Most Logical Philosophy - Free Essay Example

Sample details Pages: 2 Words: 583 Downloads: 8 Date added: 2019/07/01 Category Philosophy Essay Level High school Topics: Confucianism Essay Did you like this example? Confucianism is evidently the most logical philosophy to be used as the official belief system of the State, as it is superior to other systems and would cause the government to function well. Confucianism is a belief system revolving around the ideas of Confucius, an extremely influential ancient Chinese teacher, editor, philosopher, and politician who lived from 551 to 479 BC. Unlike other people who made breakthroughs in religion, Confucius did not focus so much on religious matters such as salvation. Don’t waste time! Our writers will create an original "Most Logical Philosophy" essay for you Create order He instead developed a philosophy, that focused on worldly goals, especially emphasizing social order and a good government. He believed in five key relationships that revolved around the idea that harmony resulted when people accepted their place in society. He generally focused on peoples place and role in society, as he believed in establishing a stable government, which is why his system of beliefs would be the best way to run an effective government. Confucius believed that if the government were to be stable, the members of society would have to have some sort of social stability between themselves. He believed that harmony resulted when people accepted and fulfilled their role in society. He preached the idea of five key relationships: father to son, elder brother to younger brother, husband to wife, ruler to subject, and friend to friend. Confucius believed that social hierarchies existed between all people besides between friends. Confucius believed that everyone had different social responsibilities based on their social status. He believed in the general rule that superiors must care for their inferiors and set a good example, and inferiors owe loyalty and obedience to their superiors. For example, a womans duty was to ensure the stability of the home, promote harmony, and be obedient to her husband. He believed that correct behavior would lead to order and stability among people. Confucius ranked filial piety, or respect for parents, above any other duty. Confuciuss main principles include honesty, hard work, and concern for others. He preached the famous moral: Do not do to others, what you do not wish yourself. All of these morals and ideas stack up to establish the stability between the general population. Many of Confuciuss teachings revolve around the idea of a good leader, and this is, along with the key relationships, is something that separates Confucianism from other belief systems, as it does not rely primarily, or at all, on superstition. It instead solely focuses on how to establish and maintain stability and order within a society. Confucius believed that a ruler had the responsibility to provide good government, and in return, people would be respectful and loyal subjects. He believed that the best ruler is one who preaches by good example. Confucius urged rulers to be well educated, as that is what separates men. He always encouraged rulers to speak with and take advice from wise, educated men. Confucianism is the perfect belief system to input into a government because its teachings are great in helping establish good relationships between the common people, through the five key relationships. It taught and provided useful morals for becoming a successful ruler. To put it all together, Confucianism shows how to make a connection between the people and the rulers themselves. Confucianism, unlike other belief systems, does not solely or in part focus on religion or superstition to preach its ideas, and instead teaches how to develop an effective government and establish connections between people, which is why it is the best belief system for the government.

The Maternal And Fear Of The Womb - 960 Words

In Frankenstein, the need to abnegate the maternal and fear of the womb seems to be an inherent, even subconscious, impetus behind the scientist’s choices. Matrophobia is evident throughout the Gothic where the maternal protector is usually absent; either deceased like Madame St. Aubert in The Mysteries of Udolpho or imprisoned like Louisa Bernini in A Sicilian Romance. The mothers that continue to be present in the narrative are usually oppressed, such as Hippolita in The Castle of Otranto, or deviant, as Laurina is in Zofloya, where she is ‘the primary cause’ of all the misfortune in the novel (Dacre 246). Frankenstein seems to share this desire to eliminate the maternal but disguises his impulses under the guise of rational thought and logic. For example, when Frankenstein decides not to fulfill his promise of making a companion female monster, he presents this as a rationalised decision, weighing up whether he has ‘a right’ to ‘inflict this curse’ upon humanity (174). However, a closer analysis of his reasoning reveals that Frankenstein is primarily preoccupied with the monstrous fertility of a female creature since, through her, ‘a race of devils would be propagated upon the earth’ (174). We might recall that when creating his male progeny, Frankenstein was not afraid of a ‘race’ or ‘new species’ since he was still the absolute creator (80). Although the creature has not mentioned offspring, Frankenstein does not have the actual power of the divine to restrictShow MoreRelatedWilliam Faulkner s A Southern Renaissance Essay952 Words   |  4 Pagesthe wilderness implies ‘The Real,’ which is â€Å"neither symbolic nor imaginary, and remains foreclosed from the analytic experience, which is an experience of speech.† In other words, the wilderness is ‘primitive chaos’ and at the same time, ‘semiotic maternal body.’ Actually, a pass age which describes Isaac’s first entrance into the wilderness conveys somewhat sexual impression. †¦He entered it. Sam was waiting†¦while the wilderness closed behind his entrance as it had opened momentarily to accept himRead MoreThe Conception Process Of A Sperm Cell1709 Words   |  7 Pagesthe fourth month and the sixth month the fetus would be almost formed I would have gained another half-pound to a pound. An irregular breathing movements occur. After the 25 weeks of conception, the fetus would have a chance of surviving outside the womb. However, it may need some help for breathing in case the baby is born before the week 37 because its lungs are not completely mature. â€Å"One of the most remarkable aspect of the prenatal period is the development of the brain† During this period neuronsRead MoreWilliam Faulkner s The Bear939 Words   |  4 Pagescannot go through the wilderness; in contrast, it is almost trapped inside the wilderness just like a wretched phallus gets locked in a huge womb of a female. Another representative of ‘wilderness’ in this novel is the bear, Old Ben. 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When a woman gives birth to a child, particularly male in this case, some of the child’s cells will be left in the mother and allowed to circulate.Read MoreNature Vs Nurture : Is It Nature Working With Nurture?1550 Words   |  7 Pages and abnormal brain processes, such as depression, drug dependence, and other psychiatric disease†¦and can pass down to subsequent generations (2011). High levels of stress activate a variety of genes, including those suspected of being involved in fear, shyness and some mental illnesses. Children conceived during a three-month famine in the Netherlands during a Nazi blockade in 1945 were later found to have twice the rate of schizophrenia as did Dutch children born to parents who were spared theRead MoreMotherhood, All Love Begins And Ends Here1383 Words   |  6 PagesFor Kavita, her grief is doubled at the birth of her son, who is so cherished by her family. â€Å" They have showered on her all the trad itional gifts, as if this is her first baby, their first child. What about the other times I’ve carried a baby in my womb, given birth, held my child in my arms?†(65) She tries to envision her baby girl, while internally she struggles to let go of her resentment against her family, who now cherishes so lovingly on her son. Kavita does not care about the gifts or the celebrationRead MoreThe Final Climatic Scene On Prom Night886 Words   |  4 PagesPalma’s focus on the horrific female body and womanhood from a male perspective shows the patriarchal ideology of castration anxiety and fear of a woman’s power. Carrie is not empowered and enacting justice in the end, she is monstrous and leaves death and destruction in her wake. She regrets her choices and returns to the â€Å"amniotic fluid of the maternal womb in the bath† (Lindsey, 40). Carrie tries to retreat from her horrifying womanhood and return to her prepubescent form as an innocent childRead MoreCritical Analysis Of The Bloody Chamber By Angela Carter1611 Words   |  7 Pagesthe journey of male into masculinity. For the boy, his mother is his first love while he is in the Oedipal stage. Much the opposite, his father remains his rival until the moment he realizes his mother doesn’t have a penis and he turns to fears his father. This fear creates a divide from his mother and creates the super ego which ends the Oedipal phase. Similarly, the girl begins with her mother as love object and father as rival. However, the realization of genital status in this situation, keeps her

James Baldwin Language is a key political instrument free essay sample

Imagine this, you are from a small town in Alabama, but you have just moved to New Jersey. You have a deep southern accent and you use words like â€Å"y’all. † People are going to automatically think that you’re a redneck, which probably means that you live in a trailer, you hunt deer as a hobby, you live on a farm, and moonshine is your favorite drink. They will treat you according to the way that they think you are, only because they don’t understand the way you speak. Because both of you are from a different part of the United States their way of speaking English is different from yours, which makes the way you speak unique to you and your identity. In Baldwin’s essay, he is saying that the manner in which you speak, will determine how people treat you. I agree, people will make assumptions about you based on your choice of words, accent, or vocabulary. We will write a custom essay sample on James Baldwin Language is a key political instrument or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In order to conform to this harsh reality people evolve a new language in order to control their circumstances and/or environment. Black English originated during slavery, when the slaves were brought to America they were all from different tribes; therefore they did not speak the same language. In order to survive and to understand each other, they evolved a language of their own. In England people can tell what kind of person you are, where you’re from, and if you’re wealthy just by listening to your diction. A person living in Paris cannot understand what a person from Quebec is saying even though they speak the same language (French. ) I do believe that language is the key to a person’s identity. Your grammar, language, etc. will determine how you are treated and if you will be accepted in the society that you are in.

