Explain the true-justified-belief theory of knowledge Essay

Explain the true-justified-belief theory of knowledge - Essay Example For example, if person X sees person Y seating alone at a table in a restaurant and guesses that he is waiting for his wife, while he could be waiting for anyone else from a business partner to a relative or an old friend, he could also be just having a meal by himself. If this proposition is based on a wild guess, even if person Y does turn out to be waiting for his wife given that she arrives a while later, this does not amount to knowledge on the part of person X. When what appears to be knowledge lacks truth, it cannot be considered to be knowledge. It therefore holds that knowledge as a minimum is true belief (Audi n.p.) This further raises the question of whether knowing something means â€Å"justifiedly† believing it (Audi n.p.). As in the case above, simply guessing that person Y is waiting for his wife, even in the event that it turns out to be true does not constitute knowledge on the part of person X. This is because there is no justification for it. However, assumi ng that person Z tells person X that he has seen person Y wait for his wife at that restaurant at the same time every day for a period of time, this could justify person X’s true belief that indeed person Y is waiting for his wife. Person X’s acquisition of knowledge that person Y is waiting for his wife can be rationalized by his acquisition of evidence that justifies the true belief that he indeed is (Audi n.p.). Additionally, Audi contends that the more evidence people acquire to support their belief in something and build up their justification of the particular belief, the nearer they get to knowledge (n.p.). This backs the view that justified belief is a facet of knowledge. From the above, Audi states that it can be deduced that there is a practical and considerable condition necessary for knowledge, that is based on three elements; one knows something only if one believes in it, it is true and the belief that one has of that particular thing is justifiable. In p articular; as a minimum, knowledge is justified true belief (Audi n.p.). This sums up the theory of true-justified-belief of knowledge. However, there are sufficient conditions provided for in the analysis of what constitutes knowledge. This is because, despite the fact that I only know something, if I truly and â€Å"justifiedly† believe in it, it does not hold that, if I truly and â€Å"justifiedly† believe in something, then I know it (Audi n.p.). This three-way analysis of knowledge according to O’Brien infers that the three conditions are necessary for knowledge, that is; belief, truth and justification (11). The conditions are also jointly sufficient for knowledge meaning that one has knowledge when the three conditions are met. Necessary and sufficient conditions are connected to conditional statements conveying the truth of two suggestions in the form â€Å"If X then Y† (Lacewing 24). The assertion in this case is that if proposition X is true the n proposition Y is also true. In the event that the assertion is true, it follows that proposition X is true, then proposition Y is true. It also follows that if proposition Y is false then proposition X is also false. The theory of true-justified-belief of knowledge therefore holds that when the three conditions it proposes are met, together they are sufficient and nothing else is needed for knowledge (Lacewing 24). However, it also contends that if you know X then you have a justified true be

The Impact Social Media have on People Globally Essay Example for Free

The Impact Social Media have on People Globally Essay â€Å"Social Media isn’t a fad; it’s a fundamental shift in the way we communicate.† (Qualman, 2010). Communication as it is known today is truly and constantly changing as a result of social media utilization and thus the dynamics of human relationships take on a new perspective. The first thing that comes to mind when one hears the words, â€Å"Social Media†, is definitely the means by which one can communicate and meet with people across the globe, through the different channels that are now available. What do we really mean by â€Å"Social Media†? â€Å"The term refers to the means of interactions among people in which they create, share and or exchange information and ideas in virtual communities and networks†. (Provencher, pg 1). The Social Media has definitely become a great significant part of our society and thus defines how people integrate. For this we can thank our technology visionaries who have created this platform. People can now freely express their opinions, thoughts and feelings which can be shared with family and peers. What types of social media or networks are there existing today? While Facebook, Twitter, YouTube, LinkedIn and WhatsApp might be the first sites that comes to mind, these however, do not represent the full scope that exists. Through social connections: Facebook, no doubt arguably one of the most popular and world’s largest social media utility, has provided users around the globe to build connections and share information with people and organizations they choose to interact with. According to (Provencher, pg1), â€Å"as of September 2010 Facebook has more than 1.15 billion users worldwide†. Twitter, on the other hand, is a social networking or micro blogging platform which also allows groups and individuals to stay connected and as it says, it is basically sharing one’s thoughts and ideas and also keeping up with others. Google +, though relatively new is designed to allow users to build circles of contacts which is also integrated with other Google products. YouTube is another popular social media which is mainly used for video hosting. Then there is LinkedIn, this is also a place where groups of professionals who share areas of interests gets to share and participate in conversations about what’s happening in their related fields. This platform is an important tool for people who are seeking employment which can be a  viable option for networking. Though it may be exciting and beneficial to most people, it is also essential that people proceed with caution when using the various social media tools and platforms, hence in this light; one can consider how social media has impacted on people’s lives, such as, sourcing information or news; interacting socially and fostering literacy. Sourcing the News/Information How time and things have changed over the years, thanks to new innovation introduced. Today, look at how the news is sourced, compared to when the only means was way of the television, radio or the newspapers. According to, (Sarah, page 1), â€Å"Technology has certainly advanced over the past two decades and has transformed how we perceive the world’s means of communication. This however, is a â€Å"step-up† from the other types of media of which we were first introduced, and then known as, â€Å"industrial media† or â€Å"traditional media†, example, the television, newspaper and radio on which people decades ago had relied on†. This method however was never really within the reach of people as it is now compared to if people were living in remote parts of the country where cables and in some instances no electricity was present. It can be said, (Sarah, page 1), â€Å"that with the internet, borders have been surpassed, where people can blend in with other cultures and new worlds in a matter of seconds†. This is thus one of the biggest influences thus far, which is impacting on the present generation and those to come. Social media, in other words comprises everything that has to do with the internet. Social Media has become an important source of news to many, as the availability of the major news channels on the various social networks, such as CNN, ABC, NBC and Fox News to name a few, have made it even more accessible and quickly for people on the move. No matter where one is, may it be on the public transportation, in the restaurant, sourcing the news have become so easy, compared to twenty years ago, when the only means was by waiting for a particular time to watch the news on the television or the radio. Interacting Socially In this section we will examine the impact social media has on how we interact socially. With the proliferation of technologies that are suppose to overcome the obstacles of time and space, one would think that these tools would be used to gain an understanding of how other cultures meet people all over the world; maintain and strengthen familiar relationships and communicate effectively with others and to help people to become more socially adapt. Technology advances however have caused people to become more distracted, stressed and to an extent isolated. â€Å"People have formed relationships through social media, but this means have sometimes left people feeling qualitatively empty†. (Human Kinectics, excerpts, pg 1). Hence, advance technology by means of the social media has a profound impact on what it means to be social. A study of students and information technology found that 85% of undergraduate surveyed used social networking sites. â€Å"Many were reported to use sites daily and this is increasing each year. 85% of the student used the social media to stay in touch with friends; 68% shared photos; 50% communicate with classmates; 5 % found someone to date, while 16% used it as a forum to express their opinions and beliefs†. (Salaway et al, 2008) Although these sites acts a positive place or forum to meet people who may share similar interests and experiences, does not often have a positive impact on one’s social skills and development, as it oftentimes leads to isolation and loneliness. Watching television is another way in which we interact socially; it is regarded as technology that comes with mixed reactions regarding its impact on social skills and social lives. Researchers have suggests that spending limited amount of time watching wholesome programmes can strengthen families and friendships, however, some suggests that it also contributes to the downfall of social values worldwide. Television watching provides little opportunity for interacting socially because one just sits there ingesting what is presented to them without having an input in responding to another person. This in reality can have serious effects on people skills in not practicing how to relate and deal with people. Apparently, social media and technology has the potential to harm or enhance social skills and lives. Therefore the key is to analyze how social media affects us socially. Social media has changed the way people interact and in many ways, has led to some  positive changes in the way people communicate and share information; such as, it improving relationships as one gets to communicate with family and friends living apart. It also allows people to communicate without geographical limitations. However, social media also has a negative side to it, in that, â€Å"†¦long hours tend to be spent using social media and people tend to spend more time and energy into online relationships than real life, which impacts how people socialize in the physical world’, says, (Lee, pg 1). Fostering Literacy Social media plays an important part in fostering literacy and also enhances early communication skills especially where children are concerned. The social media has been able to â€Å"tap† into the platform by encouraging the amount of information that is made available on the internet. Websites, such as: ABC.com, Education.com, NickJr.com, PBSKids.com, is just a few of the medium in which children from ages 2-8 are able to access for early learning. In comparison to two or three decades ago, where the only access to means of learning was either by the television, when popular shows such as Sesame Street was available or going to the public library, where there were sections for children to sit and read story books and so on. With time, this has all changed due to modern technology. Worldwide, people now have access to thousands of learning applications online such as learning new languages. With the advent of tablets or ipads, smart phones and other devices, the way media messages are brought to us is ever-present and with social media, internet TV, blogs and self-publishing, in addition to the traditional print and broadcasting the number of media messages out there is also ever increasing. People now have the ability to critically deconstruct the messages the media is conveying to us. â€Å"People are buying things, they don’t know why; they are voting for people, they don’t know why and, what we’re doing is giving them the skills so that they can develop a distance from what they are watching and understands what they are watching.† (Silverblatt, pg 1). As pediatrician (Haller, pg 1) says, â€Å"children these days live in a media-saturated environment. Children ages 3- 6 nowadays spends between 5- 6 hours a day watching television or playing internet games, which should be  cause for concern†. The question is, are they learning from what they are watching, and does the messages and images that are portrayed foster learning? It is therefore important for parents to monitor and instill certain levels of ethics and morality on their children at all times. It is known that the media can be used positively in fostering literacy if used in a positive manner to reinforce learning and literacy. â€Å"Advocates are now pointing out the benefits that social media provides for today’s digital learners, while critics call for regulation and for removing social media from classrooms, thus finding a middle ground has become a challenge†. (Lederer, pg 1). As an educational tool, social media enriches the learning experience by allowing students and teachers to connect and interact in new and exciting ways. So with sites such as, LinkedIn and Wikipedia Encyclopedia, which provides a platform for exchanging ideas and sourcing information, users can dialog and find answers to questions with instantaneous response. These sites are designed to foster collaboration and discussions thus fostering literary skills. Although, social media fosters literacy in a positive way, such being an educational tool, enhancing people engagement and improving communication among students and teachers, there is also the downside to social media. To some it can be a distraction, it also encourages cyber bullying or malicious behaviour and harassment online and it also discourages face-to-face communication as in previous decades before the intervention of social media. Conclusion In concluding, one can say that social media and technology apparently has the potential to harm or enhance social skills and social lives. Therefore, the key is to analyze how social media affects people socially. Does it help us build positive, meaningful relationships? Are people better able to communicate, listen and share information because of the technologies in their lives? Such are the critical questions regarding technology and social development. What is clear is that social media is here to stay and has thus become a daily part of life for many people. Social media has therefore changed the world drastically and up to this point has a firm place in our future, where it is hoped that the capabilities of these interactive  platforms will be extended. One of the most important functions of social media or networks is connecting users with other users worldwide. According to, (Hsieh, Hsieh Feng, pg 1), â€Å"A number of studies have explored how social media stimulate sharing and relationship building among their users†. With social media strong presence today, people worldwide find themselves more closely knitted than ever before, which have influenced the present generations immensely. Therefore, one can say that social media, when and if used appropriately can facilitate the collaboration that will be essential to overcome the challenges facing how information is sourced, how it fosters higher education and the way people are interacting socially today. To this, one can give credit and thanks to those visionaries who have made this possible. According to (Guha, pg 1), â€Å"We credit this achievement to the developments that have made in technology to ingenuity of the visionaries among us, who in creating social networking platforms have helped write some of the present occurrences being experienced in the world today†. Works Cited 1. Qualman, E., â€Å"Socialnomics: How Social Media Transforms the Way We Live and Do Business†, 2010, Wiley, Hoboken, NJ. 2.Provencher, Kaitlin, â€Å"Social Media Overview†, 2013, Web. www.webcomm.tufts.edu/social-media-overview13/ 3.Sarah, Naomi, â€Å"Different Types of Social Media†, 2011, Web. http://www.buzzle.com/articles/different-forms-of-social-media.html 4.Human Kinectics, â€Å"Dimensions of Liesure for Life†, web. http://www.humankinetics.com/excerpts/excerpts/technology-can-have-positive-and-negative-impact-on-social-interactions 5.Salaway,et al, (Excerpts), â€Å"Dimensions of Leisure for Life†, Human Kinectics, web. http://www.humankinetics.com/excerpts/excerpts/technology-can-have-positive-and-negative-impact-on-social-interactions 6. Silverblatt, Ken, â€Å"How do we foster Media Literacy in Today’s Digital World?† by Camille Phillips, web, http://news.stlpublicradio.org/post/how-do-we-foster-media-literacy-todays-digital-world 7. Haller, Ken, â€Å"How do we foster Media Literacy in Today’s Digital World?† by Camille Phillips, we b, http://news.stlpublicradio.org/post/how-do-we-foster-media-literacy-todays-di

