing followed another: President Nixon was heavily criticized for his involvement in the Watergate scandal of 1972. He subsequently resigned from office in 1974. However, while there is sometimes a connection between the two events describe (such as the Watergate scandal and Nixons resignation), this isnt always the case. The important thing is simply that one event occurs after the other: Boris was born in Minnesota, but he subsequently studied in schools across the U.S.A. Here, for instance, there is no obvious causal connection, not even indirectly, between Boris being born in one place but later studying elsewhere. Its simply that he was born before he went to school. Consequently or Subsequently? We use consequently when discussing the reason why something took place, while subsequently concerns the order in which events took place. A common mistake is using subsequently instead of consequently when no causation has been discussed. Dont forget to double check whether the word you pick is correct in the context of your writing and remember: Consequently = As a result Subsequently = Later/after

Abraham Lincoln Essay Example | Topics and Well Written Essays - 500 words - 2

Abraham Lincoln - Essay Example Abraham Lincoln was a racist. For approximately 100 years after his death, the African Americans regarded him widely as a paternalistic figure. Modern historians started publicizing the truth that Lincoln was as racist just as other whites of his time. One of the incidents cited as evidence for racism is whereby the blacks had to kneel at Lincoln’s feet. He advocated for the return of newly freed slaves towards Africa and openly stated the primary goal of the civil war being the preservation of the union and not ending the slavery. Lincoln was led by political as opposed to moral reasons as a result of his concern for slavery. His critics used these revelations in order to portray him as being complicit in the creation of false mythology towards personal gain. However, prominent African Americans, as well as the current president, have concluded that Lincoln broached the slavery issue. Albeit Lincoln had no intention of completely ending slavery, his effort of raising the awar eness of the public on the issue deserves credit.In conclusion, Lincoln seems not to have complete emancipation support in the beginning, but this does not mean he was after it personally. His motives are honorable because he was principally and morally at ending slavery. His personal beliefs were always opposed to slavery. He did believe in the effort of the founding fathers who put slavery towards extinction, while he wanted to pursue along that path. He was, however, hesitant at emancipation due to political than other reasons.

Managerial Applications of Technology (Emerging IT Trends) 1 Assignment

Managerial Applications of Technology (Emerging IT Trends) 1 - Assignment Example This reduces an organization’s operation cost. In business, it is clear that when it comes to technology the entities that adopt a technology first are always the highest beneficiaries of the technology. This is because by the time the other organizations start adapting the new technology they would have already integrated the new technology into their system. By integrating a technology first a business organization, a business organization will be able to gain a competitive advantage over their competitors. It is therefore advisable for a business organization to adopt new technologies as early as possible (Alam, 2014). However, this should come after serious considerations and research on whether the technology in question will be of any benefit to the business organization. The risk involved in early adaptation is that it is always a big gamble with no assurance of the effectiveness of the technology. The other consideration regarding emerging trends in information technology is that a business organization might decide to prototype a technology before actually adopting it. This will enable them to know if the technology will actually be viable for the organization (Brunetti, 2014). However, the negative thing about prototyping is that it can sometimes be

Apperendi V. New Jersey Assignment Example | Topics and Well Written Essays - 250 words

Apperendi V. New Jersey - Assignment Example fore in this case was whether the Due Process Clause as contained in the Fourth Amendment of the U.S Constitution that requires that a factual determination to increase a prison term by more that between ten to twenty years be determined by a jury after a proof of beyond reasonable doubt. This case was important to the criminal justice system is that it found it unconstitutional for a legislature to purport to remove from the jury the assessment of the facts which makes an increase in the range of penalties to which a criminal defendant is liable for. It should therefore be clear that the facts have been established by a proof beyond reasonable doubt. The Supreme Court affirmed the rights of an accused to liberty and the following of the due process of law, which guarantees a public and speedy trial, carried out by an impartial jury as well as the application of the standard of proof of beyond reasonable doubt in criminal cases in order to limit error. However, in a dissenting opinion, the honorable judges found that the courts by deciding so had limited the power of the legislatures to define criminal offences and the punishment for them (Reuters, 56). As a prosecutor, my role would be to ensure that criminal cases are proved beyond reasonable doubt, as it is the prosecution that subjects the defendant to the possibility of losing liberty on conviction, which would certainly stigmatize him in the

