Wretched misery Essay Example For Students

Wretched misery Essay Loneliness is by far the most painful emotion experienced in the novel. With reference to at least two characters show how this is reflected within the novel? In Frankenstein, all of the key characters experience loneliness, this shows that it exists for a variety of reasons. This indicates its significance in the novel and exhibits the numerous reasons through the happenings of the central characters. When Mary Shelley was young, she felt alone as a child, as did two of her characters, Walton and the monster. However, it must be acknowledged that society imposed isolation on the monster and because of Victors actions whereas it was self inflicted with Walton. Through certain devices, Shelley presents the agony of a character and compels us to sympathize as she explores the effects, both physical and emotional, of dissociation. The circular structure that Frankenstein was written in aids us to understand the outcome of burdened misery of being companionless. Walton begins the novel with a series of letters to his sister, Mrs. We will write a custom essay on Wretched misery specifically for you for only $16.38 $13.9/page Order now Sarville, as he attempts to keep in contact with the people he loves and cares for. Since his position on the ship is of a high rank, this leaves Walton feeling friendless as there is a distance among him and the other members of his crew. However, the reader must recognize that this was done through Waltons own choice, for his passion of finding a land never before imprinted by the foot of man and ideals. The letters also provide minor characters with a voice and give the reader an insight to what the character feels. As we witness no response from Mrs. Sarville, we can only assume this is done because Shelley tries to show that women of this era could not respond with thoughts of their own as it was a male dominated world. This also builds up our sympathy for Walton. I have no friend and I desire the company of a man are short simple sentences which repeat and expose the idea of isolation, however, from background knowledge mentioned in the letter, it is understood that Walton is self educated and has always had a life of solitude. Through hyperbole, Shelley encourages our sympathy for Walton. When Victor enters Waltons life, it is shown that Walton believes that Victor and he have distinct similar qualities and also believes that he will befriend Victor, therefore justifying his over reaction to this interesting guest upon his boat. Another character that experiences desolation is the monster which Victor Frankenstein created. However, society rejects him because of his grotesque appearance, although it is seen because of Victor choosing to abandon his creation, that he is imposed upon a life of wretched misery. From the beginning of chapter eleven, the monster narrates and tells Victor what has happened since the day of Victors abandonment. Certain terminology that the monster uses makes us believe that he is utterly tormented by his hideous appearance and the thought of his accursed creator angers him. This is also revealed through the use of exclamation marks, short phrases such as seizing and save and protect me! when asking De Lacey to accept and protect him. The readers benefit from the circular structure of the novel as we have an insight to the monsters feelings during his narration. As we see, he is a victim of isolation because of Victor. The monster has a time where he learns from Felix and his family, and longed to join them but dared not. This cultivates more sympathy for the monster as we now witness the monsters sensitive side as the monster realizes he inflicted pain upon the cottagers and attempted to aid them by collecting a sufficient amount of wood for the consumption of several days. Both Walton and the monster experience loneliness, Shelley presents this in a multiple ways which expose the reader to all the characters experiences of forlornness and signals of desperation.

Criminology Essays - Criminology, Deviance, Free Essays, Term Papers

Criminology Essays - Criminology, Deviance, Free Essays, Term Papers Criminology Hai Pham 6/16/99 Criminology One child grows up to be somebody who just loves to learn. And the other child grows up to be somebody who just loves to burn (198) An excerpt of this poem paints a picture of two brothers, John and Robert Wideman, leading different lives. Robert Wideman, embraced a path common for black men during that era; a life of crime, glamour, and drugs. Quietly sitting in jail, he reminisces deeply about his troubled past and the consequences of the future that now haunts him. John, on the other hand, chose the path less taken by those living in the same world as he did and in due time become a successful professor at a University. How did two people from the same origin, living in similar environments, and raised by a caring family choose such different paths? Some might explain the cause to be risk factors, learned behavior, or missed opportunities. When explaining criminal behavior, it is inevitable to identify sociological, behavioral, and psychological problems as causes of crime. John and Robert always dreamed about running away from the poverty embracing their community. Even though they shared the same dream, each considered different means of achieving this dream. John determined early on that to get ahead, to make something of myself, college had seemed a logical, necessary step; my exile, my flight from home began with good grades, with good English (27). In order for John to climb the social status, he realized that his only ticket out of poverty and his community is through a good education. Status must be earned through hard work and determination. Robert is just the opposite of John. Early on, Robert acknowledged that school and sports could not satisfy the glamour that Robert so much desired? Unlike John who disliked blackness, Robert got a thing about black. See black was like the forbidden fruit (84). Robert embraced the people living in Homewood, Pittsburgh. He felt connected to them especially when he discovered Garfield cause thats where the ni ggers was. Garfield was black (85). By embracing what other people valued and thought, Robert incorporated the same criminal values as his own. Robert has accepted his fate, a life of glamour through deviant behavior. Delinquency at an early age may have contributed to Roberts behavior. According to Cohen, deviant behavior derives from an inversion