Explain Essay example -- Drama

Explain Explain the importance of the Magic If and Given Circumstances to Stanislavski’s psycho technique. Refer to any practical examples that will help explain this. MR GROGAN H/W In this essay I will be explaining the work we have been doing recently during this term and the relevance to our study of Stanislavski’s psycho technique. I will be outlining how his ideas of the ‘Magic If’ and ‘Given Circumstances’ contribute to the importance of this technique. Stanislavski had several ideas about how to achieve a sense of inner and outer truth in terms of his character, one being the magic if. If is a word which can transform our thoughts; through it we can imagine ourselves in virtually any situation. "If I suddenly became wealthy..." "If I were vacationing on the Caribbean Island..." "If I had great talent..." "If that person who insulted me comes near me again..." The word ‘if’ becomes a powerful lever for the mind; it has the ability to lift us out of ourselves a give us a sense of absolute certainty about imaginary circumstances. The answer to these simple questions can be a springboard to creativity and inspiration, because it allows the actor to realize the fact that, he is living out a fictional life, a figment of the writers imagination, with sets and props that are not real life homes and settings. When we first look at the ‘Magic If’, Stanislavski makes us aware that a performing actor must logically justify his actions in consistency with real life. Therefore he must act under his passions in character and not play with them, acting internally and externally with complete rationalization. By using the "Magic If" the actor is granting himself permission to "believe" in these imaginary objects, it allows the actor to transfer himself from the world of reality to the world in which dreative work can me done. Based on the idea of ‘The Magic If’ we used this idea to draw from our own experiences and imagination to get into character for a recent speech, that each of us had been given to learn. To get into my character, Puck from ‘A Midsummer Night’s Dream’, I used the idea of the ‘Magic If’ to arouse my imagination, consequently entering the soul of my character, allowing myself o from a creative belief within their mind's eye. Through asking myself questions, presenting myself with possible obstacles and... ... tree, describing in detail exactly what he saw. What was happening? This allowed the actor to awaken the senses, to be made aware of the circumstances he was in, the smell, the sights, the weather, and therefore open up the imagination to set the circumstances and reasons behind why the story is happening for example why they are having a picnic- because it is a hot day etc. The actor can imagine and convey to Stanislavski his account (as an oak tree) uninterrupted series of visual images, maintaining the idea of artistic stage reality though. The ‘given circumstances’ and ‘magic if’ of the psycho-technique inspire actors; they bring out emotions whilst training their artistic sense of belief. Both make them aware and surround them with the world created by the writer or director. It also provides imagination and the ability to explore the world with the ability to understand the reasons for the ‘given circumstances’. The ‘given circumstances’ are the set of boundaries you are given as an actor, the ‘magic if’ helping you develop an understanding for the role you are playing and maintain it, both inspiring the justified imagination and spirit of the character.

Development of T-DNA Essay

Question: Describe the development of T-DNA-based vector systems from the Ti plasmid and the mechanisms of their delivery into plant cells. Answer:   Tumor-inducing plasmids (Ti plasmids) are used extensively in the construction of vectors and transgenic plants (Binns and Thomashow, 1988).   Ti plasmids are ~200-kb in size, derived from Agrobacterium tumefaciens, Gram-negative phytopathogenic soil bacteria that deliver DNA and proteins to plant cells at wound sites, resulting in crown gall tumorigenesis (Chilton et al., 1977). The generation of tumors depends on the induction of a set of Ti plasmid-encoded virulence (vir) genes acting through a virA/virG regulatory system, which primarily responds to monosaccharide and phenolic levels released by wounded plants.   The transferred DNA (T-DNA) of Ti plasmids is randomly integrated into the plant nuclear genome through a process known as non-homologous recombination (NHR) (Offringa et al., 1990). T-DNA is a single-stranded DNA molecule produced by a virDl/D2-encoded site-specific endonuclease that nicks within two border sequences of 24-bp in length, flanking the T-DNA   (van Haaren et al., 1987).   After cleavage and excision, the T-DNA binds with the DNA-binding protein VirE2 and the resulting complex is transferred to the plant cell via type IV-type secretion (Zupan and Zambryski, 1995). For genetic engineering purposes, the T-DNA region is modified into a non-tumor generating DNA segment by removal of genes that encode enzymes controlling auxin and cytokinin synthesis.   Cloned genes may be inserted into the T-DNA of a Ti plasmid that will eventually be introduced into cultured plant cells, leaf discs or root slices by infection.    Genes for antibiotic resistance are also incorporated into the T-DNA to facilitate selection of transformed cells.   Transformed cells are cultured in media containing auxins and cytokinins for growth and a specific antibiotic to aid identification of transformed clones.   There are reports of successful introduction of foreign genes for disease resistance, herbicide resistance and salt tolerance into commercially important plants.   Another way of transforming plants is by immersion of whole plants in a solution containing engineered-Ti Agrobacterium (Bechtold et al. 1993). Transformation may also be performed by exposing whole plants to a solution containing Agrobacterium that is carrying engineered or wild-type Ti plasmids. The plants must be treated in such a way to allow the Agrobacterium to enter tissue, either by applying a vacuum or by treating with detergents. The Agrobacterium penetrates the floral tissue and transforms the developing ovules. Isolation of seeds from these Agrobacterium-exposed plants yields up to 2% of the seeds that are transformed with the T-DNA. This approach is very useful for molecular genetic studies, such as for characterizing DNA sequences involved in the control of gene expression, or constructing large libraries of insertional mutants. Question:   Explain why transformation of certain species has been problematical and to what extent this has been overcome. Answer:   Ti plasmids encounter compatibility problems wherein closely related plasmids exclude each other.   The repABC genes have been identified to play a major role in this incompatibility.   This problem has been overcome by a curing method (Uragi et al., 2002) which is based on three steps.   Firstly, a curing plasmid is introduced, followed by a screening for Ti-less clones by either opine utilization or hybridization by using a highly conserved region of the virulence cluster as probe, and lastly, detection and deletion of the curing plasmid. Question:   What improvements can be made to the expression systems to overcome some of the objectives of the GM technology? The transformation mechanism of Ti plasmids is so powerful that it becomes a concern on whether other crops might be accidentally modified and propagated.   Termed as â€Å"xenogenic† plants, these plants result from the insertion of laboratory-designed DNA for which no naturally evolved genetic counterpart can be found.   Such DNA segments may integrate into the plant genome causing rearrangements in the nuclear material which may later result in species differentiation.   A silencing mechanism should be constructed to the expression systems of Ti plasmids to overcome such freak accident in GM technology. References Bechtold, N., Ellis, J. and Pelletier, G. (1993):   Agrobacterium mediated gene transfer by infiltration of adult Arabidopsis thaliana plants. C. R. Acad. Sci., 316: 1194–1199. Binns, A.N. and Thomashow, M.F.,   (1988):   Cell biology of Agrobacterium infection and transformation of plants.   Annu. Rev. Microbiol.,   42:575-606. Chilton, M.D., Drummond, M.H., Merio, D.J., Sciaky, D., Montoya, A.L., Gordon, M.P. and Nester, M.P.   (1977):   Stable incorporation of plasmid DNA into higher plant cells: The molecular basis of crown gall tumorigenesis.   Cell,   11:263-271. Matzke, A. J. M. and Chilton, M-D. (1981) Site-specific insertion of gene into T-DNA of the Agrobacterium tumor-inducing plasmid: An approach to genetic engineering of higher plant cells. J. Mol. Appl. Genet. 1: 39–49. Offringa, R., De Groot, M.J.A., Haagsman, H.J., Does, M.P., van den Elzen, P.J.M. and Hooykaas, P.J.J.   (1990):   Extrachromosomal homologous recombination and gene targeting in plant cells after Agrobacterium mediated transformation.   EMBO J., 9:3077-3084. Uragi, M., Suzuki, K. and Yoshida, K.   (2002):   A novel plasmid curing method using incompatibility of plant pathogenic Ti plasmids in Agrobacterium tumefaciens.   Genes Genet. Syst.   77:1-9. van Haaren, M.J., Sedee, N.J., Schilperoort, R.A. and Hooykaas, P.J. (1987): Overdrive is a T-region transfer enhancer which stimulates T-strand production in Agrobacterium tumefaciens. Nucl. Acids Res., 15: 8983–8997. Zupan, J., Muth, T., Draper, O. and Zambryski, P. (2000). The transfer of DNA from Agrobacterium tumefaciens into plants: a feast of fundamental insights. Plant J.,   23: 11–28. Zupan, J.R. and Zambryski, P. (1995): Transfer of T-DNA from Agrobacterium to the plant cell. Plant Physiol., 107: 1041–1047.