Research critique in ventilator associated pneumonea free essay sample

Ventilator-associated pneumonia (VAP), defined as pneumonia occurring 48 72 hours after endotracheal intubation, is the most common and fatal nosocomial infection of intensive care. Risk factors include both impaired host immunity and the introduction of an endotracheal tube, which contributes to the development of VAP in the critically ill patient. VAP is associated with increased mortality and morbidity, increased duration of mechanical ventilation, prolonged intensive care unit and hospital stay, and increased cost of hospitalisation. Both the Centers for Disease Control Guidelines and Pugin’s Clinical Pulmonary Infection Score (CPIS) criteria note that diagnosing VAP requires a combination of clinical signs, impaired gas exchange, radiological changes and positive microscopy to differentiate an episode of VAP from mere colonisation. In a resource-strapped environment, semi-quantitative analysis of specimens obtained utilising a non-invasive sampling technique is an acceptable option. Specific guidelines have been developed to both prevent VAP and treat it appropriately as soon as possible. We will write a custom essay sample on Research critique in ventilator associated pneumonea or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The guidelines provide targeted strategies, while additional management of VAP includes the provision of essential care, psychosocial support, ventilatory support, enteral feeding and relevant medication including deep-vein thrombosis prophylaxis, and the prevention of complications. The Care Bundle approach offers an interventional tool to implement strategies specifically directed to the prevention of VAP and the facilitation of a team approach to improving its clinical management. The evidence available presents a strong argument to consider a team approach to reducing the incidence of VAP in our own critical care units. Ventilator-associated pneumonia (VAP), defined as pneumonia occurring 48 72 hours after endotracheal intubation, remains the most common and fatal nosocomial intensive care unit (ICU) infection among mechanically ventilated patients. 1-3 Each episode of VAP results in extended ICU and hospital stay and increased cost of treatment per patient. VAP is not particularly selective, and any patient mechanically ventilated for 48 hours is at risk of developing an episode. Patients (adults, children and neonates) who are critically ill and cannot maintain their own respiratory function adequately, or have a compromised airway, require an artificial airway to provide ventilatory support and for clearance of secretions. The indications for endotracheal intubation to facilitate mechanical ventilation to provide adequate oxygenation and respiratory support may be either pulmonary or non-pulmonary, and therefore include trauma, surgical (emergency or elective), and medical Prevention. indd 44 patients. The consequences of VAP warrant efforts to implement prevention strategies and manage each episode effectively. Ventilator-associated pneumonia Definition Pneumonia is defined as inflammation of the lung parenchyma caused by infection. 3 VAP is defined as pneumonia occurring 48 72 hours after endotracheal intubation. 3 VAP is therefore also a nosocomial infection, i. e. an infection that develops 48 hours after a patient has been admitted to a hospital or health care facility. 4 The current classification scheme for pneumonia as outlined by the American Thoracic Society Guidelines for the Management of Adults with Pneumonia refers to nosocomial pneumonia as hospitalacquired pneumonia (HAP), which includes both 11/16/09 9:05:29 AM VAP and health care-associated pneumonia (HCAP). 3 Both are clinically and microbiologically distinct from community-acquired pneumonia (CAP). VAP is further defined as early-onset VAP (occurring 38 °C with no other recognised cause) †¢ Leucopenia (240 or ARDS †¢ ? 240 and no evidence of ARDS 0 2 Pulmonary radiograph †¢ No infiltrate †¢ Diffuse (or patchy) infiltrates †¢ Localised infiltrate 0 1 2 Tracheal secretions Score* †¢ 500 band forms November 2009, Vol. 25, No. 2 0 1 2 0 1 2 Culture of tracheal aspirate (semi-quantitative: 0 1 2 or 3+) †¢ Pathogenic bacteria cultured, minimal or no growth †¢ Pathogenic bacteria cultured, moderate or more growth M †¢ oderate or greater growth of pathogenic bacteria consistent with that seen on original Gram stain Total score of 6 points suggests VAP 47 0 1 2 Total *Score calculated by quantifying amount of tracheal secretions on a subjective 0 4 scale multiple times per day, then summing all the patient’s scores for the day. Management and treatment Given the risk, incidence, increased costs and attributable mortality, measures should be employed to prevent VAP where possible. This is particularly relevant in developing countries, where VAP poses the greatest risk to patients, with the incidence measured at 41% and the crude mortality rate at 44. 9%. 14 Antibiotic therapy remains the mainstay of treating VAP and should be initiated as soon as possible once the patient has been admitted, the clinical diagnosis suspected and the required specimens collected. The choice of antibiotic/s is determined by individual patient risk factors, the institutional pathogens and specific antibiograms. 3 The process should be according to protocol and usually involves initiating empiric broad-spectrum cover in the critically ill patient, which is adjusted and preferably de-escalated once the causative pathogen has been adequately identified and the appropriate sensitivity tests performed. Inadequate or delayed initial antimicrobial Prevention. indd 47 therapy has been associated with increased mortality,15 and should therefore be specifically targeted in the institutional protocol. Critically ill patients require intravenous antibiotics. Eight days of antibiotic therapy has been proven to be effective in treating most cases of VAP, with cases caused by a non-fermenting Gram-negative bacillus such as Pseudomonas or Acinetobacter being exceptions and requiring longer duration of therapy. 3,16 A number of evidence-based guidelines have been developed in recent years to direct clinical practice in an attempt to improve patient care, and in particular care of the critically ill. Specific guidelines have been developed to both prevent VAP and treat it appropriately as soon as possible. 17-21 The guidelines provide targeted strategies, while additional management of VAP includes the provision of essential care, psychosocial support, ventilatory support, enteral feeding, relevant medication including deepvein thrombosis prophylaxis, and the prevention of 11/16/09 9:05:30 AM November 2009, Vol. 25, No. 2 SAJCC complications. A website titled VAPAWAY is dedicated to research and the prevention of VAP, and provides access to relevant information at www. vapaway. com. 22 The Institute for Healthcare Improvement (IHI) in the USA has developed the Ventilator Care Bundle to address VAP as part of their Preventing Harm to 5 Million Lives Camapaign. 23 48 Care of the ventilated patient Strategies to prevent VAP: Recommendations3,17 VAP is preventable, and certain practices have been demonstrated to reduce its incidence and its associated burden of illness. 17 Prevention of VAP is possible through the use of evidence-based strategies intended to minimise endotracheal intubation, the duration of mechanical ventilation, and the risk of aspiration of oropharyngeal pathogens. 3 Modifiable risk factors require understanding and practical implementation. The vast amount of research findings are often overwhelming and conflicting. Having the data synthesised into evidence-based clinical practice guidelines (CPGs) by a credible group of multidisciplinary critical care clinicians (such as the Canadian Critical Care Society and Canadian Clinical Trials Group) improves the accessibility of reliable evidence for application in clinical practice. Guidelines can improve the processes, outcomes and costs of critical care. 17 Successful implementation requires a team approach that embraces an active strategy to improve patient care, participation by all team members, periodic review of guidelines and a continuous process to effect change in behaviour where required. Implementing clinical practice guidelines The IHI in the US recognised a need to reduce preventable errors after the release of the Institute of Medicine’s 1999 report on health care-related errors. 29 The 100,000 Lives Campaign launched by the IHI in 2004 generated an unprecedented commitment to change and collaboration across the US health care industry, led to the launch of a similar programme in the UK, viz. the Saving Lives Campaign,30 and led to the expansion of the IHI programme to become the Protecting 5 Million Lives from Harm Campaign in 2006. 23 The campaign is a national effort targeted at reducing preventable deaths in US hospitals, and protecting patients from harmful events that often have lasting effects. Medical harm is defined as ‘unintended physical injury resulting from or contributed to by medical care (including the absence of indicated medical treatment), that requires additional monitoring, treatment or hospitalization, or that results in death. Such injury is considered harm whether or not it is considered preventable, resulted from a medical error, or occurred within a hospital. ’24 The initiative has led to new standards of care being developed and the implementation of relevant research findings at the bedside. The Ventilator Care Bundle The Ventilator Care Bundle is one of the six key programmes of the original campaign and consists of ‘a series of (evidence-based) interventions related to ventilator care, that when implemented together, will achieve significantly better outcomes than when implemented individually’. 