Health and Safety at Work Act 1974: An Overview

Health and Safety at Work Act 1974: An Overview Substructures are anything constructed below DPC or ground floor level for example foundations or cellar floors on social housing or even tunnels for commercial use. Substructure legislations include the town and country planning legislation, Health and Safety at Work Act of 1974 and COSHH. The Town and Country Planning legislation means that the towns and developments will be planned appropriately and safely bearing in mind fellow housing owners that may be affected by any developments. Planning is necessary to ensure that the buildings and the environment is safe, secure and happy amongst the public. Local authorities are responsible through their planning committees to decide whether a new building or an alteration to an existing building is needed and suitable. Planning permission is not always required, for example internal alterations or work which does not change the appearance of the outside of a property does not require planning permission. Extending or altering the shape of a building, planning permission will be required and if failed to apply for or have a planning application you may risk having the building demolished by the council or planning committee. Some developments even make sure that other property owners are happy by keeping fencing a certain he ight and shape for them not to contact planning permission. Some old fashioned houses may also be affected by this legislation as you may not be legally allowed to put a new, modern, contemporary house in an old, vintage village or near any other old existing houses as it does not fit in or the neighbours may have objected. This legislation applies before construction as you have to apply for planning permission before a building is built to see whether it fits in, it is safe and suitable for the location and the public however during construction it also applies as housing developers apply for planning permission on site for temporary roads or compounds to help planning committees keep the existing properties safe and happy too. The Health and Safety at Work Act of 1974 means that you should promote, stimulate and encourage high standards of health and safety in places of work. It protects employees and the public from work activities that may cause danger to them in that very moment or in the future. Everyone must abide by the act or you may be prosecuted for not doing so if someone has an injury because of you. The act means that the employers have a duty of ensuring that there employees are safe and secure within the work place. Depending on the type of work place you must wear protection, for instance if the job is construction related the employer must provide you with PPE like a hard hat, steel toe cap boots and a hi-vis. They must also ensure that all your equipment and materials are safe, handled well and have had recent services and lastly they must provide you with training, supervision or simply a site induction which includes details of your job, the health and safety on site and the site rules. Site managers or your employer must provide a written safety policy or risk assessment and depending on your age a young persons risk assessment. Employees objectives are to take care of their own health and safety, and that of others, cooperate with their employer and not to interfere with anything provided in the interest of health and safety. A HSE is a health and safety executive, this person observes and monitors the site under strict instructions and guidelines under the Health and Safety at Work Act 1974. If the HSE are unhappy they are allowed to shut the site down completely. They have the right to have entry, close the site, see documents and take copies, size substances and ask questions. They even produce an improvement or prohibition notice. Both employers and employees may face prosecution if the site is unfit by the HSE. This act applies before construction as the employer has to provide everyone with PPE, inspect the site to see if it is safe before construction star ts and set up risk assessments and first aid boxes however during construction this applies as the employer doesnt want any accidents or illnesses on site, they would like the PPE to protect their workers, the equipment to be safe, serviced and used well, the fences to protect the public and the vehicles have reversing sirens to protect everyone. COSHH stands for the control of substances hazardous to health. COSHH covers any chemicals used on site for instance adhesive glues or paint thinners. Every chemical that is used on site must have a risk assessed by the site manager on behalf of the COSHH act. The regulations recommend that you do a risk assessment, decide what precautions are needed for example PPE, prevent or control exposure for example dust masks or gloves, ensure that control measures are maintained and used, monitor exposure through measurements, carry out regular health tests for example blood