Adjective Lesson Plan: Teaching with PPP Essay

It is important that advanced students’ vocabulary continuously progresses. This teaching plan explains how to teach new adjectives. Date: 14 July 2013 Class Level: Level 7 – Advanced Students Length of Lesson:1 hour 5 minutes Lesson Type & Subject:Vocabulary: adjectives. Materials Needed: Pictures of weather, realia (abnormally large fruit/object, flower) and worksheet. Lesson Objective: Students will learn about new adjectives and incorporate them. Descriptions of verbs will be verbal and non-verbal (writing). Assumptions:Students have a good understanding of adjectives and how to order them in a sentence. But students repetitively describe nouns with the same adjectives (describing something as â€Å"amazing† or â€Å"beautiful† frequently, without being aware of other adjectives like spectacular and gorgeous). Anticipated Problems & Solutions: Problem:Committing new adjectives to memory. Solution:Adjective drill – incorporating different nouns to describe. Problem:Students are struggling with sentence structure. Solution:Explain where the adjective is placed in a sentence. Give examples; SS repeat. Problem:Pronunciation of words. Solution:Pronunciation drill. Strategy 1: Interaction Patterns: T>S & S>T Timing: 20 minutes. Purpose of Procedure: To interest students; pre-teach new adjectives. Connect adjectives with nouns. Describe pictures and objects for a clearer meaning. Practice new vocabulary with guidance of the teacher. Presentation: * Introduce the topic in an interesting fashion and illustrate how students can apply it in their lives. Advanced adjectives that can be discussed: â€Å"stunning†, â€Å"gorgeous†, â€Å"spectacular†, â€Å"huge† and â€Å"immense†. * Hand out objects like flowers, an abnormally large fruit etc. * Cover the new adjectives, compare them with similar adjectives that they already know. * Teach necessary grammar and structures required to describe nouns. â€Å"The adjective is said before the noun.† * Elicit the names of the objects and model the use of adjectives, describing these objects. â€Å"This is a large apple.† â€Å"This is a gorgeous flower†. Students repeat and agree or disagree. * Introduce pictures of other objects like the weather. Elicit what the picture is depicting e.g. â€Å"sunset† or â€Å"rainstorm†. Model some basic sentences using the new adjectives, so that the meaning is clear. â€Å"What a stunning sunset!† â€Å"It is a spectacular rainbow.† â€Å"The immense cloud is covering the sky†. Ss repeat. Strategy 2: Interaction Patterns: T>S & S>T & S>S Timing: 25 minutes. Purpose of Procedure: Confirm new vocabulary through practice; identify written vocabulary. * In pairs, SS complete a fill-in-the-blanks (with options) exercise. The exercise is a conversation, with blank spaces that students need to fill in, requiring the language that was learnt in class. They will have a list of adjectives that they can use. E.g. â€Å"She has a _______ smile.†. * Students compare answers by answering them out loud: â€Å"The first answer is stunning.† * Game: Two teams are created. Each team is given a noun, and each team gets five minutes to write a list of sentences with adjectives describing that noun. The lists are compared when the time is up. The team with the most adjectives wins. Strategy 3: Interaction Patterns: T>S & S>S Timing:20 min. Purpose of Procedure: Students produce vocabulary independently and advanced adjectives are reinforced. Production: 1. Students see photos of famous sights – the Egyptian pyramids, the Louvre, the Eiffel Tower etc. Elicit where these sights are found and why they were built – teacher assists students if they have never seen or heard about a site before. 2. Students choose their favourite sites. They shortly discuss why they like that particular site, using advanced adjectives to describe what they look like.

Understanding the Latin Root Ambul

Understanding the Latin Root Ambul To become truly adept at understanding what you read, vocabulary acquisition is very important. You can certainly try to memorize list after list of vocabulary words by making  vocabulary flashcards, downloading the best  vocabulary apps, and completing  reading comprehension worksheets that focus on vocabulary, but youd still have gaps in your knowledge. One of the best, most efficient ways to increase your vocabulary is by understanding Greek and Latin roots, suffixes, and prefixes. There are  four really good reasons to learn them, and if you already understand that fact, then, by all means, take a peek at this Latin root ambul- and get started improving your vocabulary today. The Latin Root Ambul- Definition:  To walk, to take steps, to go around. From to wander; to go astray Pronunciation:  Ãƒ ¦m-bull Use the short vowel sound a.   English Words Using or Derived From Ambul Amble: To walk at a slow, easy pace. Meander. OR, when used as a noun, a slow easy walk or the ambling gait of a horse.Ambler: One who walks at a slow, easy pace or meanders.Ambulance: A specially equipped motor vehicle for carrying people or injured people, usually to a hospital.Ambulate: To walk about or move from place to place.Ambulant: Moving from place to place; shifting; itinerantAmbulatory: Of, or related to walking or moving; being able to walk or moveCircumambulate: To ceremoniously walk around or go about.Somnambulist: Someone who walks while sleeping.Perambulator (pram): A baby carriage.Preamble: Literally, to walk before. Modern usage: an introductory statement, preface, or introduction.   Alternate Spellings:  amble Examples in Context The dirty cowboy ambled up to the bar, spurs clinking on the wooden floorboards, and casually ordered two whiskeys: one for him, one for his horse.The dog groomers business has boomed since moving from a downtown office downtown to an ambulatory  grooming van.The new mom couldnt decide which perambulator would best carry the baby to the park while showcasing her posh style.Being a somnambulist isnt easy; you may wake up rummaging through the kitchen pantry with no memory of how you got there.  Never was there a more ambulant job than being a taxi driver in  New York.  The doctor said hed release her from the hospital as soon as she could ambulate on her own. Since the woman had no idea what the doctor meant (she didnt study her Latin roots), she removed the catheter and gave it a try. She didnt get to leave.After winning the grand championship, the MVP made a great show of circumambulating the field while the spectators cheered and whistled for their home team.

The Life and Works of Krzysztof Kieslowski essays

The Life and Works of Krzysztof Kieslowski essays Well-known director Krzysztof Kieslowski, has stated that he dislikes making films but appreciates the life they've allowed him to live. Kieslowski was born in Warsaw, Poland, on June 27, 1941. His father was ill for most of his life and when he was 16, his father died at the age of 47. At this time, Kieslowski had no idea what he wanted to do with his life so he decided to try being a fireman. However, the discipline that position required didn't suit him, so he dropped out. Kieslowski's uncle told him about The College for Theater Technicians in Warsaw, and Kieslowski enrolled, having no other direction for his life. Once in college, he fell in love with theater and decided to become a director. In order to enter the program, he first had to complete studies in another field, so he chose film directing because he thought it would relate well to theater work. Kieslowski failed his entrance exams to Ldz Film School two successive years. When orders for him to sign on for service in WWII came his way, he purposefully starved himself and faked psychological instability in order to avoid military service. He avoided the draft and supported his family through various jobs, from office positions to theatrical tailoring (where he met many actors who would later work for him), and dabbled in poetry and drawing. His early professional film work consisted of a series of one-act films designed to be shown in theaters as supporting material for features films. Throughout the remainder of his career, public consensus of the director remained split - many in Poland admired his work, while others considered him an opportunist. They also believed him to be a traitor to himself and his country. Despite being well known in Poland, he wasnt internationally known until his trilogy of films "Three Colors". Throughout his career he turned more and more toward drama, however, Kieslowski insisted that his work remained true to the pr...