31 The key components of the Ventilator Care Bundle are: The following recommendations (Tables III and IV) are a summary of the recommendations of some of the more recent literature, including the updated (2008) CPGs of the Canadian Group17 and the recommendations of Pieracci and Barie. 3 †¢ Elevation of the head of the bed (30 45o)32 Note: The use of nebulised endotracheal tobramycin and the intratracheal instillation of tobramycin are not recommended for the prevention of VAP,18 but may be useful in treating tracheobronchitis. †¢ eep-vein thrombosis prophylaxis. 35 D The application of a clinical guideline for the treatment of VAP was found to increase the initial administration of adequate antimicrobial treatment and decrease the overall duration of antibiotic treatment. 19 In addition, routine ventilator-associated pneumonia prevention measures were applied, including semi-recumbent body position, discontinuation of mechanical ventilation using a medical intensive care unit specific weaning protocol, avoidance of gastric distension by monitoring residual volumes following feedings, and routine inspection of ventilator circuits to remove condensate. 19 Prevention. indd 48 †¢ aily ‘sedation vacations’ and assessment of D readiness to extubate33 †¢ eptic ulcer disease prophylaxis34 (for high-risk P patients only) Additional protocols could include: †¢ A structured oral care protocol28 †¢ A patient mobility component †¢ Weaning protocols. Resources are available to facilitate the implementation process. 31 These include: †¢ Daily goal worksheets †¢ Checklists †¢ Audit tools. Impact of a protocol to prevent VAP The Canadian Critical Care Trials Group suggests that ‘Although scientific advances have the potential to improve the outcomes of critically ill patients 11/16/09 9:05:30 AM Table III. Strategies to prevent VAP SAJCC November 2009, Vol. 25, No. 2 Physical strategies †¢ trict infection control, including hand hygiene with alcohol-based hand disinfectants, gowning and gloving S minimises person-to-person transmission of pathogens3 †¢ Adequate ICU staffing24 †¢ Minimise endotracheal intubation where possible3 17 †¢ Orotracheal route preferred to nasotracheal route 3 †¢ Maintenance of orotracheal cuff pressure 20cm H2O (but 72 hours) †¢ se of a closed endotracheal suctioning system for safety considerations only (decrease transmission of U infection-resistant organisms) does not prevent VAP21, 26, 27 17 †¢ Closed endotracheal suctioning system changed between patients, or as clinically indicated 3 †¢ Minimise the duration of mechanical ventilation †¢ Daily interruption of sedation †¢ Standardised weaning protocols 17, 21 †¢ Circuit changes only if the circuit becomes soiled or damaged, and between patients †¢ hanging of heat-moisture exchangers (HMEs) every 5 7 days or as clinically indicated (clogged with C secretions) if in use17 21 †¢ Use of water bath humidification or a heated humidifier is acceptable †¢ Bacterial filters are only indicated for use in patients with infectious diseases such as TB †¢ Consider non-invasive ventilation if possible3 †¢ Consider rotating beds, if available (kinetic bed therapy)17 †¢ emi-recumbent positioning (30? 45? head up) is protective, especially during enteral feeding (prevent S gastro-oesophageal reflux and aspiration)3, 17 †¢ egin enteral feeding slowly, especially during the 48 hours after initiating mechanical ventilation, to B minimise gastric reflux and potential aspiration risk3 †¢ The gastric route for feeding is recommended (post-pyloric route not superior)3 †¢ Oral care28 49 Pharmacological strategies †¢ ropharyngeal decontamination with a topical antiseptic such as chlorhexidine has been proven to be O beneficial17 †¢ Oral decontamination with povidone-iodine oral antiseptic only in patients with severe head injuries †¢ imit stress ulcer prophylaxis to high-risk patients (avoid antacids and histamine type 2 antagonists, L sulcralfate and proton pump inhibitors (PPIs) preferable)3 †¢ Limit red blood cell transfusions in trauma and the critically ill3 †¢ Targeted antibiotic administration strategies such as de-escalation and antibiotic rotation or ‘cycling’3 Note: Selective decontamination of the digestive tract (SDD) with topical or systemic antibiotics or antiseptics has not been shown to provide benefit outside of the Netherlands, may increase the incidence of MDR infections, and is therefore not recommended for general use. 3 Strategies that have not proved beneficial include:17 †¢ A systematic search for prevention of sinusitis (unless patient is intubated via the nasotracheal route) †¢ Prone positioning †¢ Prophylactic antibiotics (aerolised, nasal or intravenous) †¢ Aerolised antibiotics †¢ Intranasal mupirocin †¢ Topical antibiotics †¢ Post-pyloric feeding Educational strategies †¢ Staff education programmes3 Prevention. indd 49 11/16/09 9:05:31 AM Table IV. Diagnosis and treatment of VAP: Recommendations18 November 2009, Vol. 25, No. 2 SAJCC Diagnosis †¢ on-invasive techniques, viz. endotracheal aspirates with non-quantitative cultures, are recommended for the N diagnosis of VAP in immunocompetent patients as the initial diagnostic strategy2,6,12,18 50 Treatment Initial treatment: E †¢ mpiric antimicrobial therapy v. delayed culture-directed therapy where there is a clinical suspicion of VAP3,15,18 †¢ ppropriate spectrum mono-therapy for empiric therapy of VAP (single agent for each potential A pathogen)3,18 †¢ Choice of antibiotics based on patient factors and local resistance patterns3,18 Duration of treatment †¢ Maximum of 8 days’ antibiotic therapy in patients who received adequate initial antibiotic therapy16,18 †¢ onger duration of antibiotic therapy for cases of VAP caused by a non-fermenting Gram-negative bacillus L such as Pseudomonas or Acinetobacter, viz. 14 -15 days16 †¢ Antibiotic discontinuation strategy based on clinical criteria for the treatment of suspected VAP3,18 †¢ De-escalation of antibiotic therapy to culture-directed sensitive therapy3,18 who are at risk or who have VAP, the translation of research knowledge on effective strategies to prevent, diagnose, and treat VAP is not uniformly applied in practice in the intensive care unit. Knowledge about VAP may be used more effectively at the bedside by a systematic process of knowledge translation through implementation of clinical practice guidelines. ’36 Clinical practice guidelines aim to improve the quality of care, to decrease costs, and to reduce inappropriate variation in decision making in the critical care setting. 37 While there is some agreement regarding the evidence and the recommended strategies, implementation of guidelines remains a challenge in practice. In a study conducted in 2002 to establish why physicians do not follow guidelines, Rello et al. 37 found that non-adherence to guidelines for preventing VAP was common, and largely uninfluenced by the degree of evidence. The most common reasons identified were disagreement with interpretation of clinical trials, unavailability of resources and costs. 37 Implementation A team approach is essential for the successful implementation of a quality improvement initiative. The support of medical directors, nursing managers, administrators and ancillary services such as the laboratory, together with staff involvement, are key factors to success. The initiative requires a champion that will drive the process, written guidelines, userfriendly tools and regular feedback regarding the process, as well as ongoing review of the programme. Key elements are functional communication systems, accountability and continuous education of all staff. The Canadian Critical Care Trials Group promotes the concept of ‘a systematic process of knowledge translation that incorporates knowledge about clinical preferences and behaviour change theory – this Prevention. indd 50 process is defined as one that uses evidence-based clinical practice guidelines (CPGs) and includes a guideline implementation strategy that addresses understood barriers to clinician’s adherence to guidelines, and capitalizes on the facilitators’. 36 Guideline implementation strategies36 A combination of the following is required: †¢ Educational material, meetings and outreach visits †¢ Reminders †¢ Opinion leaders †¢ Computerised decision support systems †¢ Audit and feedback. The strategies need to be specifically suited to the complex and dynamic ICU environment, the multidisciplinary team, the organisational climate and culture of the ICU. Sinuff et al. found that ‘a coherent ICU team with common patient care goals and agreement with the purpose and goals of a guideline may facilitate guideline adherence’. 36 Behaviour change theory can provide a framework within which to initiate the change process. Critical components include effective leadership, a collaborative team, continued education programme, an effective communication system and an audit-feedback system. Conclusion Significant improvements in quality indicators and patient outcomes have been reported by hospitals that have embraced the bundle approach and implemented the ventilator care bundle in particular. Cruden et al. 38 found that the systematic and methodical implementation of the ventilator care bundle interventions over a 1-year period in a UK hospital