of values. Roberts values can be best summed up by the statement [t]he thing was to make your own rules, do your own thing, but make sure its contrary to what society says or is (58) . Inversion of values is practically portraying what society views as socially acceptable, unacceptable. A great example explaining this inversion of values is captured during a school strike. Robert recaptures the greatest moment of his life when he took over the school. Through his eyes, [i]t was the white mans world and wasnt no way round it or over it or under it ... so I kept on cutting classes and *censored*ing up and doing my militant thing every chance I got. (114). It seems that Robert felt frustrated living in such an oppressed environment. He once believed that prosperity can be achievable but somehow his belief in what society has taught him relating to success is wrong. Through this belief, Robert maintains a violent life. Other variables such as family, the community, and opportunities for success play a critical role in shaping the behavior of adolescence according to Cloward and Ohlin. There were lost opportunities when Roberts family decided to move back to Homewood from Shadyside. A good education in a community that cared for the student was stripped from Roberts g

Documentary Video Analysis review Movie Example | Topics and Well Written Essays - 1500 words

Documentary Video Analysis - Movie Review Example The time was one of increased curiosity about China in the wider world, and this documentary was no doubt conceived as a way of informing western audiences about the background to the unfolding protests in China. The main message of the film appears to be a to give a linear narrative starting with the end of the old feudal system and the beginning of a new struggle for control in China in the year 1911. The neck and neck battle between Nationalists and Communists is shown, with some quite graphic old black and white moving pictures of what life, and in some cases death, was like for many people. Very early on there is an indication of the ultimate goal of the documentary, which seems to be to explain to the viewer how China â€Å"became the largest communist state on earth.† The dramatic way this is sad, and the deep, male American narrative voice, make this sound like something dramatic, and at the same time somewhat frightening. In fact this pro-American tone is carried on t hroughout the whole documentary and constitutes something of a bias. All of the English language voices which are used to translate the passages in Chinese are very American, and it is an interesting choice on the part of the director to use this kind of speaker and not seek out speakers with more international or Asian sounding voices. The film is very effective at conveying the struggle between Chiang Kai-shek and Mao Tse Dong for the heart of the Chinese people. The trouble for the Western viewer is, however, that there does not seem to be much difference between the nationalist and the communist camps. Both go about their business with quite extreme brutality, making this quite a harrowing film to watch in places. Executions, piles of corpses in the streets, and tales of vicious torture bring home the atrocities carried out by both sides, and the human cost to the ordinary people who made up both the armies and the victims of pillaging across a landscape that is already dreadful ly poor. The film would have benefited from pause from visual narrative, in order to explain some of the ideological differences between the two. Mao is shown writing out some of his greatest works, for example, but there is no indication what it was he was writing about. The analysis of events was not at all sophisticated, and in fact some of the graphics were beyond basic. For a production in the late 1980s, it shows remarkably little sophistication in the maps and visual effects that it uses. Arrows and flags denote troop movements and foreign country involvement, but it is all done on a scale that makes china look like a tiny marginal state. There is no impression of the vastness of the territory, or the great differences in terrain and culture that existed across this whole nation. The best features of the film were a) its use of authentic old silent films, and b) its interviews with eye-witnesses who knew some of the leading figures in China in this period. The son of Chiang K ai-shek is interviewed, for example, presenting a disconcertingly western appearance in his shirt and tie, along with many soldiers and a few women who were involved in the Long March or in some of the Communist or Nationalist youth movements. Several of these interviewees give remarkable testimony to the dangers that they themselves faced, and several pronounce

Social Stories Article Example | Topics and Well Written Essays - 750 words

Social Stories - Article Example In this case, five students were selected to help carry out the research. Two participants were dropped from the study due to various reasons. The first was dropped from the study as he was unresponsive to the social stories. The second was dropped due to unreliability during data collection. The criterion for selection of the participants included; First, they should be either male or female with ages ranging from 12 to 15 with an autistic disorder, Secondly their social, language and academic records of the past two years should be available, Thirdly, the students should not have Asperger’s syndrome, and lastly the participants had to be verified whether they have autism using the Gilliam rating scale. The social stories created were based on consultations with special education teachers, professionals, parents, and speech clinicians. To stories were each designed to prompt the targeted behavior. In the case of one participant (Ronnie), he would read about how to stand and play with the aid of pictures and photographs. Another participant (Bobby) learned about the inappropriate high vocal pitch. Bobby would learn how to use a young man’s voice. The third participant (Cathy) learned how to put her hands down. Each of the stories utilized pictures of the participants to analyze whether their behavior would be impacted by own pictures. The staff used to carry out the test involved special education personnel and students trained in the procedures for the tests. Their aim was to provide some guidance for the participants, which involved pointing at pictures, which would serve to prompt the participants into a reaction, which would relate to the image displayed.