Jimmy Carter - 39th President of the United States

Jimmy Carter - 39th President of the United States Jimmy Carters Childhood and Education: James Earl Carter was born on October 1, 1924 in Plains, Georgia. He grew up in Archery, Georgia. His father was a local public official. Jimmy grew up working in the fields to help bring in money. He attended public schools in Plains, Georgia. After high school, he attended Georgia Institute of Technology before being accepted into the U.S. Naval Academy in 1943 from which he graduated in 1946. Family Ties: Carter was the son of  James Earl Carter, Sr., a farmer and public official and Bessie Lillian Gordy, a Peace Corps volunteer. He had two sisters, Gloria and Ruth, and a brother, Billy. On  July 7, 1946, Carter married  Eleanor Rosalynn Smith. She was his sister Ruths best friend. Together they had three sons and one daughter. His daughter, Amy, was a child while Carter was in the White House. Military Service: Carter joined the navy from 1946-53. He began as an ensign. He attended submarine school and was stationed aboard the submarine Pomfret. He was then placed in 1950 on an anti-sub submarine. He then went on to study nuclear physics and was chosen to serve as an engineering officer on one of the first atomic submarines. He resigned from the navy in 1953 upon the death of his father. Career Before the Presidency: After leaving the military in 1953, he returned to Plains, Georgia to help on the farm upon his fathers death. He expanded the peanut business to the point of making him very wealthy. Carter served in the Georgia State Senate from 1963-67. In 1971, Carter became the governor of Georgia. In 1976, he was the dark horse candidate for president. The campaign centered around Fords pardon of Nixon. Carter won by a narrow margin with 50% of the vote and 297 out of 538 electoral votes. Becoming the President: Carter declared his candidacy for the 1976 Democratic presidential nomination in 1974. He ran with the idea of restoring trust after the debacle of Watergate. He was opposed by Republican President Gerald Ford. The vote was very close with Carter winning 50% of the popular vote and 297 out of 538 electoral votes. Events and Accomplishments of Jimmy Carters Presidency: On Carters first day in office, he issued a pardon for all those who dodged the draft in the  Vietnam War  era. He did not pardon deserters, however. Nonetheless, his actions were offensive to many veterans.   Energy was a huge issue during Carters administration. With the  Three Mile Island  incident, stricter regulations on Nuclear Energy plants were required. Further, the  Department of Energy  was created. Much of Carters time as president was spent dealing with diplomatic issues. In 1978,  President Carter  invited Egyptian president Anwar Sadat and Israeli Prime Minister Menachem Begin to Camp David for peace talks. This led to a formal peace treaty in 1979. In 1979, diplomatic relations were formally established between China and the U.S. On November 4, 1979, the U.S. embassy in Tehran, Iran was seized and 60 Americans were taken hostage. 52 of the hostages were held for more than a year. Carter suspended oil imports from Iran and the UN Security Council called for the release of the hostages. He imposed economic sanctions. He also attempted in 1980 to rescue the hostages. However, three helicopters malfunctioned and they were unable to follow through with the rescue. Eventually, the Ayatollah Khomeini agreed to release the hostages in exchange for unfreezing Iranian assets in the U.S. They were not released, however, until Reagan was president. The hostage crisis was part of the reason that Carter did not win reelection. Post-Presidential Period: Carter left the presidency on January 20, 1981 after losing to Ronald Reagan. He retired to Plains, Georgia. He became an important figure in Habitat for Humanity. Carter has been involved in diplomatic endeavors including helping forge an agreement with North Korea. He was awarded the Nobel Peace Prize in 2002. Historical Significance: Carter was president at a time when energy issues came to the forefront. During his time, the Department of Energy was created. Further, the Three Mile Island incident showed possible problems inherent in relying on nuclear energy. Carter is also important for his part in the Middle East peace process with the Camp David Accords in 1972.

The Correlation between Unemployment and Divorce Rates in the United Term Paper

The Correlation between Unemployment and Divorce Rates in the United States - Term Paper Example A tendency to emphasize the social and economic costs of unemployment on society in the aggregate avoids the clear and definite problems that joblessness creates in the home. Some of these household challenges are responsible for lowering levels of subjective well-being in society, which exacerbates the negative overall effects of unemployment. One particularly troubling hypothesis is that divorce tends to increase to some degree in proportion to unemployment rates in developed countries (Jensen & Smith, 1990). The marriage destabilization caused by the loss of a job and the perhaps long-term unemployment that results may explain a great number of divorces. However, especially as one deals with aggregate population data from past years, one is not dealing with causal inferences but rather correlational observations. While it is intuitive to speculate that unemployment increases risk to divorce, one could wonder whether divorce is likely to increase unemployment. It does not seem out of the question that marital instability increases one’s chances of being dismissed or issuing a resignation from his or her work. In fact, Rogers and May (2003) found a significant correlation between increases in marital discord (defined as thoughts or actions supportive of divorce) and declines in job satisfaction. Finding a statistical correlation between unemployment and divorce would signify a number of things, namely that individuals facing long-term unemployment but are happy in their marriages should take steps to ensure the sustainability of that relationship through financial hardships. At a broader level, predictors of unemployment can also be taken as predictors of higher divorces, which give society a chance to plan for increased levels of marital instability in addition to unemployment

Best Buy business problem and technology solution Essay

Best Buy business problem and technology solution - Essay Example This paper also details technological solutions to enable and to augment the proposed business solutions to get Best Buy back on its feet financially and strategically. These technological solutions are the use of an ERP system or the enhancement of the existing ERP system to make the supply chain more efficient; and the use of data analytics to better understand buyer behavior and preferences (Crosby, 2014; McIntyre, 2014; Zacks Equity Research, 2014; Google, 2014). Best Buy is a retailer of electronics products for consumers, products for computing and for cellular communications, related products for entertainment, home appliances, and the services that are tied to their merchandise. Best Buy is a multinational concern. Aside from owning physical retail outlets spread out in its key geographic markets, Best Buy also has several web properties as well as call centers. Its e-commerce platforms include The Phone House, Future Shop, Magnolia Audio Video, Geek Squad, Pacific Sales, Best Buy Mobile, Five Star, The Carphone Warehouse, and Best Buy. The company divides its operations as a multinational between the United States market on the one hand, and the international market on the other, with the latter made up of its combined operations in Mexico, Europe, China and Canada. In these different latter markets Best Buy employs different subsets its stable of brands. For instance, in China, Best Buy makes use of its Five Star Brand, while in Europe Best Buy has traction as The Carphone Warehouse, Geek Squad, and The Phone House. The US market is comprised of six product segments or categories, namely mobile telephony and computing, services, electronics for consumers, the appliances segment, entertainment products segment, and the others segment. The entertainment division offerings include digital downloads of media, as well as DVD and CD sales, together with Bluray sales. Services include after sales and

Bilingualism in Politics in the United States Essay

Bilingualism in Politics in the United States - Essay Example Some people argue that multilingualism in politics will create confusion among the people because voting is used to determine senate members and the president. This poses a threat to the American presidential candidates because the Hispanic vote is influential. Presidential candidates have been keen to appeal to the Hispanic voters because they are concentrated in Texas, Illinois, California, Florida and New York, the key states carrying more than half votes required to win the presidency (Schaefer, 2006). Allowing multilingualism in politics may create the impression that illegal immigrants have the right to vote hence threatening the vote power of the natives. Some citizens however support multilingualism and political candidates who support it like for example president Obama. With regard to laws, the natives feel that the US state and federal laws eventually should change so as to reflect specific privileges accorded to the immigrants (Schaefer, 2006). However, a large section of the Hispanics cannot vote because they have not attained US citizenship Hispanic communities have different political organizations reflecting their diverse needs.

A New Method for the Preparation of an Intermediate for the Synthesis Dissertation

A New Method for the Preparation of an Intermediate for the Synthesis of Mycolic Acids - Dissertation Example Nonetheless, the products and the intermediary products remain the same. The Old Method From the old method of synthesis, the mycloni acid is understood to be made form ?-hydroxyl fatty acid that contains long chains of ?-alkyl side chains. These chains often appear has homologous series of the same fatty acids. Notably, they differ by 28 atomic mass units that contains two carbon units as in the case of M. tuberculosis. In the old method of analysis and preparation, the mycolic acids were characterised by hydrophobic C34 to C 65acids with side chains of carbon atoms ranging from C22 to C24 are ? chains. From the old synthesis of mycolic acids, there are three structural mycolic acid classes that are found in the M. tuberculosis . These distinct structures include ?-, keto-, and methoxy-mycolic acids. The ?-mycolic acid forms the highest percentage of approximately seventy per cent and on the other side methoxy and keto-mycolic forms the minor component of the acid mixture. By compos ition, they form approximately 10 to 15 per cent of the mixture. The ?- part of the acid forms the cis and it’s referred to cis-dicyclopropyl fatty acid. This form of fatty acid sets two forms main structural variation. However, it should be noted these structural variations usually depend on source of alpha during the acid synthesis. The variations are usually in terms of terminal alkyl groups while others are in terms of methylene groups. They are found mainly situated between the carboxylic groups and cyclopropane rings. It is worth noting that this arrangement usually makes the ?-mycolic acids from H37Ra strains to test for one group while the other set from Brevanne, PN, C, DT, and Canetti to form other groups. The ?-mycolic acids from clinical strains are usually different from the ?-mycolic from H37Ra strain. Nonetheless, both methoxyl- and keto-mycolic acids have the same structural series especially in their cis- or trans-cyclopropane rings. Experiment 1: Preparation of (S)-Phenylalaninol Procedure S-Phenylalanine (25 g, 303 mmol) was added to a stirred solution of sodium borohydride (14 g, 784.6 mmol) in THF (265 ml). The flask was immersed in a water bath and a solution of fresh concentrated sulphuric acid (13 ml) in ether (35 ml) was added dropwise whilst maintaining the temperature around 20 oC. The reaction was left to stir overnight at room temperature. Methanol (20 ml) was added carefully to destroy any excess NaBH4, followed by addition of sodium hydroxide solution (33 g in 165 ml, 5N) was then added. The reaction mixture was flash distilled to remove any excess solvent (below 100 o C). The residue was then refluxed for 2 h. The turbid aqueous mixture was cooled and filtered, the filtrate and the washings were diluted with water (150 ml) and extracted with CH2CL2 (3x100 ml). The combined organic layers were dried and evaporated to give (S)-phenylaninol which was recrystallized from ethyl acetate and hexane to yield (19.2g, 85%). [?]D18. 5 = -25.3 [literature[?]D18.5-24.7o]43, which showed ?H (400 MHZ, CDCL3): 7.3-7.22 (5H, m ), 3.66 ( 1H, dd, J 3.88, 10.52 Hz), 3.4( 1H, dd, J 7.16, 10.52 Hz), 3.15 ( 1H, m), 2.85 (1H, dd, J 5.28, 13.44 Hz), 2.55 (1H, dd, J 8.52, 13.4 Hz), 1.6 (3H, br, s); ?c : 138.68, 129.22, 128.60, 126.44, 66.45, 54,17, 41.03; Vmax: 3357, 3299, 3129, 3022, 2920, 2877, 2817, 2789, 1579 cm-1.Scheme Discussion The first sequence