The 4 Best AP Psychology Books Full Expert Reviews

The 4 Best AP Psychology Books Full Expert Reviews SAT / ACT Prep Online Guides and Tips There are many AP Psychology books that claim to be the best review tool for students; however, they aren't all telling the truth. Some review books might be better for you based on what type of student you are or the amount of guidance you need in your studying. In this article, I'll give you a list of the best AP Psychology textbooks and review books so you can find the one that will help you get your very best score on the AP Psychology exam. What's the Criteria for a Great AP Psychology Book? Before I list the best books for AP Psychology, here's a little information about what constitutes a good AP review book. First, you'll want to look at the organization of the book to see whether it's well-aligned with the AP curriculum. Content is extremely important, and an AP review book that has too much or too little information will put you at a big disadvantage. For the books on this list, I checked to see whether they included high-quality diagrams and whether their writing style made it easy for readers to understand complex concepts. I considered it a positive when a book had sections dealing with general test-taking strategies and instructions for creating a study plan, which are both great tools for students who need more guidance. Things such as diagnostic tests and instructions on how to use AP practice tests effectively were pluses, too. The quality of practice tests and questions is also very important. An AP review book can be well written and have all the content you need. But if its practice tests aren't challenging enough, you might be in for a nasty surprise on the real AP exam. Easy AP practice tests can cause you to overlook weak areas that would have been evident if the questions were more difficult. If you're unable to physically flip through these AP Psychology books before you buy them, looking at online reviews can be helpful. You'll get to see feedback from students who actually used the book and learn how successful (or unsuccessful) they were in meeting their score goals for the AP test. Although all the AP Psychology books listed in this article represent the latest editions, consulting reviews of past versions and feedback provided by teachers can give you a feel for the quality of a particular book. You've got the right idea, silhouette lady! Never settle for less! The Best AP Psychology Books Before we get to the list, I'll give you several types of AP Psychology books so that you can decide which one(s) to get based on your ability level and needs as a student. This guide mainly contains information on different review books because most students already have an AP Psychology textbook and are primarily looking for supplementary materials to help them prepare for the exam. Here's a list of each "best book" category I'll be covering: Best AP Psychology Textbook: This is a book many students can use as a basic reference for info on psychology topics. I've included it for the benefit of students who are self-studying for the AP Psychology test and who do not have a school-provided psychology textbook. Best AP Psychology Review Book for Any Student: This is a review book that will be useful for students at any skill level (high- or low-scoring). Best AP Psychology Review Book for High-Scoring Students: This is AP Psych prep book offers in-depth information, challenging practice materials, and a more hands-off approach to prep. Best AP Psychology Review Book for Low-Scoring Students: This is a prep book for students who might have had a bit of difficulty understanding the material in their AP Psychology class and need more guidance during the review process. The Best AP Psychology Textbook: Myers' Psychology for AP, Second Edition Cost: $150 for print, $110 for digital Myers is consistently the most popular AP Psychology textbook, mainly because it’s one of the only books that is written specifically for the AP class. It’s a well-organized book, and although it can be a little wordy at times, it has excellent diagrams and is overall a great resource for an in-depth review of the AP material. Pros The sections of the book correspond to topic areas that will show up on the AP Psychology test, so it’s easy to use for studying. It includes multiple-choice AP practice questions and questions that summarize the main concepts at the end of each unit so you can test your knowledge. There are lots of helpful diagrams and tables, and key terms are bolded and defined on the side of each page, so you don’t have to search through the text to pick out definitions. There's a timeline of psychology milestones in the back of the book to help you get a better grasp on when different discoveries happened. Cons The book is written at a high level (although it does have a bit of a conversational tone), so it might be difficult for less-prepared students to grasp some of the concepts right away. It's super expensive! However, you might be able to save a little money by renting it instead of buying it. Who Should Use This Book This book covers all the curriculum that will appear on the test, and it includes a wealth of helpful review materials. You might want to buy this AP Psychology textbook if you are studying for the test on your own (not taking an actual AP Psychology class) and want a more detailed source of information. You could also consider getting it if you hate the book you're using in class and feel that you would benefit from a different textbook. Best AP Psychology Review Book for Any Student: 5 Steps to a 5: AP Psychology 2019 Edition Cost: $12 for print, $10 for digital The titular five steps included in this AP Psychology book are helpful for planning out your prep responsibly. One big caveat, though, is that you should supplement the practice tests in this book with other official AP practice tests to ensure you’re on track. Pros This book includes a clear, helpful introduction that answers any questions you might have about the AP Psychology exam such as scoring, format, content, and what you’ll need to bring on test day. There's a useful guide that tells you how long you should prep for the exam based on your personality and study habits. It then maps out detailed study plans for three different types of students. It gives you helpful tips on how to approach each type of question on the AP Psych test. Each chapter includes key concepts at the beginning and a "rapid review" section at the end that has a list of key terms and definitions. Content chapters thoroughly cover all the material on the AP Psychology test. The writing style is easy to follow and is organized in a way that breaks things down into easily digestible parts. Two practice exams are included at the end, along with an initial diagnostic test to assess your strengths and weaknesses. You can also access three additional practice tests online. Cons The practice questions seem a bit easier than real AP Psychology questions. The guide on how to approach questions could be less wordy, and it doesn’t go into detail about using the process of elimination for multiple-choice questions, which is an important strategy to include. Ultimately, learning to effectively eliminate wrong answers is one of the best ways to improve your score! Who Should Use This Book If you think you might need more guidance in your studying or are self-studying the course, 5 Steps to a 5 is probably a good book for you. It’s written logically and simply, and it does a great job of answering many of the questions students have about how to review for AP Psychology and what the test is like in general. Best AP Psychology Review Book for High-Scoring Students: Barron’s AP Psychology, 8th Edition Cost: $15 for print, $13 for digital Barron’s AP Psychology is a thorough and helpful guide for students studying for the AP Psych test. However, this isn't the best choice if you’re looking for a way to review quickly. Avoid this resource if you’re easily bored by the dry textbook style of writing. Barron’s is not lacking in good content, but it could be more exciting, and you’ll have to do a lot of the legwork in review sessions. Pros This book includes a diagnostic test and a "Multiple Choice Error Analysis" sheet to help you understand your strengths and weaknesses. There are two full-length practice exams at the end of the book. You also get three more full-length tests, which are accessible online. The structure mirrors the format of the exam and follows the AP curriculum exactly (based on the percentages of questions in different topic areas that will show up on the test). There's a list of important terms and people at the beginning of every chapter (and in italics within the text so you can easily pick up on them). It includes a list of the most important psychologists you need to know (the â€Å"Fabulous 15†) so that you can focus on a few people more closely rather than trying to memorize a million different names. There are multiple-choice questions and answer explanations at the end of each chapter to quiz you on the material you've learned. Chapters 15 and 16 focus on test-taking tips for multiple-choice and free-response questions, so you’ll have strategies as well as content knowledge. Helpful tips in the margins of each chapter point out important things to remember and problems that students commonly have with certain terms and concepts. Cons This book is written essentially in textbook format; there are long paragraphs, there aren't that many diagrams, and the writing can be pretty scientific. There’s no glossary, so you have to pick out the definitions of terms yourself in each chapter. The style overall isn’t as fun as some other review books. Barron’s doesn’t try as hard to relate to you and just sticks to the information you need to know- which I respect, but it can be kind of boring. Who Should Use This Book This book is best for those who have a long time to dedicate to studying for the AP Psychology test. You'll need to use it over a longer period of time in order to be able to take full advantage of the diagnostic and practice tests and become familiar with each topic area. If you decide to use Barron's, get it well before the AP test and use it as a continuous review tool. You should also make sure that you’re motivated enough to take charge of your review time and study from a book that doesn’t try that hard to keep you engaged in the material. Best AP Psychology Review Book for Low-Scoring Students: Cracking the AP Psychology Exam, 2018 Edition Cost: $13 for print, $5 for digital This is the best book for learning test-taking strategies for the AP Psych test. The content is high quality as well, but it’s not as easy to study from if you don’t have much time on your hands. Pros It includes a step-by-step guide for how to organize your AP Psychology studying. There's a list of other resources you can use to supplement your review. It includes smart test-taking tips and strategies for multiple-choice and free-response questions. The book uses a conversational, relatable style of writing. Chapters that go over content are diagram-heavy, and they provide clear definitions of key terms throughout. Cons The instructions on designing a study plan are a little vague. It's hard to use this book as a quick study guide as it doesn’t have a centralized source for definitions of terms and concepts. You'd need to read it through completely to be able to get a handle on all the information. Who Should Use This Book This book is a smart choice if you have a fair amount of time before the AP Psychology test and would like some rough guidance on structuring your studying. It’s also great for students who get easily bored by textbooks and their dull writing style- it's definitely one of the more engaging review books I’ve seen! Which AP Psychology Books Are Best for You? Which Books Should You Avoid? If you think you’ll need a lot of guidance in your AP Psych studying (or if you’re working through the class independently), don’t choose a prep book that’s pure information and doesn't offer any planning or test-taking tips. I’d recommend using either 5 Steps to a 5 or Cracking the AP Psychology Exam, along with the Myers textbook (or whichever textbook your AP Psychology class is using). Barron’s is also a decent choice, but make sure that you’re willing to put a little more work into the review process. A book that provides more structure will be helpful even for the most driven students, especially if you’re not taking an actual AP Psychology class. If you choose to buy a book that’s not on this list, keep an eye out for any red flags. Compare the practice questions in the book with official AP Psychology questions to ensure they’re not unrealistically easy or hard. After taking and scoring a practice test from the review book, take an official AP practice test to check that your other score was realistic. I recommend the four AP Psychology books in this article because they’re all well organized and easy to follow. Even if another review book contains all the same info, the way it’s presented might make your studying less productive. Ultimately, if you feel you’re not getting anything out of an AP Psychology prep book and your AP Psych test scores don’t seem to be improving, you might need to try another one with a different format! Keep an eye out for red flags. You don't want to get stuck with a Canadian review book. Or maybe you do. Would it come with complimentary maple syrup? What's Next? Still shaky on a few AP Psych terms? Bolster your knowledge with articles like this one, which goes over what Stockholm Syndrome is and whether or not it's real. What does it really mean if you get a 5 on an AP exam? Find out how AP credit works for college classes. If you're still trying to plan your AP class schedule, use this guide to make an informed decision about which AP classes you should take. Also taking AP US History? Check out our reviews for the best AP US History textbooks. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

A Biography of Joseph McCarthy essays

A Biography of Joseph McCarthy essays Joseph Raymond McCarthy was born on a farm in Appleton, Wisconsin on November 14th, 1908. His parents were devout Roman Catholics and McCarthy was the fifth on nine children. After attending the local elementary school, he left school at 14 and worked as a chicken farmer. McCarthy later managed a grocery store in the nearby town of Manawa, where he was considered to be a popular person and the store was quite profitable. He was encouraged by his friends to attend high school and so in 1928, at the age of 20, McCarthy returned to school and completed the normal four-year high school curriculum in one year. He graduated in 1935 from the Marquette University in Milwaukee with a degree in law. After graduation, McCarthy set up a law practice in Waupaca, another nearby town. It is reported that McCarthy experienced very little success as a lawyer, only taking four cases in nine months. It is also reported that he supplemented his income through poker games. At that time, he went to work in Shawano for Mike Eberlein. The two worked together for three years until Joseph won the judgeship for the Tenth District of the Wisconsin Circuit Court. McCarthy was originally a supporter of the Democratic Party, but when he failed to become the Democratic Partys candidate for district attorney, he switched his support to the Republican Party. He shocked local officials by fighting a dirty campaign, which included publishing literature that falsely claimed that his opponent Edgar Werner was 73, senile, and implied Werner was guilty of financial corruption. McCarthys misconduct earned him a reprimand from the Wisconsin Supreme Court. McCarthy was exempt from the military draft due to his public position, but in 1941, McCarthy abruptly quit the bench and enlisted in the Marine Corps. During his two years of service as first lieutenant, McCarthy engaged in numerous flying missions, although the majority were training missions...