I can't believe that this was once a syllabus Essay

I can't believe that this was once a syllabus - Essay Example This system was firmly rooted on the belief that, for a successful learning and teaching to be aptly upheld, scientific study methods must be put into consideration. Through the application of these scientific methods by Tyler on students in various primary, college and tertiary levels, he singled out the critical evaluation of these students’ behaviours. The principles of the curriculum and instruction was later portrayed as the most appropriate and effective way of educational achievement and failure within students. This was brought into existence by this great qualitative and quantitative researcher after as well into appraisals and records of the students’ performance. This research paper explains the basic principles of curriculum and instruction by Ralph W. Tyler. It also illustrates the new knowledge, validity of his research as well as the application of the recommendations of this syllabus in the contemporary American social settings. The settings are in relat ion to the macro-society based on the educational institutions new knowledge in regard to Ralph syllabus. The new knowledge in the contemporary world, while considering Tyler’s principles and instructions provides a valid evidenced based research by students. It as well enhances effectiveness regarding the progress of students towards educational objectives appropriately and in a well organised manner. The American history of curriculum though started from a primitive syllabus has over the years developed into a more complex one. The curriculum in the contemporary America has developed various considerations into the education system where all the students express their views in terms of what they feel is good for them career wise. This is one of the education techniques Tyler advocates for in his principles of curriculum and instructions. He believes every student is entitled to the profession of his/her choice, therefore, argues that the selection of an evaluation technique should be made in relation to the suitability and not inappropriateness of the technique or the kind of behaviour in the appraisal system. The learning techniques major determinant in the new knowledge generation in the United States is majorly students’ behaviour and attitude towards a subject or even the entire system of education. This was the initial belief of Tyler while putting down his research work on the basic principles of curriculum and instructions for the primary, secondary and tertiary education systems in the United States. In the contemporary American society, the education system is objective based. This is where the students are given freedom by the curriculum based on the selection of their subjects’ career wise. This is one of the greatest milestones covered towards the implementations of Ralph’s curriculum and instructions in the American education system. The new knowledge in America, in continuation, is of the following basic principles b rought into existence by Ralph: the principle of establishment of a useful learning experience and the principle of defining effective and appropriate learning objectives. The other principle includes the evaluation of the curriculum and revising the aspects of the syllabus that have not been effective throughout the whole academic year. Lastly the principle of the organisation of the learning skills to be in line with at least a maximum cumulative effectiveness is among

Approaches And Methods Of Training Management Essay

Approaches And Methods Of Training Management Essay Training is a systematic process to develop knowledge, skill and attitude from learning experience to achieve maximum performance in an activity (Buckley and Caple 2007). Learning and education both are different but important for organisations. Learning is the process of acquiring knowledge, skills and attitudes by experience, reflection, study and instruction. While education is a series of activities which enables to develop knowledge, skills, values and understanding that allow a broad range of problem solving and analysis (Buckley and Caple, 2007). Training plays an effective role in different kinds of learning and development. The rapid change in global environment pressurized all organisations to enhance their focus on customers. That time of producing, conceiving and marketing products dropped as organisations adopted new ways to compete in the market (Capelli et al, 1997 cited in Rod and Collin, 2000). The successful organisations should have highly skilled and committed employees who can survive in this era of competition. Workers learn to enhance their performance and want to be more competent in their roles. Work place learning is very important after education to develop a long career (Legge, 2005). Organisations can get competitive advantage upon rivals through hiring skilled staff and through better training programs. According to Brookes (1995) organisations have to support training department and the least step is to appoint a dedicated staff in personnel for this task. It is important to make a training policy for the company and allocate specific budget for training. This all points to the fact that training and development is a prime business activity which has serious objectives and requires serious management (Nilson, 2003). There are a number of benefits for individuals as a consequence of training procedures; relative to the present positions, individuals may see job satisfaction increase as a result of undergoing training (Clements and Jones, 2002). Intrinsic satisfaction may result from being able to perform a task to a higher standard, where as extrinsic satisfaction may come as a result of increased job skills, which may lead to greater earnings, career prospects and promotion possibilities (Buckley and Caple, 2007). An obvious benefit to individuals is the change from their regular work pattern, which can have recreational benefits as well, for example, less boredom and greater variety during work (Buckley and Caple, 2007). Some of the benefits of training, from an organisations perspective included higher employee performance, productivity and possibly acting as a source of competitive advantage. There a number of other potential benefits to organisations of successful training procedures; decrease in wastage and increased productivity; lower labour turnover, saving costs (Rae, 2000); higher customer satisfaction, possibly leading to greater sales; shorter learning cycles for employees, reducing expenditure (Washington, 1995); lower absenteeism and fewer accidents (Buckley and Caple, 2007). The innovations in technology brought speedy change in business environment. Training plays a critical role for individuals at work to manage careers development and organisational change. Training and learning is a pivotal business function that maximise profit and the companys long term health (Nilson, 2003, P.2). The implementation of training plan depends on a lot of factors including the proper identification of training need and individuals recognition for training need (Reid et al, 2004). Proper learning and best utilization of resources equally effect on effective outcomes (Bramley, 1986). 2.1 Approaches to Training There are a number of approaches to train employees; the systematic approach is widely adopted in the organisations. However, the reactive and proactive approaches to training are still in use by some organisations. 2.1.1 Reactive Approach The reactive approach to training tends to be an approach adopted predominantly by less developed and/or smaller organisations; this does not tend to involve pre-planning, but can be seen as spontaneous to a certain degree (Legge, 2005). This approach to training turn into action when business performance and productivity falls or seems to drop beyond a suitable level; the organisation then attempts to configure training to counteract this downturn. In comparison, to the other approaches to training, the financial layout is therefore relatively small, since training expenditure is effectively being used when it is needed (Lundy and Cowling, 1996). This approach suits smaller organisations whose finances cannot afford comprehensive training programmes which are systematically planned and administered (Lundy and Cowling, 1996). 