Steve Jobs Essay Example | Topics and Well Written Essays - 3750 words

Steve Jobs - Essay Example He was named as Steven Paul Jobs. In the year 1960, the Jobs family moved to Santa Clara which is popularly known as Silicon Valley. By the age of thirteen, he managed to get a summer job at HP. He was extremely good at computers and his instructors in schools wanted to skip him several classes ahead, which his parents declined. His interest in computers developed at an early age and he was inspired by the machinist work performed by his father. b) Professional career sketch of Steve Jobs Jobs dropped out of college in the very first semester and went to India in quest of spirituality. At the young age of 21, Steve cofounded Apple Computers with Steve Wozniac and Ron Wayne. Jobs was responsible for marketing Apple Computers and Wozniac headed the technical department of Apple and they started selling affordable computer solutions to Americans. The Apple Computers were smaller in size and could be purchased by the middle class American people. The organization further developed Apple II which became more popular and this resulted in augmented sales by around seventy percent. By the year, 1980, Apple Computers became a publicly traded firm and registered a market value of USD 1.2 billion on the initial day of trading (BusinessNewsDaily, 2013). Individual 2 Moving out of Apple The next few years witnessed a downfall in Apple due to serious flaws in designs and disappointment by consumers. Along with this, Apple faced stiff competition from IBM which had registered augmented growth in sales as compared with Apple. The Macintosh was released by Apple in the year 1984 and it was effectively marketed as a machine which was youthful, romantic and creative. Despite registering favourable growth in sales with Macintosh, Apple was still not able to effectively compete with IBM. This was because the computers designed by IBM were far more superior as compared with Macintosh. Following this, the then President of Apple, Scully believed that Steve Jobs was not able to steer the organization to a path of growth and subsequently Jobs had to resign from Apple in the year 1985. He commenced a new hardware and software firm known as NeXT, Inc. The very next year, an animation firm was purchased by Jobs which later came to be known as Pixar Animation Studios. The animation film studio produced successful and popular animated movies like The Incredibles, Finding Nemo and Toy Story. In the year 2006, Pixar merged with Walt Disney Studios and Steve Jobs became one of the largest shareholders of Walt Disney. Back to Apple Pixar Animation Studio resulted as an extremely successful business venture. However, NeXT Inc., failed to achieve success and was eventually acquired by Apple in the year 1997. In the year 1997, Steve Jobs again became the CEO of Apple. The success of Apple in the 1990s is credited to the business acumen of Steve Jobs. He formed a new management team, imposed himself to a salary of $1 per annum and modified the stock options, thereby leading t he organization into a path of success (The Wall Street Journal, 2011). The consumers became awed by innovative design solutions like iMac, iPad, iPod and the like, stylish designs and excellent branding and marketing campaigns and sale of Apple products soared ahead. c)

A New Method for the Preparation of an Intermediate for the Synthesis Dissertation

A New Method for the Preparation of an Intermediate for the Synthesis of Mycolic Acids - Dissertation Example Nonetheless, the products and the intermediary products remain the same. The Old Method From the old method of synthesis, the mycloni acid is understood to be made form ?-hydroxyl fatty acid that contains long chains of ?-alkyl side chains. These chains often appear has homologous series of the same fatty acids. Notably, they differ by 28 atomic mass units that contains two carbon units as in the case of M. tuberculosis. In the old method of analysis and preparation, the mycolic acids were characterised by hydrophobic C34 to C 65acids with side chains of carbon atoms ranging from C22 to C24 are ? chains. From the old synthesis of mycolic acids, there are three structural mycolic acid classes that are found in the M. tuberculosis . These distinct structures include ?-, keto-, and methoxy-mycolic acids. The ?-mycolic acid forms the highest percentage of approximately seventy per cent and on the other side methoxy and keto-mycolic forms the minor component of the acid mixture. By compos ition, they form approximately 10 to 15 per cent of the mixture. The ?- part of the acid forms the cis and it’s referred to cis-dicyclopropyl fatty acid. This form of fatty acid sets two forms main structural variation. However, it should be noted these structural variations usually depend on source of alpha during the acid synthesis. The variations are usually in terms of terminal alkyl groups while others are in terms of methylene groups. They are found mainly situated between the carboxylic groups and cyclopropane rings. It is worth noting that this arrangement usually makes the ?-mycolic acids from H37Ra strains to test for one group while the other set from Brevanne, PN, C, DT, and Canetti to form other groups. The ?-mycolic acids from clinical strains are usually different from the ?-mycolic from H37Ra strain. Nonetheless, both methoxyl- and keto-mycolic acids have the same structural series especially in their cis- or trans-cyclopropane rings. Experiment 1: Preparation of (S)-Phenylalaninol Procedure S-Phenylalanine (25 g, 303 mmol) was added to a stirred solution of sodium borohydride (14 g, 784.6 mmol) in THF (265 ml). The flask was immersed in a water bath and a solution of fresh concentrated sulphuric acid (13 ml) in ether (35 ml) was added dropwise whilst maintaining the temperature around 20 oC. The reaction was left to stir overnight at room temperature. Methanol (20 ml) was added carefully to destroy any excess NaBH4, followed by addition of sodium hydroxide solution (33 g in 165 ml, 5N) was then added. The reaction mixture was flash distilled to remove any excess solvent (below 100 o C). The residue was then refluxed for 2 h. The turbid aqueous mixture was cooled and filtered, the filtrate and the washings were diluted with water (150 ml) and extracted with CH2CL2 (3x100 ml). The combined organic layers were dried and evaporated to give (S)-phenylaninol which was recrystallized from ethyl acetate and hexane to yield (19.2g, 85%). [?]D18. 5 = -25.3 [literature[?]D18.5-24.7o]43, which showed ?H (400 MHZ, CDCL3): 7.3-7.22 (5H, m ), 3.66 ( 1H, dd, J 3.88, 10.52 Hz), 3.4( 1H, dd, J 7.16, 10.52 Hz), 3.15 ( 1H, m), 2.85 (1H, dd, J 5.28, 13.44 Hz), 2.55 (1H, dd, J 8.52, 13.4 Hz), 1.6 (3H, br, s); ?c : 138.68, 129.22, 128.60, 126.44, 66.45, 54,17, 41.03; Vmax: 3357, 3299, 3129, 3022, 2920, 2877, 2817, 2789, 1579 cm-1.Scheme Discussion The first sequence

Marketing Plan Essay Example | Topics and Well Written Essays - 1500 words - 2

Marketing Plan - Essay Example This is a functional drink and can be made available in different flavors to suit different tastes. With the mission to reach the product to the vast majority of the people, it has been decided to undertake a marketing plan which includes stating the marketing objectives, the research to forecast the demand and then the marketing strategy. To determine the demand that could be generated for this new product, it is considered necessary to conduct a survey. To conduct the survey market segmentation is necessary so that the target market is studied rather than the whole market. Since this is a health drink and that too a milk product, focus would be on the children between 6 and 18 years and the women. The segmentation would further be based on psychographic details like lifestyle and social demographics like the income level. Thus to conduct the survey questionnaires have been designed (Appendix A). These questionnaires would be sent out via emails to housewives. The addresses would be procured from the local clubs and women’s organizations. Questionnaires would also be sent to the local clubs and organizations where a large number of women are employed. The marketing mix of any product would include the right product at the right time in the right place with the right sales and promotion strategy and at the right price. To have competitive positioning, these are the four P’s (Product, Price, Place and Promotion) very essential for marketing any product. To ensure good sales of our product and services, it is essential to understand the product, its need and importance, the price should be reasonable, if necessary dual pricing, the product should be easily available hence distribution has to be right and finally the right awareness of the product. The promotional strategies have to be taken into account depending on competitive factors. The product is new in the market with a focus on health and targeted at children and the women and hence success is