Interaction Design Assignment Example | Topics and Well Written Essays - 1000 words

Interaction Design - Assignment Example 9. No, system should concentrate on technical issues. Response Sheet for Gardener # 2 1. Yes, I would like to have a good system in place help me in gardening. 2. I would like the system to be my best counselor in gardening. 3. Yes, of course I can share my experiences with my system. 4. Yes, the system should tell me the right time to grow a specific time. 5. No, I would like system to tell me about pesticide. 6. Yes, system should give me weather update. 7. No, I will plan next crop myself. 8. I would like to have several custom and some prebuilt reports from the system. 9. No, system should concentrate on technical issues. Response Sheet for Gardener # 3 1. Yes, I think system can help me in gardening. 2. I would like the system to be my best counselor in gardening. 3. Yes, I would like to add intelligence in my system. 4. Yes, the system should tell me the right time to grow a specific time. 5. No, I would like system to tell me about pesticide. 6. Yes, system should give me weat her update. 7. No, I will plan next crop myself. 8. I would like to have several custom and some prebuilt reports from the system. 9. It is good I system can predict my plans. Response Sheet for Gardener # 4 1. Yes, I would like to have a good system in place help me in gardening. 2. I would like the system to be my best counselor in gardening. 3. Yes, of course I can share my experiences with my system. 4. ... Document Trail In order to consolidate the findings of questionnaire and response of interviewees on various aspect of the system, now is the time to incorporate some researched based semantic contents into this report. There is a lot of material available in gardening books written by domain experts. Moreover, there are online forums, web sites that can provide some good insight into the practices that gardeners follow, and that can be utilized to enhance the contents of the proposed Blossom Gardening System (BGS). The importance and utility of home gardening is far greater than it is usually perceived as being a hobby and creative pastime. It can even be utilized for developmental purposes. Ehui, John, Okike & Rockefeller (2004, p. 158) have pointed out the same fact, â€Å"The involvement of governments in support of gardening has been minimal, and generally only the health and nutrition sectors get involved. Ministries of Agriculture (MoAs) tend to discount the actual or potenti al importance of home gardening as a developmental strategy. † Home gardening also enhance the aesthetic sense of the gardener and additionally can be helpful in bridging the chasm between urban and rural lifestyles. Moreover, gardening can bring about the peace and comfort in personal and social life. (Zimmerer, p. 137) Blossom Gardening System (BGS) will be designed to augment the expertise of gardeners of every level. It will provide useful tips and techniques widely employed by these gardeners. This section is the most important segment of BGS as most of the gardeners will love to have latest updates in the field, like new plants getting in, new cures and tricks, weather effect updates, garden preparations for new season so on and so forth. The program can

Sustainability Efforts in Wal-Mart Research Paper

Sustainability Efforts in Wal-Mart - Research Paper Example According to the Fortune Global 500 list in 2013, Wal-Mart is the world's second largest public corporation and largest retailer in the world with over two million employees. The company was founded by Sam Walton in 1962 and still it is owned and controlled by the Walton family with 50 percent of its shares. It was in the late 1980s and early 1990s the company rose to be a reputed national firm by opening an array of outlets and clubs. According to the reports, Wal-Mart has 8,500 stores in 15 countries, under 55 different names like Walmex, Asda, Seiyu. Sustainability has been one of the major concerns for the company since its beginning, and now it tends to rely on suppliers to carry out its sustainability efforts. Wal-Mart in its annual Global Sustainability Milestone meeting held in Bentonville â€Å"presented nine initiatives that have raised the company’s overall sustainability index reading by 12% in the past year†. The company believes that the suppliers can do b etter in taking up sustainability efforts as compared to retailers. ... Evidently, in each stage of its planning, the Wal-Mart tries to retain its status as a value driven company. Wal-Mart’s attributes include its physical strength that greatly relates to the firm’s organizing function. Other organizational resources including human capital, knowledge, and money also constitute its organizing function. Wal-Mart normally charges low prices for its products. Hence, it pays specific attention to organizing its physical assets so as to ensure its sustainability. If the company’s asset organization is not efficient, naturally the firm would incur increased production costs and ultimately it may be compelled to raise prices. Regarding the leading function of the Wal-Mart, it seems that the company has been maintaining a servant leadership strategy. To illustrate, the company has framed effective mechanism to develop leaders who willingly listen to their partners and subordinates. The management believes that the servant leadership strateg y would help the firm to motivate its workforce to accomplish the company’s long term goals. The company offers its leaders many training programs like Business Leadership Series. For instance, as the company announces, â€Å"opportunities to lead at Wal-Mart encompass many areas, such as leadership development, talent management, business action plan development, and experiential learning on the job† (Wal-Mart Corporate, n.d). Well structured control mechanisms and their right time evaluation also constitute Wal-Mart’s success. As Lichtenstein (2005) points out, market control, clan control, performance standards, and manager audits are the major control mechanisms

The Importance of Being on Time Essay Example for Free

The Importance of Being on Time Essay Time is a reality of life that is utterly inescapable. Like God, it is omnipresent as no matter what a person does; time will always run out for things to be done and tasks to be finished. The factory worker in a tire factory will always have to make sure that he reaches the production quota set by management, lest he be fired from the company. The lawyer will have to ensure that he finishes the entire research of the pleading in a civil rights case, lest he be scolded by the judge and compromise the case of his client. The student will have to wake up early, lest he be late for school and earn the ire of the school administrators for tardiness. The investment banker of Morgan Stanley will lose his clients to other investment banks if he misses the train for canoodling with his wife before leaving home. In all of these examples, a major contributing factor for all of their actions is being on time. However, like God, time is also one of the most underestimated things in life, taken for granted as though it is never important. This paper aims to justify the importance of being on time as part of the daily life of persons and even society. There are three reasons why being on time is important – efficiency and productivity, (missed) opportunities, and cordial respect to peers and superiors. Efficiency and Productivity   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Being on time is actually an economic decision which is based on the concept of maximization of scarce resources in the least possible amount of time. In a given time frame for production, an hour for example, being late for a few minutes is already tantamount to a lessening of the production output for an entire hour because those few minutes of lateness were spent on idle work unrelated to the production at hand, such as being in transit. For example, if a female textile worker in China arrived five minutes late as production of Ralph Lauren shirts starts factory-wide, her lateness may delay the entire assembly line of production, especially when the female worker occupies a specialized and indispensable function in the assembly line, such a quality control officer that inspects each and every shirt that is produced by the factory. As a result of the delay in the operations due to a single person’s lateness, the profits and production for the day of the company might decrease in comparison to days when the factory worker arrives on time or prior to the start of production. In this example, the simple lateness of a person compromised the operations of the entire company, resulting to less efficiency and productivity leading to fewer profits. Another example of such lack of efficiency and productivity is in the classroom setting, especially in the universities when professors can invoke academic freedom on the way they choose to teach, to the extent that such freedom is used as the paramount excuse for their lateness or even absence in lectures. If the lecture on constitutional law, for instance, aims to cover the entire concept and jurisprudence of the due process clause for the day, the lateness of the professor of around fifteen minutes for a two-hour class already short-changes the students of his class because instead of covering the entire planned lecture, the professor might either reschedule the latter part on another day, or lecture so fast to finish everything to the prejudice of the full comprehension of students of the lecture. More so, such lateness also takes its toll on the resources of the university as a good fifteen minutes is devoted not for academic learning but idly waiting for the professor to arrive. Multiply this to the number of professors who are frequently late and the number of times that these professors are actually late, it could stretch on for hours on end that the school’s resources are wasted. In both cases, lateness instead of being on time lessens efficiency and productivity not only of the single late person but the other interacting parties as well. (Missed) Opportunities   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   On a lighter note, being on time can determine the making or unmaking of a person, a group and even a people. The best example for this would be meeting deadlines for term papers and thesis in all academic levels. Many brilliant men and women have failed to graduate with honors or even failed to graduate at all for the simple reason that they failed to submit their papers on time. This does not speak simply of the final deadline but includes the submission of piece-meal parts of researches for the assessment of the professors and teachers as a delay even of the first part of a research or its draft can lead to cumulative consequences in the end, to the extent that many students would resort to procrastination through plagiarism, among many other things. On the other hand, being on time does not simply including arriving at the expected time but also pertains to being at the exact historical moment when destiny knocks on one’s door, as lateness and even early birds can jeopardize the seizing of opportunities for a person, a group or a people. Had the American liberation forces been late or too early when they set foot on Normandy, the history of the world might have been entirely different. Crudely too, if the geeky boy-next-door in a physics class delayed for another day the admission of love to his pretty classmate, the girl of his dreams might have soon gone steady with the high school jock. The point of this part is very fundamental – being on time, in the ways enumerated above, presents people with opportunities which they might soon miss or lose if they came even just a bit late or came a little too early. Cordial Respect to Peers and Superiors   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Finally, being on time gives the impression of cordial respect to peers and superiors to the extent that their time spent with the person on time is laden with trust, confidence and respect. It includes not only personal relationships but professional relationships as well, especially in sealing contracts and negotiating better terms for the company one represents. For example, the other party to a multi-billion dollar contract would more likely have better rapport and confidence to a person who comes flawlessly on time with all the documents prepared rather than a person late for the same corporate meeting because a person on time tacitly accords good faith and cordial relations to the other party by simply being on time.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In all of these, the three reasons above suffice to convincingly prove the importance of being on time, not only in simple social-anecdotal terms but also insofar as presenting the economic side of being on time. In the ultimate analysis, there actually no need to problematize and even embark on such a discourse on the importance of being on time. Such a trait should already be inherent in men and women who value people other than themselves. While lateness per se is really hard to eradicate especially when excuses are valid, lateness should be more of a very strict exception rather than a general rule, especially among young people who usually do otherwise. Be on time, and things will definitely get better in the long run, in all aspect of a person’s life.