tests, prepare plans and procedures if an accident was to occur and ensure the employees are properly informed and trained usually by the HSE. A prime example of a hazardous substance is asbestos which is now banned due to the harm it does to your body when inhaled. The fibres within the material are the parts of the asbestos that are dangerous. Some products require careful control like the extraction of asbestos like s ome foam product instillations. This act applies before construction as the site manager needs to know if there is any products already on the site that may need to be removed or a risk assessment done for them however during construction it still applies as the chemicals and materials brought on site during the build may be hazardous too and may need to be risk assessed. Superstructures are all the elements visible above the substructure level for example a multi storey building, a social house or even a sky scraper. Superstructure legislations include Building regulations, RIDOR and Construction design management regulations 2008. Building regulations apply in England and wales and these promote standards for most aspects of a buildings construction process, energy efficiency in buildings, the needs of all people even including the disabled. The regulations apply to most new buildings, and many alterations of existing buildings, whether domestic, commercial or industrial. The types of work that do need to comply with the building regulations is the erection or extension of a building, the installation or extension of a service or fitting which is controlled under the regulations, an alteration involving work which will temporarily or permanently affect the on-going compliance of the building, service or fitting with the requirements relating to structure, fire, or access to and use of buildings, the insertion of insulation into a cavity wall and the underpinning of the foundations of a building. All buildings within this list must meet the requirements as they are for danger purposes for example a fire escape and air supplies for the combustion for some appliances. The main requirements come in 14 parts: Part A Structure Part B Fire safety Part C Site preparation and resistance to moisture Part D Toxic substances Part E Resistance to the passage of sound Part F Ventilation Part G Hygiene Part H Drainage and waste disposal Part J Combustion appliances and fuel storage systems Part K Protection from falling, collision and impact Part L Conservation of fuel and power Part M Access to and use of buildings Part N Glazing safety in relation to impact, opening and cleaning Part P Electrical safety This regulation applies before construction as the planning department need to put in the fire escapes e.t.c.. however during construction it still applies as the building regs managers or the HSE may test the products to see if they meet the standards. RIDDOR stands for reporting of injuries, diseases and dangerous occurrences regulations. RIDDOR covers deaths, major injuries; accidents resulting in an over-three-day injury, diseases, dangerous occurrences and gas accidents. If an accident did happen an accident investigation must be done as it is a legal requirement under the RIDDOR regulations. If a member of public is hurt or killed the HSE must be informed. Over three days injuries must be reported to the HSE too. When you report the injuries under RIDDOR you must issue the date and time, a brief description of what happened, put the name and address of the person injured and the date and method of reporting. The injuries listed as RIDDOR are fractures other than fingers, thumbs or toes, amputation, dislocation of shoulder, hip, knee or spine, loss or sight temporarily or permanently and chemical or hot metal burns to the eye that is penetrating. This regulation applies before construction as the site manger may need to write o ut methods of what to do in the event of certain injuries however during construction this will carry on as the site manager may need to write a report after an injury or inform the HSE. Construction design and management regulations 2008 aim to reduce the large numbers of serious, fatal accidents and cases of ill health which occur in construction. CDM places responsibilities on key members such as the design and management teams to keep the projects running safely and smoothly. CDM duties are to select and appoint a planning supervisor and principal contractor that will both allocate adequate resources for health and safety, be satisfied that the designers and contractors arrange for work to be done smoothly and safely, provide the planning supervisor with information on health and safety and ensure the health and safety files are up to date and construction starts and ends well. This regulation applies before construction as the planning, contractors and site managers need to organise whos doing what and when however during they must all make sure it is running as they planned without any health and safety risks.