Dissociative Identity Disorder Essay Example for Free

Dissociative Identity Disorder Essay The syndrome commonly known as Multiple Personality Disorder but now called Dissociative Identity Disorder (American Psychiatric Association, 198) might be thought of as a recent phenomenon. The diagnostic literature shows the definition of multiple personality as evolving significantly over the editions of the Diagnostic and Statistical Manual of Mental Disorders. In the DSM-1, these behaviors were called dissociative reaction, (American Psychiatric Association, 1952), which came to be called hysterical neurosis, dissociative type in the DSM-II (American Psychiatric Association, 204). In each of these, multiple personality was not seen as a distinct disorder but was grouped with somnambulism, amnesia, and fugue states. Only in the DSM-III does Multiple Personality Disorder appear as a separate diagnostic category, with a definition of this behavior. This disorders defining features were argued to be the existence within the individual of two or more distinct personalities, each of which is dominant at a particular time (American Psychiatric Association, 257). The DSM-IIIR of 1987 gave nearly identical defining features as the existence within the individual of two or more distinct personalities or personality states (American Psychiatric Association, 269). The defining features evolved further in the DSM-IV where this behavior pattern came to be termed Dissociative Identity Disorder. Its features became the presence of two or more distinct identities or personality states that recurrently take control of behavior (American Psychiatric Association, 484). This subtle change is significant; distinct personalities were no longer seen as existing within the person or as a part of the person, but the behaviors displayed different states or identities. This definition is less organismic and more behavioral-environmental in theory than earlier versions. With the readers extrapolation, the personality is variable behavior or as topographical subdivisions of behavior, occasioned by discriminative stimuli and controlled by reinforcement contingencies. Here, the personality is showing more variability than that of the average or normal individual; the individual lacking one coherent personality displays a personal repertoire of behaviors which is very diverse, with large variability in the relationship between antecedents and responses. The antecedents, that is, people, places, events, and so forth, of the individual in question occasion more responses of an idiosyncratic nature which are maintained by reinforcement contingencies unique to that individual. Along t his approach, one writer took the new definition to mean that the individual displaying these behaviors could no longer be described as having more than one personality. Instead, the person should be viewed as having less than one whole, coherent personality (Sapulsky, 95). Similarly, Kohlenberg and Tsai (82) observed that these individuals may have not developed all the characteristics of a stable, single personality. History Multiple personality was first recognized and described by the French physician Pierre Janet the late 19th century. In the year 1982 psychiatrists were talking about â€Å"the multiple personality epidemic. Yet those were early days as multiple personal ¬ity became an official diagnosis of the American Psychiatric As ¬sociation only in 1980. Ten years earlier, in 1972, multiple personality had seemed to be a mere curiosity. â€Å"Less than a dozen cases have been reported in the last fifty years. † You could list every multiple personality recorded in the history of Western medicine, even if experts disagreed on how many of these cases were genuine as the word for the disorder was rare. Ten years later, in 1992, there were hundreds of multiples in treat ¬ment in every sizable town in North America. Even by 1986 it was thought that six thousand patients had been diagnosed. After that, one stopped counting and spoke about an exponential increase in the rate of diagnosis since 1980. Clinics, wards, units, and entire private hospitals dedicated to the illness were being established all over the continent. Maybe one person in twenty suffered from a dissociative disorder. Clinicians were still reporting occasional cases as they appeared in treatment. Soon the number of patients would be ¬come so overwhelming that only statistics could give an impression of the field (Modestin, 88-92). Public awareness of the disorder increased in contemporary times after a case was the subject of The Three Faces of Eve (1957). In the 1980s and early 90s, such factors as recognition of child abuse, public interest in memories recovered from childhood (whether of actual or imagined events), allegations of so-called satanic ritual abuse, and the willingness of many psychotherapists to assume a more directive role in their patients treatment, led to what came to be regarded as a rash of overdiagnoses of multiple personality. Causes The cause of multiple personality is not clearly understood, but the condition seems almost invariably to be associated with severe physical abuse and neglect in childhood. It is believed that amnesia the key to formation of the separate personalities occurs as a psychological barrier to seal off unbearably painful experiences from consciousness. The disorder often occurs in childhood but may not be recognized until much later. Social and psychological impairment ranges from mild to severe. The fairly-necessary-condition evolved together with the characterization of multiple personality disorder (MPD). According to Cornelia Wilbur and Richard Kluft, â€Å"MPD is most parsimoniously understood as a posttraumatic dissociative disorder of childhood onset. † Here the childhood onset and the presence of trauma are not parts of an empirical generalization or a statistically checkable fairly-necessary-condition. They are part of the psychiatrists` understanding of multiple personality disorder, part of what they mean by â€Å"MPD. † There is nothing methodologically or scientifically wrong with this. I warn only against having it both ways. There is a tendency (a) to define the concept â€Å"MPD† (or dissociative identity disorder) in terms of early childhood trauma, and (b) to state, as if it were a discovery that multiple personality is caused (in the sense of fairly-necessary-condition) by childhood trauma (Horton and Miller, 151-159). Moreover, child sexual abuse became part of the prototype of multiple personality. That is, if you were giving a best example of a multiple, you would include child abuse as one feature of the example. The connection between abuse and multiplicity became stronger and stronger during the 1970s, just when the meaning of â€Å"child abuse† moved from the prototype of battered babies through the full range of physical abuse and gradually centered on sexual abuse. As a point of logic it is useful to see how concepts are used to lift themselves up by their own bootstraps. Those sounds highly figurative, but consider this. In a 1986 essay Wilbur wrote, â€Å"In discussing the psychoanalysis of MPD, Mershkey (330) pointed out that childhood trauma is central and causal. † In fact he ended his prize winning essay by posing some questions. He said that in recent previous reports of multiplicity â€Å"childhood trauma is central and causal† (327-340). The connection between multiple personality and real, not fantasized, child abuse was cemented in clinical journals throughout the 1990s. By 1992 there were vivid musterings of data about the relationship between incest and multiple personality. Philip Coons (299) had stated in his classic 1994 essay on differential diagnosis of multiple personality, he wrote that â€Å"the onset of multiple personality is early in childhood, and is often associated with physical and sexual abuse. At that time no child multiples were known. But the hunt was on. The first in what is now a long series of books of contributed papers about multiple personality had a fitting title: Childhood Antecedents of Multiple Personality (311-315). Prevalence The number of different personalities per MPD patient has shown a substantial increase since the 19th century. During the 19th century, most cases involved only two personalities. Since 1944, however, almost all cases have involved three or more personalities. Modern cases average from 6 to 16 personalities per patient (Coons 305). For instance Modestin (89) reported that 44% of 74 MPD patients each had more than 10 personalities and 8 of these patients had more than 20 personalities each. North, Ryall, Ricci, and Wetzel (2003) plotted the mean number of MPD per patient as a function of year, between 1989 and 2000. In 1989, the average MPD patients manifested just fewer than 10 personalities; by 1999, MPD patients displayed an average of just under 25 personalities per patient. At the present time, MPD appears to be culture-bound syndrome. The explosion of cases since 1970 has thus far remained largely restricted to North America. The diagnosis is very rarely made in modern Europe, despite its turn-of-the-century prominence as a center for the study of MPD. It is also very rare in Great Britain (Modestin,90). Modestin (92) surveyed all of the psychiatrists in Europe concerning the frequency with which they had seen patients with MPD. Depending on how it was calculated, the prevalence rate ranged between . 5% and 1. 0%. More interesting, Modestin noted that 90% of the respondents had never seen a case of MPD, whereas three psychiatrists had seen each seen more than 20 MPD patients. Hence, the frequency of multiple personality has been debated over time. There were some descriptions of these behaviors early in this century, but from the 1920s to the early 1970s, there was a surprising dearth of cases (Spanos, 145). Kohlenberg (138) termed it relatively rare while other reports saw it as very numerous in number; more cases were reported from the mid-1970s to the mid-1980s than in the previous two-hundred years. The tremendous increase in reported cases has occurred almost exclusively in North America (Spanos, 147). This behavior pattern is rarely reported in Great Britain, France, and Russia; no case has ever been reported in Japan (Spanos, 160). In both North America and Switzerland, most diagnoses are made by a small minority of professionals while the vast majority of professionals rarely if ever see such a case (Modestin, 90-91). The dramatic increase in the reported numbers of cases has been attributed to differing factors. Possibly, cases which were undiagnosed in previous decades are now being diagnosed because of greater awareness of this condition; it has also been proposed that the condition is now being overdiagnosed in individuals whose behaviors are readily suggestible (American Psychiatric Association, 94). It is probably safe to conclude that the prevalence of Dissociative Identity Disorder is in dispute at this time; some may also dispute the validity of this diagnosis as the DSM-IV, unlike earlier versions of the DSM, does not provide any diagnostic reliability information (American Psychiatric Association, 99). Diagnosis On balance, with the behaviors labeled Dissociative Identity Disorder or DID hereafter, the variability between behavioral repertoires is very high, possibly so extreme that the repertoires do not compose one stable personality (Sapulsky, 64). The person himself or herself may even report being a different person, complete with a different name or identity. Although the behavioral variability is more extreme here, it is still on a continuum with the average person; we all can exhibit several personalities and there are circumstances under which any person might claim to be a different person (Sackeim Devanand, 21). Among the behaviors correlated with a diagnosis of DID, self-report is less controlled by public, environmental events and more controlled by events which are private to the person providing the self-report (Kohlenberg Tsai, 139). The most apparent question is: What type of experiences could account for this extreme behavioral variability, in the self-report of being a different person, with differences in sex, age, race, physical appearance, and so forth. Some writers report that this disorder may only become apparent to a professional or others when different people attend meetings, interviews, or therapy; that is, the same individual attends but with a different self-report of identity, memories, and personality (Sackeim Devanand, 25). In so doing, individuals displaying these behaviors can receive a great deal of reinforcing attention from professionals for engaging in these behaviors. Individuals displaying behaviors correlated with a diagnosis of DID may be reassured of no further abuse and may be encouraged to try to be themselves in as many ways as they can. The different self-reports and personalities become a source of gratification (self-reinforcement) for the formerly abused victims and the professional alike (Spanos, 153). The danger here is that a person with degrees of behavioral variability could be shaped iatrogenically to reporting to be a divergent person by professionals zealously looking for this disorder (Merskey, 329) To quote one skeptic, the procedures used to diagnose MPD often create rather than discover multiplicity (Spanos, 153). Pain complaints, paralysis, blindness, and so forth, also consist of a self-report of a private event. Each of these may be accompanied by publicly observable events such as wincing, reluctantly moving, reporting or appearing to be unable to move or see ( Skinner) Both the self-reports and the public evidence for these differences are under stimulus control of the different personality repertoires in cases of these behaviors. When such an individual displays a specific personality, the self-report of pain or other symptom comes or goes with the other behaviors. Originally, the public signs of pain were authentic afflictions in the past as the result of abuse; months or years later, such indications could be self-produced, rule-governed behavior as part of the personality repertoire. These pains and related behaviors could be reinforced and shaped into a real affliction by well-meaning others as the verbal behavior acquired differential stimulus control of operant pain behavior. The rep orts of pain and related behaviors can persist as operant behavior maintained by its consequences in the absence of the original painful stimuli (Bonica and Chapman, 732). As for the reports in the literature of allergic and other responses being present in some personalities and not others, these too can potentially be accounted for via verbal behavior mechanisms. There are reports that individuals can develop rashes, a wound or a burn or other physiological symptoms in response to anothers verbal suggestions, that is, under hypnosis, although it has been argued that many of these symptoms are likely self-inflicted when observers are not present (Johnson, 298). Actual reports of hypnotically induced dermatological changes are difficult to substantiate; such effects are difficult to produce and are not as common an occurrence as often reported (Johnson, 302). These reports are not all due to the acts of the person showing the symptoms; instead, these symptoms may be due to an interaction of verbal behavior and conditioning mechanisms. Verbal behavior can also facilitate the development of stimulus control via respondent or operant conditioning (Skinner). If an experimenter were to flash a light in your eyes and then shock you, the experimenter would expect you to come to recoil to the light after some number of such pairings. If the experimenter were to tell you that he or she was going to shock you after every light flash, then it would be expected for you to recoil to the light sooner. Relating this to the differential presence of symptoms is not a big leap. Here, the individuals who display the divergent personalities have self-instructed and subsequently conditioned themselves to display symptoms when performing different behavioral repertories. Over time, the symptoms may come under the stimulus control of the emotions displayed, in addition to the persons verbal behavior, and appear spontaneous to the person himself or herself. To support the argument for conditioning mechanisms producing somatic symptoms, Smith and McDaniel (69) showed that a hypersensitive cellular response to tuberculin was modulated by respondent conditioning. Individuals can also exert control over a variety of autonomic functions as diverse as dysmenorrhea to seizure activity, via biofeedback . Treatment From the foregoing assumptions, therapy for persons displaying the behaviors in question must consist of extinguishing a reasonable share of the behavioral variability in the repertoire and reinforcing behavioral stability and generalization; literally, to shape one personality. Kohlenberg (138) reported being able to increase the frequency of specific behaviors composing one personality of an individual who exhibited DID-like behaviors by differential reinforcement of that personality. When placed on extinction, these behaviors returned to baseline frequencies. Other techniques might involve the client role-playing and rehearsing several social interactions and experiencing some situations expected to produce normal emotional behaviors. Kohlenberg (139) reported success at reintegrating the personalities in a dual personality individual by teaching assertiveness skills via role playing. Caddy (268) also used assertiveness training and shaping in reintegration. The therapist might videotape client s as they behave, to use for feedback and in shaping and instructing more cohesive behavior. There might also have to be a way of teaching the client to engage in more social-referencing, or seeking public feedback in more instances of what is acceptable behavior. Whereas you or I might ask, Did you see (or hear) something? when we are unsure of seeing or hearing, individuals whose behaviors are consistent with the label of DID may have to learn to ask, Am I still behaving as me? The therapist could not answer this question alone but family members and significant others could. This process would have to continue until the person reports being the same individual with the same experiences, and has less observable variability in his or her personal repertoire. Even if a therapist were to try to undertake such an intervention, and most would probably not, this process could be long and arduous, due to the multiple sources of control that would require adjustment, and the possibly well-meaning sabotage by those who attend to and reinforce the variability. Indeed, based on this account, control of the behaviors in this pattern would be difficult for anyone to establish. Even the therapist who encourages variance is not exerting control unless unpredictable behavior is the target behavior. As a result, these individuals may have been and will likely be in therapy for years (American Psychiatric Association).