Gawain, noble or naïve? Essay -- Essays Papers

Gawain, noble or naà ¯ve? Gawain, nephew of the famed Arthur of the Round Table, is depicted as the most noble of knights in the poem Sir Gawain and the Green Knight. Nonetheless, he is not without fault or demerit, and is certainly susceptible to conflict. Gawain, bound to chivalry, is torn between his knightly edicts, his courtly obligations, and his mortal thoughts of self-preservation. This conflict is most evident in his failure of the tests posed by the wicked Morgan le Fay. With devious tests of temptation and courage, Morgan is able to create a mockery of the courtly and knightly ideal, through Gawain's failure of these tests. By satirizing the effects of Gawain's inner conflicts, the unnamed Gawain poet reveals that even the best of men are innately selfish and subject to thoughts reprehensible to the chivalrous code. In order to satirize Gawain's courtly ways, the poet must first convey a sense of chivalric quintessence in Gawain toward the reader, only to later mock that sense of perfection with failure. This quintessence is created in part through the diction used to describe Gawain throughout the poem. He is described as "noble" and "goodly" on more than one occasion, giving the reader a positive perception of the poem's hero (405, 685). This sublime view of Gawain is further substantiated by his noble acceptance of the Green Knight's beheading game, in order to "release the king outright" from his obligation (365). Even among famed knights such as Yvain and Agravain, both worthy of exaltation, Gawain was the first to accept the Green Knight's terms. His acceptance of the beheading game when no other knight would allows the reader to assume that Gawain represents the most noble of Arthur's court. Lastly, even the... ...mocks Arthur's court and his so-called honor, and is in concordance with Morgan le Fay's plan to make a fool out of Arthur and his knights. Although Gawain's actions are not chivalrous and makes the court appear foolish, he learns a lesson from his actions. He realizes the disgrace in his actions, calling his own heart "cowardly and covetous" (2374). By taking responsibility for his actions, Gawain allows the reader to forgive him. This forgiveness is allowed because the conflicts within Gawain force him into situations that will result in unavoidable disaster. By showing the reader that even the best of knights is not perfect, the poet reveals that the balance between knightly morals, courtliness, and thoughts of selfishness is able to be breached. Works Cited Sir Gawain and the Green Knight. Trans. by Marie Borroff. London: W.W. Norton and Company, 1967. Gawain, noble or naà ¯ve? Essay -- Essays Papers Gawain, noble or naà ¯ve? Gawain, nephew of the famed Arthur of the Round Table, is depicted as the most noble of knights in the poem Sir Gawain and the Green Knight. Nonetheless, he is not without fault or demerit, and is certainly susceptible to conflict. Gawain, bound to chivalry, is torn between his knightly edicts, his courtly obligations, and his mortal thoughts of self-preservation. This conflict is most evident in his failure of the tests posed by the wicked Morgan le Fay. With devious tests of temptation and courage, Morgan is able to create a mockery of the courtly and knightly ideal, through Gawain's failure of these tests. By satirizing the effects of Gawain's inner conflicts, the unnamed Gawain poet reveals that even the best of men are innately selfish and subject to thoughts reprehensible to the chivalrous code. In order to satirize Gawain's courtly ways, the poet must first convey a sense of chivalric quintessence in Gawain toward the reader, only to later mock that sense of perfection with failure. This quintessence is created in part through the diction used to describe Gawain throughout the poem. He is described as "noble" and "goodly" on more than one occasion, giving the reader a positive perception of the poem's hero (405, 685). This sublime view of Gawain is further substantiated by his noble acceptance of the Green Knight's beheading game, in order to "release the king outright" from his obligation (365). Even among famed knights such as Yvain and Agravain, both worthy of exaltation, Gawain was the first to accept the Green Knight's terms. His acceptance of the beheading game when no other knight would allows the reader to assume that Gawain represents the most noble of Arthur's court. Lastly, even the... ...mocks Arthur's court and his so-called honor, and is in concordance with Morgan le Fay's plan to make a fool out of Arthur and his knights. Although Gawain's actions are not chivalrous and makes the court appear foolish, he learns a lesson from his actions. He realizes the disgrace in his actions, calling his own heart "cowardly and covetous" (2374). By taking responsibility for his actions, Gawain allows the reader to forgive him. This forgiveness is allowed because the conflicts within Gawain force him into situations that will result in unavoidable disaster. By showing the reader that even the best of knights is not perfect, the poet reveals that the balance between knightly morals, courtliness, and thoughts of selfishness is able to be breached. Works Cited Sir Gawain and the Green Knight. Trans. by Marie Borroff. London: W.W. Norton and Company, 1967.

Steam-powered Boilers

Boilers are closed containers where a fluid is heated to generate steam above the atmospheric pressure (Steingress, 2001 5). Thus, they are often called steam-powered boilers since the steam they generate is utilized as a source of energy such as electricity. Boilers have two primary parts. These are the compartment for fuel combustion and the other compartment for evaporation of water to produce steam (Prasad). The steam produced then, leaves the water compartment and is used for various purposes (Steingress, 2003 4).The main materials for boiler construction can be carbon steel, stainless steel, brass or cast iron. These materials are used since they are not flammable and they are good conductors of heat. Inside the boiler, combustion of fuels such as wood, coal, natural gas or oil, generates the heat needed to turn water into steam. History of Boilers Pneumatica was the first steam machine ever produced in the history of mechanics. This steam engine was the first employment of wat er generated into steam to produce power. It was invented in the 1st century by a Greek mathematician and inventor named Hero of Alexandria.In the Middle Ages and Renaissance period, Italian architect and inventor Giovanni Branca designed the first boiler. The boiler discharges steam, which in turn, struck the blades of a wheel thus, causing it to rotate. Later, in the year 1785, Scottish inventor James Watt redesigned the previous boiler. He introduced the use of spherical and cylindrical vessels heated from below by open fire to generate steam. This design is what makes up the modern-day boiler (Prasad). Applications of Boilers Boilers have various purposes. Nevertheless, most of its applications are in the field of energy generation for further functions.One good example is the use of boiler in the first steam engine produced. Thomas Savery built this steam engine made of two copper vessels, which are alternately filled with steam from a boiler. The said engine was used for pumpi ng water out of mines (Prasad). Other useful applications of boilers are boiler feed water deaerator, external combustion engine, fossil fuel power plant generator, and ship propeller power generator. There are still other uses of boilers especially in the industry; however, these applications are specific for each type of boiler.There are two major types of boilers: fire-tube boilers and water-tube boilers. Fire-tube Boilers The fore-runner of a fire-tube boiler was invented by Oliver Evans in America. Evans built a boiler consisting of cylindrical casings where one is inside the other and the region between them containing water. The fire and fuel in this type of boiler are inside the cylinder thus allowing an increase in steam pressure (Prasad). Fire-tube boilers, compared to water-tube boilers, have low steam production rate. However, this type of boiler has a high steam storage capacity.Fire-tube boilers usually utilize solid fuels; nevertheless, liquid fuels can also be used u pon adaptation of the device. One hazard of fire-tube boilers is that they are sometimes explosive (Prasad). In fire-tube boilers, the boiler barrel is almost completely filled with water with a small space above to enclose the steam that is produced. The source of fuel is a furnace, which is cooled by water around it, to prevent overheating which may cause explosions. Fire- tube boilers are also known as smoke-tube or shell boiler and fire pipe.Boilers of this type are typically used for steam locomotives and for heating buildings in stationary engineering fields. There are several kinds of fire-tube boilers that differ only in the way the flu gasses, which provide the heat, are transported in a variety of tubes. These types are Cornish boiler, Lancashire boiler, Scotch marine boiler, locomotive boiler, vertical fire-tube boiler and horizontal return tubular boiler (Shonas Wreck Guide). Water-tube Boilers This type of boiler was introduced later than its counterpart. It was invente d by George Herman Babcock and Stephen Wilcox in 1867 (Prasad).Unlike fire-tube boilers, water-tube boilers have high steam production rates. However, they have less storage capacity than fire-tube types. Water-tube boilers are characteristically used in high-pressure applications because the narrow pipes of this type can endure pressure despite their thin walls. Furthermore, water-tube boilers have less risk of explosions since the water used is only minimal. In water-tube types, the water flows through tubes, which are heated externally by gases. Steam is then collected into a drum located above the tubes.This type is also inexpensive in a sense that the water is just circulated inside the tubes. The water is heated then turned into steam and again cooled to water upon accomplishing its purpose. Water-type boilers also have different classifications, which are D-type, O-type, A-type, flex-tube boiler, Babcock and Wilcox boiler, Stirling boiler, thornycroft boiler, and yarrow boile r (Prasad). Safety Precautions Since steam boilers are pressurized vessels, it has a risk of explosion. Boiler explosions are damaging since they are boiling liquid expanding vapor explosions.In this case, the pressure exceeds the capacity of the vessel and thus, explodes into destructive steam, not to mention the furnace that may add to the explosion. Furnace explosions may also occur in boilers. It is thus advised that maintenance and regular inspection of the boiler be done. One well-known explosion took place in the steamer â€Å"Eclipse† on January 27, 1865. In this disaster, 27 were killed and 78 were wounded (Hewison 1). Therefore, hazards of boiler explosion can certainly be disturbing. Maintenance and regular replacement of defective or weak parts of the boiler should be done regularly.Works Cited â€Å"General Ship Layout†. Shonas Wreck Guide. 17 April 2008. Hewison, Christian H. Locomotive Boiler Explosions. David and Charles. 1983. Prasad, Vishwanath. â₠¬Å"Boilers. † Microsoft Encarta Online Encyclopedia. 2007. Microsoft Corporation. 17 April 2008. Steingress, Frederick M. Low Pressure Boilers. 4th Ed. American Technical Publishers. 2001. Steingress, Frederick M. , Harold Frost and Darryl Walker. High Pressure Boilers. 3rd Ed. American Technical Publishers. 2003.