Free College Essays - The Sun Motif in The Stranger by Albert Camus :: The Stranger The Outsider

The Sun Motif in The Stranger Many artists, authors, and composers have put the beauty and warmth of the sun in their work. The Dutch painter Vincent van Gogh created landscapes that expressed his joy with bright sunshine. The American poet Emily Dickinson wrote a poem called "The Sun," in which she described the rising and setting of the sun. The Russian composer Nicholas Rimsky-Korsakov included a beautiful song, "Hymn to the Sun," in his opera The Golden Cockerel. Uniquely, Camus' usage of the sun opposes its warmth and beauty in The Stranger. The sun is a symbol for feelings and emotions, which Monsieur Meursault cannot deal with. There is a sun motif present throughout the novel, which perniciously characterizes the usual fondness towards the sun. The sun is a distraction from Meursault's everyday life and he cannot handle it. The sun first presents a problem to Meursault at his mother's funeral procession. Even before the procession embarks, Meursault remarks of the sun, calling it "inhuman and oppressive." Meursault has shown no emotion towards his mother's death and he directs his bottled-up anxiety at the sun. To Meursault, the sun is an influence on all his senses, as he cannot hear what someone else says to him. He pours with sweat, symbolizing the flow of emotions. Meursault constantly thinks about the sun when one would expect him to be mourning his dead mother. He says, "I could feel the blood pounding in my temples," which is strong imagery. At the beach with Raymond, the sun provokes Meursault to commit a crime. He says, "(the sun) shattered into little pieces on the sand and water." While going to get a drink of water, the foreign Arab uses a knife to shine the sunlight in Meursault's face. Meursault knew that all he had to do was turn around and walk away. His emotions (again not shown externally and reserved) took over. Camus states, "All I could feel were the cymbals of sunlight crashing on my forehead and, instinctively, the dazzling spear flying up from the knife in front of me. The scorching blade slashed at my eyelashes and stabbed at my stinging eyes." This strong imagery forces Meursault to fire and kill the Arab with a revolver. What makes it worse, he fires four more times to make sure the sun is dissipated for good. In prison, Meursault changes his views on both the sun, and on his view of life, which are similar.