Importance of Ensuring That Others Are Aware Of Own Whereabouts

Importance of Ensuring That Others Are Aware Of Own Whereabouts 1.1 Identify legislation relating to general health and safety in a health or social care work setting. The Health and Safety at Work act 1974 relates to the general health and safety in a healthcare work setting. This acts as an umbrella for the other legislations which we must follow: MANUAL HANDLING OPERATION REGULATIONS 1992 -Moving Handling Techniques which are used to move people and objects in a manor which will avoid injury CONTROL OF SUBSTANCES HAZARDOUS TO HEALTH 2002 (COSHH) carers should have a full understanding of disposing of and storing of all substance especially with regards Infection control. All carers must understand the importance of infection control whilst caring for individuals REPORTING OF INJURIES DISEASES AND DANGEROUS OCCURENCES 1995 (RIDDOR) The carer should have a good understanding of the requirements of reporting accidents and ill health FOOD SAFETY ACT 1990 Food Hygiene The carer should be able to cook, prepare and store foods which are safe and would avoid food poisoning. Describe the main points of the health and safety policies and procedures agreed with the employer. HEALTH SAFETY AT WORK ACT 1974 This was the first act to protect all employees regardless of their work place. It puts the onus on the employer to create a safe working environment for all employees. It says the employer must ensure the health safety of all people on the premise sand to eliminate risks where ever possible. It also states that employers must maintain their safety and that of others with whom they work. The types of things you must do in relation to this act are: Attend all mandatory and any other relevant training eg. Manual Handling, Fire safety, S.O.V.A, Infection Control. Recognise and report signs of potential danger eg worn carpets, trailing cables, blocked fire exits Recognise and report signs of potential violence or abuse Report all accident in the accident book Never work if you are ill with a communicable illness, or under the influence of alcohol or drugs Follow COSHH regulations dispose of contaminated waste correctly. Store Dangerous substances correctly CONTROL OF SUBSTANCES HAZARDOUS TO HEALTH2002 What are hazardous substances? This can include things such as chemicals, fumes, dust, vapours, mist, gases. It is most likely that the main hazardous substances you will encounter will be cleaning chemicals, clinical waste, soiled laundry and body fluids such as urine and blood. You will need to have a full understanding of the correct way to handle and store hazardous substances and also the correct way to dispose of them. Wear apron and gloves wash hands before and after to maintain infection control Store hazardous substances according to the manufacturers instructions Know correct procedure in the event of a spillage Dispose of hazardous waste in the correct manner REPORTING OF INJURIES DISEASES AND DANGEROUS OCCURENCES 1995 The reporting of accidents and ill health at work is a legal requirement. All accidents and dangerous occurrences should be reported to the incident contact centre which was established in April 2001. Reportable diseases include: Certain poisons Some skin diseases such as dermatitis, skin cancer, ulcers Lung disease, including occupational asthma Reportable injuries include: Fractures other than fingers, thumbs or toes Amputation Burns Dislocation of shoulder, hip, knee or spine Carers should always report accidents in the accident book and to their Line Manager FOOD SAFETY ACT 1990 This act makes it an offence to offer a service user contaminated food which may be injurious to health. It is important as a carer that you check the date on food, ensure it has been stored correctly, and it is cooked correctly. Ensure it has not been contaminated by cross infection, therefore always wear appropriate PPE when handling and preparing food. The carer should be able to cook prepare and store foods which are safe and would avoid food poisoning. Outline the main health and safety responsibilities of: Self Take reasonable care for your own safety and that of others Co-operate with the employer in respect of health safety matters Not intentionally damage any health safety equipment or materials provided by the employer Using the systems and procedures correctly Reporting flaws or gaps in the systems, equipment or procedures in use the employer or manager Provide a safe workplace Ensure safe access to and from the workplace provide information on health safety provide health safety training undertake risk assessments for al hazards Update systems and procedures others in the work setting Express their needs and preferences in the area of their health and well-being Individuals should be encouraged to understand and take responsibility for promoting their own health care Assess and manage risks to their health and well-being Identify and report any factors that may put themselves or others at risk Visitors to sign in on arrival and wear id badges if appropriate Identify tasks relating to health and safety that should not be carried out without special training Carers should not complete any tasks they do not feel competent to do or which they have not been fully trained to carry out. This could include: Manual handling Medication Health emergencies Explain how to access additional support and information relating to health and safety Any support or advice Ii need with regards Health safety can be obtained from my line manager or from the workplace policies and procedures. Understand the use of risk assessments in relation to health and safety Explain why it is important to assess health and safety hazards posed by the work setting or by particular activities It is important to risk assess health and safety hazards at work because they may cause harm or loss of life to members of the workforce. This would then result in the owner of a company being sued and prosecuted that is why risk assessment is needed. Explain how and when to report potential health and safety risks that have been identified I would report health and safety concerns to my line manager, and would report these as soon as they come into direct contact with me. It is my duty as a Care Worker to report any potential health and saftefy risks that have been identified, in conjunction with the GSCC Code of practice, which states; Bringing to the attention of your employer or the appropriate authority resource or operational difficulties that might get in the way of the delivery of safe care. Informing your employer or an appropriate authority where the practice of colleagues may be unsafe or adversely affecting standards of care. The Health Safety at work Act 1974 also states that employers must maintain their safety and that of others with whom they work. Explain how risk assessment can help address dilemmas between rights and health and safety concerns Risk assessment can address dilemmas with rights and health and safety because clients can express their own rights to do what they want even though it can be defined as risky behaviour. If it is documented and a risk management plan is put in place the company can cover their own backs if anything goes wrong whilst a client is participating in risky behaviour. Understand procedures for responding to accidents and sudden illness Describe different types of accidents and sudden illness that may occur in own work setting The most common types of accidents are: Slipss due to spills/Wet areas (bathrooms) Trips due to trailing wires/Objects left lying around/Frayed carpets, Falls out of bed/down steps/stairs The types of sudden illness could be: Sickness diarrhoea, food poisoning, stroke, heart attack, shingles, influenza, scabies Outline the procedures to be followed if an accident or sudden illness should occur The Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995 Carers have legal duties under RIDDOR that require us to report and record some work-related accidents by the quickest means possible. Any major injuries must be reported to RIDDOR immediately. This includes fractures other than to fingers, thumbs and toes and loss of sight (Temporarily or permanently) Any injury which occurred at work and causes a person to be off work for over 3 days must be reported. Be able to reduce the spread of infection Demonstrate the recommended method for hand washing Demonstrate ways to ensure that own health and hygience do not pose a risk to others at work Wash hands before and after attending a service user Wear PPE when assisting individuals with personal care Dont attend work if you have a contagious illness Be able to move and handle equipment and other objects safely Identify legislation that relates to moving and handling Health and Safety at Work Act 1974 The employer must : decide what could harm you in your job and the precautions to stop it. This is part of risk assessment. In a way you can understand, explain how risks will be controlled and tell you version of pocket card who is responsible for this. Consult and work with you and your health and safety representatives in protecting everyone from harm in the workplace. Free of charge, give you the health and safety training you need to do your job Free of charge, provide you with any equipment and protective clothing you need, and ensure it is properly looked after. Carer must: Follow the training they have received when using any work items the employer has provided . Take reasonable care of their own and other peoples health and safety Co-operate with their employer on health and safety. Tell someone if they think the work or inadequate precautions are putting anyones health and safety at serious risk Manual Handling Operations Regulations 1992 avoid hazardous manual handling operations so far as reasonably practicable; assess any hazardous manual handling operations that cannot be avoided; and reduce the risk of injury so far as reasonably practicable. Provision and Use of Work Equipment Regulations 1998 PUWER In general terms, the Regulations require that equipment provided for use at work is: suitable for the intended use safe for use, maintained in a safe condition and, in certain circumstances, inspected to ensure this remains the case; used only by people who have received adequate information, instruction and training accompanied by suitable safety measures, eg protective devices, markings, warnings. Lifting Operations and Lifting Equipment Regulations (1992) -LOLER Generally, the Regulations require that lifting equipment provided for use at work is: strong and stable enough for the particular use and marked to indicate safe working loads; positioned and installed to minimise any risks; used safely, ie the work is planned, organised and performed by competent people; and subject to ongoing thorough examination and, where appropriate, inspection by competent people. 