A Uniformed Education Essay

Even though it is believed that students need to make life decisions based on their own standards, instead of the procedures and guidelines set for them, and that this is vitally critical for them as they grow into adults. Uniforms are a good idea as it causes students to focus on their academics and learning rather than on latest fashions or what the next student is wearing, also to respect themselves, their instructors and each other. Students are more likely to feel safe in schools with uniforms and they are also more inclined to attend classes and perform better academically. Faculty members in an inquiry believed that uniforms increased the learning climate by reassuring morality amongst students, augmenting the communication between teachers and students and bettering the administration of discipline. Many school officials agree that wearing uniforms helps decrease bullying and student detachment, and many educators are convinced that school uniforms increase students’ a bility to thrive in the classroom. As Huss (2007) states, â€Å"School uniforms are tangible; they are seen as a concrete and visible means of restoring order to the classrooms.† Uniforms cause change in appearance and performance while in class. First, students are more likely to feel safe in schools with uniforms and they are also more inclined to attend classes and perform better academically. Students perform better academically when they feel safe and are not threatened in school. There has been a lot of scrutiny concerning school safety, due to the increased activity and violence of gangs in schools. After taking note of these actions (increased violence and gang presence) officials are always considering ways to establish the security of the students and the faculty. King (1998) states, â€Å"Those who fear for their safety in school or on the way to school may not learn effectively, and they may turn to truancy as a viable alternative to facing daily threats of violence.† School safety, a  more disciplined student and student learning is believed to be the outcome if school uniforms would be enforced. Wearing school uniforms helps a school limit the wearing of gang colors, theft and school violence. Enforcing school uniforms should be taken seriously considering the ability of them making a student feel secure and safe to learn. When uniforms are required and worn it makes it easy to identify those that are not from the school or that are actually out of uniform by wearing regular street clothes. Students from schools where uniforms were required reported they did feel more safe and compelled to be concerned more about their education and succeeding in the classroom than to have to identify who was a member or which gang from day to day. King (1998) states, â€Å"Approximately one in four students reports worrying about becoming a victim of crimes or threats at school, and one in eight reports having been victimized at school.† The wearing of school uniforms should be expected in all schools and not just targeted areas; this would increase the true benefit of wearing unifor ms in our education system. Creating a system where uniforms are worn in all schools would limit the thought of a school that actually has a uniform policy in place as being considered a bad school or unsafe to send a child. Uniforms should not be associated with a schools safety and or truancy problems. The safety of our children should be a priority every day. Additionally, teachers in a study believed uniforms enriched the schooling climate by stimulating morality amidst students, augmenting the interactions between the teachers and students and bettering control. Similarly, of the 5,500 principals surveyed as attendees of the National Association of Secondary School Principals’ annual conference in February 1996, more than 7-% believed that requiring students to wear uniforms to school would reduce violent incidents and discipline problems. Moreover, greater than 80% of Long Beach Telegram readers supported uniforms. (King 1998) â€Å"A school reported the effects of wearing uniforms and in the first year alone crime decreased by 36%, sex offenses by74% and physical fights among students by 51%.† (King 1998) Students have shown to behave at a higher standard when in uniform and it also has been reported to have an effect on the interaction between a teacher and student. When in uniform students mannerisms are different and they carry themselves in a higher regard. It is believed that both the students and teachers operate based on the way they are dressed. A school  official has been quoted as saying â€Å"Students here understand why they are in school†; â€Å"Students work hard to complete their assignments†; and â€Å"Students in this school have fun but also work hard on their studies.† (Murray, R. K. 1997) This in no way means that all students will act accordingly and excel academically, but it would assist in creating an environment where both students and teachers were a ppreciative of their school and more considerate to each other. It is believed that teachers interact differently with students when they are clothed in a more uniformed manner. Students have also been noted as having better mannerism and more care in how they handle each other as well as the faculty. Finally, the most important reason uniforms are a good idea as it causes students to focus on their academics rather than on the latest fashions because â€Å"wearing uniforms helps students to get into â€Å"learning mode† and reminds them to respect themselves, their instructors and each other.† (Wade, K. & Stafford, M. 2003) The administrators instantly point out that normally; purchasing school uniforms for a school year can cost between $80 and $90 per child, this cost is lower than what parents would spend when having to buy the designer clothing that a student desires. So, a student and parent would be better off purchasing uniforms financially which is looked at as a bonus in these economic times. Students in a school that requires uniforms are less likely to feel or receive peer pressure because of their lack of the designer clothing that other families may be able to afford. In a climate where uniforms are mandatory your family’s financial situation is not noticeable thus making it a more comfortable learning environment. A parent was quoted saying, â€Å"I know I spent less money and needed far fewer items of clothing for my children when they wore school uniforms.† (Walmsley, A. 2011) This also lessen the occurrence of the morning fights between parents and students as to what to wear for the day the selection is simple and minimal at the same time. At this age youths are at the point of attempt to find their own individuality and ideas of what suits them clothes wise be it baggy or tight jeans, cartooned t-shirts, and political clothing. Getting away from wearing those types of clothing and requiring a uniform causes the student to not focus on what someone is wearing but instead their schooling and academics which is way more important. Fashion should take a backseat when it comes to your education. A youth’s individuality can be expressed in other ways if shown  and at the same time there should be limits set on the possibilities of accessories worn with the uniforms. Students have been intensely wounded and or killed for their designer shoes, clothing and accessories. School uniforms are believed to cut down on these occurrences. Being dressed in a different manner has been shown to cause a different reaction in class and in a student’s day to day life. School climate has been shown to be related to student achievement as well as how students behave and feel about themselves, their school, and other individuals. Furthermore, positive school climate has been identified as a characteristic of an effective school. Given the significant impact of school climate on student achievement, practitioners should consider these new findings when considering implementing a school uniform policy as a means of improving school climate and student behavior. (Murray, R. K. 1997) Requiring uniforms in schools changes the climate and the reaction to learning significantly. Walmsley (2011) states, â€Å"Because students dress in uniforms, they’re reminded that their â€Å"job† is to be a student.† A uniform causes a different behavior and creates such a reaction in the students that their attitudes ch ange automatically. On some occasions students have even decided to opt out of the days allowed for â€Å"street clothes† after they have experienced a school uniform environment. When dressed in street clothes students tend to behave in a manner of â€Å"play† and not take their education as serious. Just as stated before when in uniform â€Å"they’re reminded that their job is to be a student,† it’s presenting them with the idea that during these hours you are expected to give your all and not limit yourself in anyway and behave in a more professional or sophisticated manner much like if they were going to an actual 9 – 5 job this behavior is expected from them. Indeed, while wearing a school uniform does not allow for self-expression some think that students should make choices in regards to life based on their own personal values instead of the precedent and governance chosen for them and this is important for their own well-being and development as they con tinue to grow up. Anderson (2002) states, â€Å"four basic reasons for promoting school uniforms: 1) enhanced school safety, 2) improved learning climate, 3) higher self-esteem for students, and 4) less stress on the family.† Uniforms are a good idea as it causes students to focus on their academics and learning rather than on latest fashions or what the next student is wearing because  wearing uniforms helps students get prepared and ready to learn and it reminds them that certain level of respect is required of them towards their instructors, themselves and the other students. The use and purchase of uniforms can also improve Schools should provide a safe environment for learning. Wearing uniforms could be considered a form of good discipline and causing students to learn and adhere to rules. Calling for uniforms in schools can reduce violence and propel our students into a better category academically in the world as a whole. The wearing of a school uniform may not resolve all or any of the problems that occur day to day in our schools now but there are some other benefits to wearing them and those benefits should be taken into account. (Lester 106-12) With classrooms today needing a more respect for teachers and each other wearing school uniforms can help with that. Conformity should be painless with uniforms being incorporated in our education system, as the guidelines are definite and straightforward. References Anderson, W. (2002). School Dress Codes and Uniform Policies. Policy Report. Washington, D.C.: Office of Educational Research and Improvement. ERIC document ED 471 528. Huss, J. A. (2007). The Role of School Uniforms in Creating an Academically Motivating Climate: Do Uniforms Influence Teacher Expectations? Journal of Ethnographic & Qualitative Research, 131-39. King, K.A. (1998, January). Should school uniforms be mandated in elementary school? Journal of School Health. p. 32. Murray, R. K. (1997). The Impact of School Uniforms on School Climate. NASSP Bulletin, 81(593), 106-12. Wade, K., & Stafford, M. E. (2003). Public School Uniforms: Effect on Perceptions of Gangs Presence, School Climate, and Student Self-Perceptions. Education and Urban Society, 35 (4), 399-420. Walmsley, A. (2011). What the United Kingdom Can Teach the United States About School Uniforms. Phi Delta Kappan, 92(6), 63-66.