2.1.2 Proactive Approach The proactive approach to training is effective where Organisations are actively seeking ways for training to improve their business performance; when Organisations are looking not only to improve their current training methods, but also opportunities to extend training to wider segments of their organisation. Such an approach tends to be adopted by organisations that see training as important part of their business model and essential to gaining a competitive advantage (Schuler and Jackson, 2007). 2.1.3 Systematic Approach The Systematic Approach to training is by far the approach which has been given the most attention to in literature and research (Raffe, 2004- Bratton and Gold, 2003). It is also the theoretical approach which most organisations adopt thus it is often argued it is the most logical and most successfully effective in a practical sense (Raffe, 2004). The systematic approach to training effectively revolves around dividing the training process and procedures into stages and sub-stages. McNamara (2008) identifies the stages of basic systematic approach to training which are analysis, design, develop, implement and evaluate. Analysis: This stage involves the organisations needs and identification of training goals, and the strategies to equip trainees with knowledge and skills to meet the organisations objectives. Usually this stage also includes the identification of training timings and participants. Design: This stage involves making training procedures and systems that can allow objectives to be met and a system that learners and trainers can implement to meet the learning goals. This stage involves identifying learning objectives, required facilities, funding, etc. Thus planning skills are utilised heavily here in this stage (McNamara, 2008). Develop: This stage involves obtaining the necessary resources which will be required to put together the training package designed (McNamara 2008); for example, identifying premises, materials and resources which will be required and progressing to obtain and organise them. Implement: Implementation stage tends to involve putting the training package designed into practice. It includes a variety of tasks ranging from delivering the training, clarifying training materials, administrative processes and conducting a final evaluation. This phase can include administrative activities, such as copying, scheduling facilities etc. Evaluate: This stage involves assessing training prior to, during and after its duration. It can also involve a wide variety of tasks from testing attendees on what was taught during the training, to asking their opinions on the training (McNamara, 2008). 2.2 Methods of Training The training delivery methods can be divided into cognitive and behavioural approaches. Cognitive methods provide information orally or in written form, demonstrate relationships among concepts, or provide the rules for how to do something. They stimulate learning through their impact on cognitive processes and are associated most closely with changes in knowledge and attitudes. The lecture, discussion, e-learning and case studies are cognitive methods. The cognitive methods of training can influence skill development (referenceforbusiness.com). The behavioural methods allow the trainee to practice behaviour in a real or simulated fashion. They stimulate learning through experience and are best at skill development and attitude change. The equipment simulators, business games, role plays, the in-basket technique, behaviour modelling and, to some extent, case studies are behavioural methods. Both behavioural and cognitive methods can be used to change attitudes. On-the-job training is a combination of many methods and is effective at developing knowledge, skills, and attitudes. Source: www.referenceforbusiness.com 2.3 Types of training Training broadly categorized into two types i.e. pre-service training and in-service training. Pre-service training is more academic in nature and is offered by formal institutions following syllabuses for certain period to offer a formal degree or diploma. In-service training, on the other hand, is offered by the organisation from time to time for the development of employees skills and knowledge. 2.3.1 Pre-service Training Pre-service training is a process through which individuals are made ready to enter a certain kind of professional job. They have to attend regular classes in a formal institution and need to complete a definite curriculum and courses successfully to receive a formal degree or diploma. They are not entitled to get a professional job unless they receive a certificate, diploma, or degree from the appropriate institution. 2.3.2 In-service Training In-service training is a process of staff development for the purpose of improving the performance of an incumbent holding a position with assigned job responsibilities. It promotes the professional growth of individuals. It is a program designed to strengthen the competencies of extension workers while they are on the job (Malone, 1984). In-service training is a problem-centred, learner-oriented, and time-bound series of activities which provide the opportunity to develop a sense of purpose and increase capacity to gain knowledge and mastery of techniques. In-service training may be categorized into five different types: induction or orientation training, foundation training, on-the-job training, refresher or maintenance training, and career development training. Induction or Orientation Training: Induction training is given immediately after employment to introduce the new staff members with their positions. It begins on the first day the new employee is on the job (Rogers Olmsted, 1957). Induction training for all employees should develop an attitude of personal dedication to the service of people and the organisation. This kind of training supplements whatever pre-service training the new personnel might have had (Halim and Ali, 1988) concerning the characteristics of a new employee. According to Van Dersal (1962) when people start to work in an organisation, they are eager to know what sort of outfit they are getting into, what they are supposed to do, and whom they will work with. They are likely to be more attentive and open-minded than experienced employees. In fact, the most favourable time for gaining employees attention and for moulding good habits among them is when they are new to the job. Foundation Training: Foundation training is in-service training which is also appropriate for newly recruited employees. Besides technical competence and routine instruction about the organisation, every staff member needs some professional knowledge about various rules and regulations of the government, financial transactions, administrative capability, communication skills, leadership ability, coordination and cooperation among different institutions, report writing etc. Foundation training is made available to employees to strengthen the foundation of their service career. This training is usually provided at an early stage of service life. Maintenance or Refresher Training: Refresher training is offered to update and maintain the specialized subject-matter knowledge of the employees. Refresher training keeps the specialists, administrators, subject-matter officers, extension supervisors, and frontline workers updated and enables them to add to the knowledge and skills they already have. Maintenance or refresher training usually deals with new information and new methods, as well as review of older