5.2 Explain principles for moving and handling equipment and other objects safely Avoid hazardous manual handling operations so far as is reasonably practicable, for example by redesigning the task to avoid moving the load or by automating or mechanising the process. Make a suitable and sufficient assessment of any hazardous manual handling operations that cannot be avoided. Reduce the risk of injury from those operations so far as is reasonably practicable. Where possible, you should provide mechanical assistance, for example a sack trolley or hoist. Where this is not reasonably practicable, look at ways of changing the task, the load and working environment Move and handle equipment or other objects safely Ensure you attend manual handling training on a regular basis Check the equipment is in a clean, safe working condition before use Check the environment for obstructions, trip hazards Avoid manual handling operations where reasonably practical Always use equipment that is provided Wear appropriate footwear and clothing Check the individuals care plan risk assessment Communicate with the individual and other staff how the move will take place Report any changes to the individuals mobility for risk assessment reassessment Know how to handle hazardous substances and materials Identify hazardous substances and materials that may be found in the work setting Cleaning chemicals such as bleach clinical waste e.g. Soiled pads, soiled dressings, used sharps soiled laundry body fluids such as urine and blood Describe safe practices for: Storing hazardous substances Every workplace must have a COSHH file. The file lists all the hazardous substances used in the workplace. It should detail: Where they are kept How they are labelled Their effects The maximum amount of time it is safe to be exposed to them How to deal with an emergency involving one of them Hazardous substances such as cleaning materials should be returned to a locked cupboard at all times, and always stored in their original container, then ensured that clearly labelled. This is to avoid service users being able to obtain and accidentally swallow them. Using hazardous substances When using or handling hazardous substances the Carer should wear appropriate PPE, which would include gloves, apron, mask, and eye shield depending on what the substance is. For example, The COSHH Approved code of Practice (ACoP) recommends that exposure be prevented by: Altering work methods so that the task that causes exposure is no longer carried out à ¢Ã¢â€š ¬Ã¢â‚¬Å" for example, the Carer should be aware that mixing common household cleaning products such as bleach, chlorine or other similar general home cleaning products can cause serious injuries and respiratory problems: Common cleaning products may be dangerous when mixed. Therefore the Carer must be aware of the following when carrying out tasks within the service users home: Do not mix bleach and ammonia. Do not mix bleach and acids. Do not use two drain cleaners together, or one right after the other. The following are some of the chemicals that may be hazardous if mixed/not used correctly: Ammonia: In addition to ammonia purchased as a cleaning product, ammonia may be found in the following: some glass and window cleaners urine (be careful if you clean cat litter boxes or use a diaper pail) some interior and exterior paints. Acids: Products containing acids include: vinegar some glass and window cleaners some automatic dishwasher detergents and rinses some toilet bowl cleaners some drain cleaners some lime, calcium and rust removal products some brick and concrete cleaners Dangers of mixing these common cleaning products include: Mixing bleach and ammonia: When bleach is mixed with ammonia, toxic gases called chloramines are produced. Exposure to chloramine gases can cause: coughing shortness of breath chest pain wheezing nausea watery eyes irritation to the throat, nose and eyes pneumonia and fluid in the lungs Mixing bleach and acids: When chlorine bleach is mixed with an acid, chlorine gas is given off. Chlorine gas and water combine to make hydrochloric and hypochlorous acids. Chlorine gas exposure, even at low levels, almost always irritates the mucous membranes (eyes, throat, and nose), and causes coughing and breathing problems, burning and watery eyes, and a runny nose. Higher levels of exposure can cause chest pain, more severe breathing difficulties, vomiting, pneumonia, and fluid in the lungs. Very high levels can cause death. Chlorine can be absorbed through the skin, resulting in pain, inflammation, swelling, and blistering. Hydrochloric acid also causes burns to the skin, eyes, nose, throat, mouth and lungs. Mixing bleach and other cleaning products: Bleach also reacts with some oven cleaners, hydrogen peroxide, and some insecticides. With the above cautions in mind the carer should therefore ensure their own safety and the safety of the Service User by ensuring the following, when deemed appropriate and necessary: modifying the process to remove hazardous substances, including by-products or waste substituting the hazardous substance with a less hazardous type or form of the substance, e.g. using granules instead of powder to reduce dust levels or a less volatile solvent in a process. If exposure cannot be prevented, it must be adequately controlled. The hierarchy of control measures can be summarised as follows. Eliminate Dont use the hazardous substance or avoid the procedure which causes exposure. Substitute Change the material or working practice to one less hazardous. Enclose Enclose the hazardous substances or process in a closed system. Disposing of hazardous substances and materials The Carer should always ensure clinical waste is placed into the yellow bag (if available) or double wrapped in a plastic bag, soiled linen into the correct laundry bag, sharps into the used sharps bin. Other chemicals should be disposed of as indicated on the label. All clinical waste handling and disposal procedures must comply with The controlled Waste Regulations, The environmental Protection Act including Duty of care regulations, The carriage of Dangerous Goods Regulations and the Hazardous Waste Regulations. All these regulations come under the umbrella regulation The Environment Protection Regulations (Waste Disposal). Understand how to promote fire safety in the work setting Describe practices that prevent fires from: Starting and spreading No smoking on the premises except in designated areas à ¢Ã¢â€š ¬Ã¢â‚¬Å" check workplace polices No candles to be lit in the building à ¢Ã¢â€š ¬Ã¢â‚¬Å" check workplace policies Ensure fire doors are kept closed Attend regular fire safety training Know where alarms, extinguishers, fire blankets can be located in the building and how to use them Regular fire drills Ensure empty boxes etc are disposed of outside the building immediately they are empty Dont leave open flames unattended in the kitchen. Dont leave electric irons unattended Dont leave flammable items near heat source Outline emergency procedures to be followed in the event of a fire in the work setting Each workplace will have their own procedures which must be followed in the case of an emergency. All workplaces must display information about what actions to take in case of fire. The procedure is likely to be similar to: Raise the alarm Dial 999 Ensure that everyone is safe and out of danger If it is safe to do so, attack the fire with the correct extinguisher Go to the fire assembly point (This will be stated on the fire procedure notice) Do not return to the building for any reason Explain the importance of maintaining clear evacuation routes at all times The Fire Precautions (Workplace) (Amendment) Regulations 1999 requires that all workplaces should be inspected by the fire authority. Part of the regulation states that routes to emergency exits from a workplace and exits themselves are kept clear at all times and that all emergency exits and routes lead as directly as possible to a place of safety. This is important for the safety of yourself, the service users, colleagues and any visitors to the building 8 Implement Security measures in the work setting Use agreed ways of working for checking the identity of anyone requesting access to: Premises: Check workplace procedures. The identity of all visitors to the workplace should be checked. This can be done in a variety of ways Check their id card Check with the person they have the appointment with All visitors should sign in the visitors book. This aids the number count in case of a fire. If someone wanted to gain access to the premises while I was at a service users property, I could phone my line manager to confirm whether I am scheduled any visits from anyone. Open the door on latch and get the person to present some identification to who they are and what they want. If I am still suspicious, phone the police. Implement measures to protect own security and the security of others in the work setting If anyone requests information on a client, I would refer them to my manager if they are claiming to be a fellow healthcare professional. My manager would have a better insight as to who is involved in a persons care and should be able to pass them onto the companys Caldecott Guardian who protects all confidential information within the company. Practicing safely and professionally will protect own security and others in the workplace, such as following policies and procedures, reading my service users personal care plan and risk assessments, and just basically knowing my job inside out and practicing in a safe manner. 8.3 Explain the importance of ensuring that others are aware of own whereabouts The importance of letting others know where you are helps stop staff getting kidnapped or assaulted whilst in a clients house. Also, if there is a fire in a building and you sign in, the fire brigade know exactly how many people are left in that building when it comes to evacuating it. 9 Know how to manage own stress 9.1 Identify common signs and indicators of stress Common signs of stress are depression, anxiety, insomnia, mood swings, and illness due to lower immune system. 9.2 Identify circumstances that tend to trigger own stress Circumstances that tend to trigger my own stress are over tiredness and dealing with complex traumas. 9.3 Describe ways to manage own stress I manage stress through my days off, exercise, eating a healthy diet and maintaining a healthy sleep pattern à ¢Ã¢â€š ¬Ã¢â‚¬Å" these are all vital for my own well-being and therefore enable me to be more professional and proficient in my work role and duties.