Understand Procedures For Res

Also it would put my colleagues at risk of becoming ill so more staff would be off work and they in turn would be taking the illness back to their homes thereby spreading the bug even further. So by making sure hands are thoroughly washed after aiding each service user, wearing the appropriate aprons gloves mask etc I can help prevent spreading any by germs and bugs and by keeping good hygiene I will help keep myself healthy and if I was to become ill to make sure I did not go back to work until I was given the all clear by doing this I will help to keep the service users, work colleagues family and friends from catching any germs. . 3 Explain the most thorough method for hand washing. . Wet hands with hot water. . Apply enough soap and handsaws to cover all hands surfaces.. Rub hands palm alma. . Right palm or the other hand with interlaced fingers and vicar versa.. Palm to palm interlaced. . Backs of fingers to opposing palms with fingers interlocked.. Rotational rubbing of left th umb clasped in right palm and vice versa.. Rotational rubbing, backwards and forwards with clasped fingers of right hand in left palm and vice versa.. Rinse hands with warm water. . Dry thoroughly with towel. Duration of procedure at least 15 seconds. 4. Describe when to use different types of personal protective equipment. . Gloves= when aiding each service user to help prevent the spread of any germs.. Asks= To cover mouth and nose when dealing with the service user who may be ill or have a contagious bug, So I will not catch or help spread the bug.. Goggles= A shield against body fluids, blood, faces, urine. This helps to stop these fluids from getting injured or contaminated.. Aprons= When aiding a service user with washing or personal care, I will keep my clothes clean and I can dispose of apron afterwards so will stop any spread of infection..Shoe covers= If a service user has a contagious so my shoes will not spread any germs through the home. Outcome 5 know how to move and h andle equipment and other objects safely. . 1 Identify legislation that relates to moving and handling. Manual handling operations regulations (MOOR) 1992 amended 1998 Provision and use of work equipment regulations 1992 (POWER) Lifting operations and lifting equipment regulations 1998 (LOWER) 5. 2 List principles for safe moving and handling 1. Plan the move and prepare the environment. 2. Starting position. 3. Lifting effort. 4. Completing the move. Ensure that the object is light enough to lift, is stable and unlikely to shift or move.. Heavy or awkward loads should be moved using a handling aid.. Make sure the route s clear of obstructions. . Stand as close to the load as possible, and spread your feet to shoulder width.. Bend your knees and try and keep the backs natural upright posture.. Grasp the load firmly as close to the body as you can. . Use the legs to lift the load in a smooth motion as this offers more leverage reducing the strain on your back.. Carry the load close t o the body with elbows tucked into the body..Avoid twisting the body as much as possible by turning your feet to position yourself with the load. 5. 3 Explain why it is important for moving and handling tasks to be carried out allowing specialist training. By having the correct training I can lift safely and know how to use the correct equipment for the Job intended and know how and when to use it. By also attending the courses and training my employers are meeting the health and safety regulations to make myself and other staff safe and also the service user is safe during the transfer.If I had not been trained correctly and got injured through lack of training they could be accountable , also they would be putting the service user at risk if I did not know how to assist them correctly. So by having the erect training every body is safe and also we are meeting the policy and procedures of the home. Outcome 6 Understand the principles of assisting and moving an individual. 6. 1 Expl ain why it is important to have specialist training before assisting and moving individual. By having specialist training I can move or assist the service user safely.Also by having the correct training I can use the correct equipment safely needed to assist myself and the service user to be able to move, If I did not have specialist training I could not assist the service user safely and I would not know how o use the equipment correctly or safely. As I will be trained how to fit the equipment trained so I will know how to lift correctly so I will not injure myself, and I will not put the service user at risk. 6. 2 Explain the importance of following an individuals care plan and fully engaging with them when assisting and moving.By reading an individual ‘s care plan I will know the mobility and capabilities of the service user, also what equipment is needed to assist the service user. When I need to assist the service user by talking to the service user and engaging them in t he whole process hey will feel confident about the procedure and in control as the service user will be able to tell me if they are comfortable, and if they are ready to start the movement process, thereby the service user will stay calm and relaxed and in control making the whole process calm and easy for all involved. Outcome 7 know how to handle hazardous substances. . 1 Identify hazardous substances that may be found in the social care settings. 1 Urine 2 Blood 3 Vomit 4 faces 5 cleaning chemicals bleach, sprays, carpet cleaning chemicals. 6 medications 7. 2 Describe safe practices for: Storing hazardous substances= Cleaning chemicals are to be kept in a locked cupboard. Medication can be harmful so these are kept in a medicine cabinet with only authorized personal to have the keys, other medication that needs to be refrigerated will also only be accessed by relevant personnel. Make sure no chemicals are left out unattended if in use.Using hazardous substances= When using hazard ous substances like cleaning fluids, wear the appropriate equipment ‘e: gloves, masks, goggles,and aprons, this will help from getting splash back and stop chemicals getting clothes, skin or in the eyes, this will also apply when aiding a arrive user with their personal care so the career will not get contaminated by urine, vomit, faces, they will keep clean when aiding the service user in washing, dressing, or personal care, the career can on finishing take off the gloves and apron etc and dispose of them safely and therefore prevent any cross contamination or spreading of germs whilst keeping themselves clean. Disposing of hazardous substances; .Sharps- When using a needle make sure you have a sharps box so the needle can be disposed of safely and the nurse/career does not risk the chance of scratching or rocking themselves by carrying the needle around trying to find a sharps box. Make sure it is kept closed when not in use, also to make sure it is not over filled, and when it reaches the full limit that it is taken away and disposed of correctly.. Clinical waste- Pads or soiled clothes or soiled bed linen need to be disposed of safely to prevent cross contamination. Pads need to go into a yellow bag and disposed off in the clinical waste bin this is collected by a company that deals with clinical waste. Load or faces this can be put into a washing machine on a high temperature and after the wash the bag is disposed off safely thereby the soiled linen does not have to be touched by staff or contaminate the other laundry. .Medication- Medication that has been refused or no longer needed must be documented and disposed of in the correct manner ‘e: deposited in a container and sent back to the pharmacy to dispose of correctly. Outcome 8 know environmental safety procedures in the social care setting 8. 1 Outline procedures to be followed in the social care setting to prevent; . Fire= You can prevent fire by first identifying hazards and who could b e at risk. Evaluate them ND take action to reduce them. Record findings and actions and develop a plan.