ones. This type of training is needed both to keep employees at the peak of their possible production and to prevent them from getting into a rut (Van Dersal, 1962). On-the-Job Training: The On-the Job training is ad hoc or regularly scheduled training, such as fortnightly training under the training and visit system .It is provided by the superior officer or the subject specialists to the field staff. This training is generally problem or technology oriented and includes formal presentations, informal discussion, and opportunities to try out new skills and knowledge in the specific field. The administrator or subject specialist of each department must play a role in providing on-the-job training to the staff while conducting day-to-day normal activities. Career or Development Training: This type of in-service training is designed to upgrade the knowledge, skills, and ability of employees to help them to perform greater responsibilities at higher positions. The career development training is arranged departmentally for successful employees at all levels, for their continuing education and professional development. According to Malone (1984) the extension services that provide the opportunity for all staff to prepare a plan for career training will receive the benefits of having longer tenured and more satisfied employees, which increase both the effectiveness and efficiency of an extension service. Malone (1984) also stated that career development is the act of acquiring information and resources that enables one to plan a program of lifelong learning related to his or her work life. The career or development training plays a key role when a junior staff member is promoted at a higher level. 2.4 Effectiveness of Training It can be difficult to assess how effectively an organisations training processes are (Price, 2007); people often see this will be represented by organisation profitability and its efficiency (Lundy and Cowling, 1996); however, such increases are difficult, since they can attributed to a variety of factors including increases in product demand, economic/political factors and demographic changes. Despite this, it is important that firms measure training effectiveness for a number of reasons. The most recognisable and frequently used model for measuring the effectiveness of training programs was developed by Donald Kirkpatrick in 1950(Bratton and Gold 2003; Kirkpatrick, 1959; Price, 2007). It has been adapted and changed by different academics, although the basic structure has well stood the test of time (Kirkpatrick, 1998). The basic structure of Kirkpatricks four-level model is illustrated below. Source: (ftknowledge.com) Fig 2: Kirkpatrick Model for Evaluating Effectiveness of Training Programs Evaluating each level of the model can highlight the strengths and weaknesses of any particular training program or procedure; despite the progressive level composition of the model, Kirkpatrick (1998) indicates that it is still possible for a training program to be effective at the higher levels while being ineffective at the lower levels; e.g. organisational performance (level 4) may be improving as a result of the training yet employees may not have an optimal attitude or reaction to it (level 1). This view is supported by previous studies (Stokking, 1996). It is necessary to explain and discuss each component of the model in detail. 2.4.1 Reaction Reaction evaluates how employees felt about the training (Kirkpatrick, 1998). It is necessary for training programme to be effective, that employees have a positive reaction to training. This may be in the form of enjoying or finding training interesting. If employees do not react or have positive attitudes towards the training, it is likely to affect its efficiency (Armstrong, 2006). It is important to evaluate how employees feel about training whether they like or dislike it and what they feel can be add to improve their reactions. Further aspects of this component which may need to investigated, involve assessing whether delegates felt the training was an effective use of their time, whether they felt the training was relevant and were they comfortable with and its different aspects (Kirkpatrick, 1998). This is sometimes done through feedback sheets, where the delegates are given the opportunity to convey their views (Kirkpatrick, 1998). 2.4.2 Learning The learning is the evaluation of the increase in knowledge prior to and after the training procedure (Kirkpatrick, 1959). The effectiveness of this component is dependent on whether employees learned what they were intended to be taught and to what degree did their knowledge increased. This can be measured through assessments prior to and after a training session taken place, although again a questionnaire can also be given to attendants monitoring whether they personally feel their knowledge has increased (Brookes, 1995). 2.4.3 Behavioural Change The behavioural change is the extent of applied learning when back on the job (Kirkpatrick, 1998), the implementation of any learning which may have taken place. This is necessary for the organisation to realize the practical benefit of the training undertaken by their employees. Measuring strongly revolves around questioning employees on whether they felt different and more prepared for their job, as a result of their training (Mckenna and Beech, 2002). Furthermore, delegates should also be questioned on the fact whether the change when working is noticeable and whether they have been utilizing the relevant skills learned, as a result of the training undertaken (Lundy and Cowling, 1996). 2.4.4 Organisational Performance The organisational Performance is the effect on the business environment, made by their trainee upon completion of their training (Kirkpatrick, 1998). It is typical measure in terms of key performance indicators such as volumes, values and percentages and other quantifiable aspects such as turnover, attrition, quality and profits. The measuring of organisational performance resulting directly from training can be a tedious and complex process. Kirkpatrick (1998) says this cannot be measured accurately without substantial investigation since external factors, away from the training, will have a huge impact on the aspects discussed. Investigating this is limited to questioning senior managerial personnel on the organisations performance in terms such aspects and how much of the improvements/falls can be given to the actual training (Lundy and Cowling, 1996). The weakness with this approach lies in the reliance on honesty of the managerial personnel questioned, as well as their judgment . The ideal would be to involve the wide variety of relevant quantitative figures (Kirkpatrick, 1998). 2.5 Criticism on Kirkpatrick Model Kirkpatricks model for evaluation of training is well-established and in widespread use. Many organisations find it useful and since its publication no better alternative has been suggested. It is however, some criticisms relating to the model itself and the assumptions upon which it is applied. There are some criticisms of Kirkpatricks model for evaluating effectiveness of training that have implications for the ability of training evaluation to deliver benefits in the interests of organisations. These include the incompleteness of the model, the assumption of causality, and the assumption of increasing importance of information. The model is incomplete: The Kirkpatricks model for evaluating effectiveness of training gives an oversimplified view of training effectiveness that does not consider individual or contextual influences in the evaluation of training. A broad stream of research over past two decades (Ford Kraiger, 1995; Salas Cannon-Bowers, 2001; Tannenbaum Yukl, 1992) has documented the presence of a wide range of organisational, individual, and training design and delivery factors that can influence training effectiveness before, during, or after training. This research has