Foam Definition in Chemistry

Foam Definition in Chemistry A foam is a substance made by trapping air or gas bubbles inside a solid or liquid. Typically, the volume of gas is much larger than that of the liquid or solid, with thin films separating gas pockets. Another definition of foam is a bubbly liquid, particularly if the bubbles, or froth, are undesirable. Foam can impede the flow of a liquid and block gas exchange with air. Anti-foaming agents may be added to a liquid to help prevent bubbles from forming. The term foam may also refer to other phenomena that resemble foams, such as foam rubber and quantum foam. How Foam Forms Three requirements must be met in order for foam to form. Mechanical work is needed to increase the surface area. This can occur by agitation, dispersing a large volume of gas into a liquid, or injecting a gas into a liquid. The second requirement is that surfactants or surface active components must be present to decrease surface tension. Finally, the foam must form more quickly than it breaks down. Foams may be open-cell or closed-cell in nature. Pores connect the gas regions in open-cell foams, while closed-cell foams have enclosed cells. The cells are usually disordered in their arrangement, with varying bubble sizes. The cells present minimal surface area, forming honeycomb shapes or tessellations. Foams are stabilized by the Marangoni effect and by van der Waals forces. The Marangoni effect is a mass transfer along the interface between fluids due to surface tension gradient. In foams, the effect acts to restore lamellae (a network of interconnected films). Van der Waals forces form electric double layers when dipolar surfactants are present. Foams are destabilized as gas bubbles rise through them. Also, gravity pulls liquid downward in a liquid-gas foam. Osmotic pressure drains lamellae because of concentration differences throughout the structure. Laplace pressure and disjoining pressure also act to destabilize foams. Examples of Foam Examples of foams formed by gases in liquids include whipped cream, fire retardant foam, and soap bubbles. Rising bread dough may be considered a semisolid foam. Solid foams include dry wood, polystyrene foam, memory foam, and mat foam (as for camping and yoga mats). Its also possible to make a foam using metal. Foam Uses Bubbles and bath foam are fun uses of foam, but it has many practical uses, too. Fire retardant foam is used to extinguish fires.Solid foams may be used to engineer strong yet light materials.Solid foams are excellent thermal insulators.Solid foams are used to make flotation devices.Because solid foams are light and compressible, they make an excellent stuffing and packing material.A closed-cell foam called a syntactic foam consists of hollow particles in a matrix. This type of foam is used to make shape memory resins. Syntactic foams are also used in space and deep-sea exploration.Self-skin or integral skin foam consists of a dense skin with a lower density core. This type of foam is used to make shoe soles, mattresses, and baby seats.

Reactivity Definition in Chemistry

Reactivity Definition in Chemistry In chemistry, reactivity is a measure of how readily a substance undergoes a chemical reaction. The reaction can involve the substance on its own or with other atoms or compounds, generally accompanied by a release of energy. The most reactive elements and compounds may ignite spontaneously or explosively. They generally burn in water as well as the oxygen in the air. Reactivity is dependent upon temperature. Increasing temperature increases the energy available for a chemical reaction, usually making it more likely. Another definition of reactivity is that it is the scientific study of chemical reactions and their kinetics. Reactivity Trend in the Periodic Table The organization of elements on the periodic table allows for predictions concerning reactivity. Both highly electropositive and highly electronegative elements have a strong tendency to react. These elements are located in the upper right and lower left corners of the periodic table and in certain element groups. The halogens, alkali metals, and alkaline earth metals are highly reactive. The most reactive element is fluorine, the first element in the  halogen group.The most reactive metal is francium, the last alkali metal. However, francium is an unstable radioactive element, only found in trace amounts. The most reactive metal that has a stable isotope is cesium, which is located directly above francium on the periodic table.The least reactive elements are the noble gases. Within this group, helium is the least reactive element, forming no stable compounds.Metal can have multiple oxidation states and tend to have intermediate reactivity. Metals with low reactivity are called noble metals.  The least reactive metal is platinum, followed by gold. Because of their low reactivity, these metals dont readily dissolve in strong acids. Aqua regia, a mixture of nitric acid and hydrochloric acid, is used to dissolve platinum and gold. How Reactivity Works A substance reacts when the products formed from a chemical reaction have lower energy (higher stability) than the reactants. The energy difference can be predicted using valence bond theory, atomic orbital theory, and molecular orbital theory. Basically, it boils down to the stability of electrons in their orbitals. Unpaired electrons with no electrons in comparable orbitals are the most likely to interact with orbitals from other atoms, forming chemical bonds. Unpaired electrons with degenerate orbitals that are half-filled are more stable but still reactive. The least reactive atoms are those with a filled set of orbitals (octet). The stability of the electrons in atoms determines not only the reactivity of an atom but its valence and the type of chemical bonds it can form. For example, carbon usually has a valence of 4 and forms 4 bonds because its ground state valence electron configuration is half-filled at  2s2  2p2. A simple explanation of reactivity is that it increases with the ease of accepting or donating an electron. In the case of carbon, an atom can either accept 4 electrons to fill its orbital or (less often) donate the four outer electrons. While the model is based on atomic behavior, the same principle applies to ions and compounds. Reactivity is affected by the physical properties of a sample, its chemical purity, and the presence of other substances. In other words, reactivity depends on the context in which a substance is viewed. For example, baking soda and water are not particularly reactive, while baking soda and vinegar readily react to form carbon dioxide gas and sodium acetate. Particle size affects reactivity. For example, a pile of corn starch is relatively inert. If one applies a direct flame to the starch, its difficult to initiate a combustion reaction. However, if the corn starch is vaporized to make a cloud of particles, it readily ignites. Sometimes the term reactivity  is also used to describe how quickly a material will react or the rate of the chemical reaction. Under this definition the chance of reacting and the speed of the reaction are related to each other by the rate law: Rate k[A] Where rate is the change in molar concentration per second in the rate-determining step of the reaction, k is the reaction constant (independent of concentration), and [A] is the product of the molar concentration of the reactants raised to the reaction order (which is one, in the basic equation). According to the equation, the higher the reactivity of the compound, the higher its value for k and rate. Stability Versus Reactivity Sometimes a species with low reactivity is called stable, but care should be taken to make the context clear. Stability can also refer to slow radioactive decay or to the transition of electrons from the excited state  to less energetic levels (as in luminescence). A nonreactive species may be called inert. However, most inert species actually do react under the right conditions to form complexes and compounds (e.g., higher atomic number noble gases).

Culture Studies Essay Example | Topics and Well Written Essays - 2000 words

Culture Studies - Essay Example Identity can also refer to other qualities such as hairstyles, clothes, and preferences that make one different from other individuals. Some of the most vital facets of the term identity for me include issues such as beliefs, qualities, attitudes and preferences. I personally have unique beliefs, qualities attitudes and preferences that I have been able to acquire over the years from my culture, religion and environment, and which make me recognizable. All these make me unique and contribute to my personality. I also believe that each individual ascribes to a different set of beliefs, qualities, preferences and attitudes, and in as much as they may appear similar in the broad sense, they are very unique in the finer details. Social identity refers to an individual’s sense of self in relation to others or groups with regard to what they all have in common (Bennett, 2005). Social identity therefore refers to how one perceives themselves in relation to the groups they belong to. Social identity can also be understood as the self-awareness or perception of an individual gotten from being a member of a social group like a political organization, religious group, or family. Individuals tend to affiliate themselves with groups that address their interests and issues Social identity, as a concept is very important in trying to explain social behavior of individuals as well as in trying to understand culture. Sociologists rely on social identity to explain the behavior of individuals as well as understanding their role on the society. Psychologist Henri Tajfel first introduced the term social identity in 1979 in the social identity theory. According to the theory, individuals always classify or categorize themselves and others in relation to their membership to wider groups in the society. People identify with groups that have the same interests as themselves and those that have a positive impact on the

Ethical failures that led to the economic collapse of 2008 Essay

Ethical failures that led to the economic collapse of 2008 - Essay Example This paper outlines the importance of the moral failures, which led to the global financial crisis. The role of ethic lapses is often neglected by economic analysts. It has been said, the root cause of the crisis was greed, which is defined as an excessive and selfish desire for more of something e.g. money than is needed. The list of neglected virtues also includes temperance and, specifically, the ability to prevent the desire for wealth, social recognition, which thus become barriers to proper professional conduct, and complicity, cowardice and lack of strength. There were also behaviors of arrogance, pride and hubris among finances. Also, among regulators, government and economists: all convinced that their know-how and skills were superior to others, that they had no reason to submit the guidance of others, or that they only were above the law. There have been reports of cases of lack of professional competence on the part of the directors, bad governance, senior analysts and managers in companies such as banks, hedge funds, monoclines, rating agencies, supervisory bodies and the government. Often, the role of asset valuation and analysis, and even buying and selling decisions, was given to young professionals with no or little experience in finance. The act resulted to them using sophisticated methods based on overly simple assumptions, but no one dared criticize their work because no one had better models. Their bosses/superiors did not reckon what their subordinates were doing, models they were using, and they did not exercise adequate oversight. These failures were clear mainly in risk management and analysis, leading to key personnel in virtually all major financial institutions were taking excessive risks.