led to a new understanding of training effectiveness that considers characteristics of the organisation and work environment and characteristics of the individual trainee as crucial input factors (Cannon-Bowers, Salas, Tannenbaum, 1995). The contextual factors such as the learning culture of the organisation (Tracy, Tannenbaum, Kavanaugh, 1995), organisational or work unit goals and values (Ford, Quinones, Sego, Sorra, 1992), the nature of interpersonal support in the workplace for skill acquisition and behaviour change (Bates, Holton, Seyler, Carvalho,2000) the climate for learning transfer (Rouiller Goldstein,1993), and the adequacy of material resources have been shown to influence the effectiveness of training process. The Kirkpatricks model assumes that examination of these factors is not essential for effective evaluation of training. The assumption of causal linkages: Kirkpatricks model for evaluating effectiveness of training assumes that the levels of criteria represent a causal chain such that positive reactions lead to greater learning, which produces greater transfer and subsequently more positive results. Although Kirkpatrick is vague about the precise nature of the causal linkages between training outcomes, his writings do imply that a simple causal relationship exists between the levels of evaluation (Holton, 1996). In one of Kirkpatricks more recent publications he stated that if training is going to be effective, it is important that trainees react favourably and that without learning, no change in behaviour will occur (Kirkpatrick, 1994), research, however, largely failed to confirm such causal linkages. Incremental importance of information: Kirkpatricks model for evaluating effectiveness of training assumes that each level of evaluation provides data that is more informative than the last (Alliger Janak, 1989). This assumption has produced the perception among training evaluators that establishing level four results will provide the most useful information about training process effectiveness. Although there are some criticisms upon Kirkpatrick model for evaluating training effectiveness but this model is well suited in addressing the objectives of this research, which significantly focus on assessing if training problems exist, as well as training effectiveness and identifying potential improvements within bank. 2.6 Problems of Training Evaluation There are many problems which exist and can occur that can hinder the training process; these can vary strongly dependent on factors such as organisation type, training type, etc (Schuler and Jackson, 2007). To point out some of the common problems of the training process, the researcher has opted to use the components of Kirkpatricks model. Reaction: The common problem is that training may be boring, uninteresting and negatively seen by the employees; a positive reaction perception of training in the view of employees is important to the effectiveness of training. As with development aspects in general it is usually necessary for people to enjoy them or at the very least not dislike them, to be impressionable (Noe, 1998). Learning: The learning styles of employees can strongly affect the how much they can learn during training sessions. Honey and Mumford (1989) identify four styles of learning which outline ways to which an individual may be favoured to learning; these are activists, reflectors, theorists and pragmatists. Behavioural Change: Behavioural Change can be affected in numerous ways; this is the aspect which determines the extent to which the practical benefit of training is realized. The common problem which can prevent behavioural change being realized is that of a lack of relevance (Kirkpatrick, 1959). If the training undertaken by employees is not relevant to the skills required in their job then they are unlikely to change to a more effective way of working. The other main problems of effective behavioural change lie in the ability of the individuals to transfer any new skills they have learnt during training (Gibb, 2007). Organisational Performance: Training however successful at variety of levels may not necessarily translate into improved organisational performance; the variety of external factors affecting an organisations performance as well as individuals performance, can mean that even if the training is perfectly designed it may not lead to greater performance on a business level (Rod and Colin, 2000). There is fact that many training programs are focused on informing trainees as opposed to directly intending to improve their job performance (Gibb, 2007). 3.0 Research Methodology To obtain maximum output researcher has to devise an appropriate research strategy which will be beneficial for accurate results while analysing the data. Author elaborates the research methods and approaches which will be used in this investigation. An effective research can only conducted by using relevant strategies out of many and each of them can be used for exploratory, descriptive and explanatory research (Saunders, 2007). According to Deetz (1996) different modes of research allow us to understand different phenomena and for different reasons. The methodology chosen depends on what researcher is trying to do rather than a commitment to a particular paradigm (Cavaye, 1996). The methodology used must match the particular objectives of research. Different phenomena may require the use of different or a set of methodologies. By focusing on the phenomenon under examination, rather than the methodology, researchers can select appropriate methodologies for their enquiries (Falconer Mackay, 1999). 3.1 Research Paradigms The term paradigm is introduced by the Thomas Kuhn, he characterizes a paradigm as: An integrated cluster of substantive concepts, variables and problems attached with corresponding methodological approaches and tools (Kuhn, 1962).In the past century, different paradigms have introduced due to the remarkable growth in the research. There are two main paradigms to verify the theoretical propositions, i.e. positivism and anti-positivism. Positivism comprises on usage of natural science approach. Researcher prefers to work along with an observable social reality which results in making law similar to natural scientists (Remenyi et al, 1998,). This is useful for quantitative research with logics. An important factor of positivism approach is that research can go as far as possible and in a value free manner (Saunders, 2007). Although positivistic paradigm continued to influence educational research for a long time in the latter half of the twentieth century, it was criticized due to its lack of regard for the subjective states of individuals. It regards human behaviour as passive, controlled and determined by external environment. Hence human beings are dehumanized without their intention, individualism and freedom taken into account in viewing and interpreting social reality. According to the critics of this paradigm, objectivity needs to be replaced by subjectivity in the process of scientific inquiry. This gave rise to anti-positivism or naturalistic inquiry. Anti-positivism emphasizes that social reality is viewed and interpreted by the individual according to the ideological positions they posses. The anti-positivists believe that reality is multi-layered and complex (Cohen et al, 2000) and a single phenomenon are having multiple interpretations. Positivism emphasizes objectivist approach to studying social phenomena and gives importance to research methods focusing on quantitative analysis, surveys, experiments etc. Similarly, anti-positivism stresses on subjectivist approach to studying social phenomena attaches importance to a range of research techniques focusing on qualitative analysis like personal interviews, participant observations, account of individuals, personal constructs etc. Other research paradigms further exist in the form of Interpretivism and Realism. Interpretivism is based on beliefs of people and interprets the meaning which they perceive. This emphasises creating research among people than objects. The interpretivist approach is significant if research is conducted in the fields of marketing, organisational behaviour and human resource management (Saunders, 2007). Realism comprises on the fact that reality is independent of the mind. It is totally based on reality rather than idealism. The underlying assumption of realism is that senses show us reality and that is truth. In other words, objects have their existence and thats the reality (Saunders, 2007). Both qualitative and quantitative approaches are utilized when adopting a realism stance (Maylor and Blackmon, 2005). The researcher sees combination of both Interpretivist and Realism stances the most appropriate way to approach this study. The interpretive stance is essential to establish the effectiveness of training activities within the bank while the realism philosophy is important to allowing the other research objectives to be met. According to Easterby Smith it is rare for research to be conducted from a single philosophical perspective, a combination of stances is mostly needed to allow research objectives to be met (Easterby Smith et al, 2002). 3.2 Qualitative and Quantitative Methods Both qualitative and quantitative methods are to be used in this research, thus it is important that both of these to be discussed. Qualitative Methods: Qualitative research methods look more at human perceptions of issues. They tend to offer an insight and deeper, broader understanding of matters, rather than more clinical, concise quantitative approach (Collis and Hussey, 2003).Such methods uncover meanings and the variety of human response. Because they view issues with a social context methods tends to be unstructured and possesses an element of authenticity (Jankowicz, 2005). The qualitative methods which researcher intends to use primarily are semi-structured interviews. Quantitative Methods: Quantitative methods look at facts and figures that can be measured in some way to achieve a quantified, or generalized in terms of their relationship with each other (Collis and Hussey, 2003).The techniques in this type of research include experiments (in which a hypothesis may be tested out under controlled conditions), surveys and questionnaires. The questions are closed ended and structured interviews. 3.3 Primary Research Primary data is collected data, which has specifically being done to answer questions passed by the current research objectives. There are many means of obtaining primary data such as observation, surveys, interviews and questionnaire. The researcher intends to use questionnaires, semi-structured interviews and observation for primary data collection in this research. One of the main advantages of primary data is the availability of up to date data so the credibility of the data usually cannot be questioned (Collis and Hussey, 2003) while the major disadvantages of primary data collection is that it can be a difficult process, especially in terms of time consumption as finding participant, setting up the actual research process and then analyzing the results usually takes up a lot of time (Collis and Hussey, 2003

Employment Relations Essay

At the most fundamental level, employment relationship involves monetary exchange where there is contract between an employer and employee to obtain the output of employee’s ability to work. (Balnave et al. 2007) This relationship can often result in either dispute or collaboration within an organization. More often than not, the different aspects of the nature of employment relationship tend to likely generate conflicts between the employers and employees. The focus would be on industrial conflict, which from time to time occurs between managers and workers, the classification of conflicts and what are some of the theories which describes the situation of industrial conflicts in Singapore. As defined by Komhauser et al., industrial conflict is ‘the total range of behaviours and attitudes that express opposition and divergent orientations between industrial owners and managers, on the one hand, and working people and their organisations on the other hand’ (1954,13). Singapore is generally noted as a peaceful country with minimal industrial conflicts. This mainly attributed to the presence of strict regulations against overt conflicts as stated in the requirements of ‘restrictions on strikes and lock-outs’ (Attorney General Chambers 2009). The presence of mediation or conciliation channel also assisted in the resolution of concerning issues. Conflicts are seen to be complicated and in Singapore, some causes or outline that are governed by theories of Industrialisation, Institutionalisation, Political, Economic and Social factors. More of these would be looked into further in this essay. Overt and Covert Conflicts Opposing behaviours and attitudes can be classified into 2 categories, namely overt conflict and covert conflict. According to Petzall et al. (2007), overt conflicts are conflicts which are planned and joint by two or more persons, thus observable by the public. Examples of such conflicts include strikes, lockouts, work to rule where employees perform only duties which are indicated in their contracts, political demonstrations and many more. Petzall et al. (2007) also mentioned that covert conflicts are conflicts which are unplanned, concerns individual and hence less observable by the public. Examples would include absenteeism, work sabotage, job-hopping where people change jobs to get better pay or pursue their personal interest as well as low work efficiency. Covert conflict is seen to prevail over overt conflict in terms of the financial losses of a business. In Singapore’s context, it would be considered illegal to have overt conflicts due to the existing strict criminal law stated in Attorney General Chambers (2009) Despite the fact that there were strict laws to adhere to, there are several channels such as Industrial Arbitration Court (IAC), Case Trust, Ministry of Manpower (MOM), National Trade Union Congress (NTUC) and more, where individuals could approach to resolve certain conflicts they experienced. For example, Sharon (2011) reported on a case of disagreement between SIA and SilkAir pilots and their company over their flight payment. The issue was referred to Industrial Arbitration Court (IAC) where the judge proposed that the company could have constant observation of the flight schedule to make sure there is fair payouts distribution. In this scenario, IAC had acted as a conciliator. The reduction of conflict in Singapore is also due to tripartism, wage reform and labour legislation. In tripartism, there is involvement of managers, employees and ‘other systems such as political, social, economic, technological, cultural and legal systems’ (Tan 2007, p.27). These parties would resolve matters in a diplomatic manner. The establishment of National Wage Council (NWC) brings about tripartism where workers’ wages are evaluated and wage reform, where there is flexibility in the wage payouts, was introduced. Tan (2004) mentioned that the benefits were studied and it was found that having flexibility enables organizations to make swift modifications to their cost computation during economic variations so as to be cost competitive. Organisations also could reduce wages during difficult time and give incentive in better times which assisted in allowing workers to stay in their job. The introduction of Employment Act also played a major role in providing regulations on the conditions of work. The use of frames of reference is a necessary and essential tool to better identify a person’s view and actions on employment relations. Fox recognized three frames of reference, namely the unitarist, pluralist and radical frames. (McCourt W.;Eldridge D.,2003) Unitarist The underlying theory of this perspective is that ‘employment relationship is based on mutual cooperation and a harmony of interest between employers and employees’ (Balnave et al. 2007, p.10) In this circumstances, the targets and objectives of the organisation are universal. Management is viewed as the only authority and managers see their power to make independent decisions of their business without being hindered by government, workers or unions. Trade unions are not embraced and are considered as interference to the harmony of the organisation. The presence of industrial conflict is regarded as having poor management or failure to lead effectively. As a result of this perception, the various interests between the management and labour were not recognised. Pluralist In this approach, conflicts are regarded as unavoidable. It recognises that organisations are made up of cluster of individuals with their own goals, interests and direction. (Balnave et al. 2007, p.11) To prevent damage of diverse interest, measures and regulations have to be in place and use, leading to the ‘institutionalisation of conflict’. This ensures that there is equal distribution of power amongst stakeholders. Trade unions are welcome as it permits employees to have a say in what concerns them in their organisation. Singapore can be seen to have more of a pluralist approach from the formation of NTUC which consists of representative of employees. These representatives are given the opportunity to voice and negotiate over the terms and condition of their employment and their opinions are also taken into consideration in the management’s decisions. NTUC branch representatives also involve themselves in collective bargaining where feedback could effectively be gathered on concerning issues. On the other hand, another trade union known as Singapore National Employers Federation (SNEF) was also set up to represent the employers’ interest. Radical/Marxist It consists of a wider scope as compared to unitarist and pluralist viewpoint. This perception involves society being segmented into different status where there is unfair allocation of power between those who has financial capabilities and those who can only offer their labour. The status difference caused the incompatibility between employers and employees. (Balnave et al. 2007, p.11) Singapore Industrial Relations System Anantaraman (1990) suggested that Singapore’s economy is made up of industrial relations system and production system. Both systems are in reliant of one another as the consequences of the industrial relations system would result in the contribution of the production system. Industrialisation Industrialisation has often been associated with industrial conflict. Ross and Hartman (1960) mentioned that the type of strikes of a particular country is connected to the country’s industrial relation system. This theory maps out four patterns, namely North European (type 1), North European (type 2), Mediterranean/Asian and North American. Singapore could probably be classified under North European (type 1) where the government has been actively engaging its interest in the economy of Singapore. There have been continuous efforts by the government to attract more and more foreign talent. Ramesh (2011) quoted what former Minister Mentor Lee Kuan Yew said that, ‘Singapore would not be able to punch above its own weight if it were to depend on talent from its own population’. As technology progresses, the stress placed on workers for major scale and non-stop productions increases the likelihood of industrial conflict. (Woodward 1958) This again could be due to Marxist perspective where workers with lower status could only provide their labour output as they do not have any capital and those who has the capital would maximise these labour’s output for high profits. Institutionalisation Wright Mills (1948) recognised that there are four phases where institutionalisation is related to the pattern of conflict. The first phase is where trade unions are against the negotiation prerogative of businesses and the focus is on individuals. It is unplanned and can be aggressive. The second phase involves businesses restructuring themselves into associations to oppose the rising authority of trade unions. As a result, the bargaining outline became more national and industry based, converting conflicts into a more organised manner. Third phase went on to become an effective mediating stage while the trade unions’ viewpoints are overruled diplomatically in the fourth phase. At the last phase, trade unions developed tactics to advance into institutions, involving the workers to be part of the economy. They also engage themselves in conflict resolution and labour contracts. For the case of Singapore, NTUC has been strengthening ties with other businesses and unions such as National Taxi Association, Cathay Cineplexes Food & Drinks Allied Workers’ Union and Housing and Development Board Staff Union. NTUC has also been participating enthusiastically in collective bargaining assembly. Ciegg (1976) also mentioned that the more thorough the difference of opinion reconciled with collective bargaining, the lesser strikes would occur. According to Wright Mills (1948), trade unions and business associations are formed to counteract each other. This led to the nation’s participation where trade unions becomes engage in politics and in turn affects the government policies. Political Factors Conflict is determined by the sharing of political power distribution. Singapore’s trade union has a unique relationship with the government, People’s Action Party (PAP) as most of the members within PAP used to be part of the union. Halimah Yacob being the Deputy Secretary General of NTUC and a Minister would attend cabinet conference and address worker’s issues. As such, this helped in the reduction of conflicts. It is cited by Korpi and Shalev (1979) that the greater admittance to the government contributes to lesser occurrence of conflict. Economic Factors As indicated by Paldham and Pederson (1982), the changing models of conflicts are due to adjustments of wage present in variety of workers. It is researched by Smith et al. (1978) that there are four factors namely amount of income, labour concentration, organisation size and dominance of women in workforce determine the differences in conflict. Those who earn high income in Singapore vie for better income. There is also a significant increase in women joining the workforce according to statistics produced. (Ministry of Manpower 2011) Social Factors Notwithstanding to economic factors, social factors also play a part in ensuring minimal conflict. Mayo (1933) explained that while worker’s economic needs are met and the social needs are not met, there would be high possibility of conflict and presence of low spirits in the workplace. One aspect of social needs would consist of communication. NTUC promotes its dedication to be one which has open communications in the workplace, free from prejudice regardless of any type of individuals. Conclusion Several theories have been discussed pertaining to the causes of industrial conflict. There are many more theories surrounding the area of industrial conflict and it differs in different countries depending on the industrial systems and the governance present. It would be impossible for a country or any organization not to have any conflicts. However, Singapore can be considered successful in handling overt conflicts as shown through the legislation in place and also a variety of mediation or conciliation bodies such as NTUC, IAC or MOM which are available for different employees or employers to approach. Finally, there has to be active listening and pro-activeness by the government on dealing with the burning issues occurring constantly as time progress so that conflicts can remain manageable. Reference Anantaraman, V. 1900, Singapore Industrial Relations System, Linographic Services Pte Ltd, Singapore Attorney General Chambers, 2009, Illegal Strikes And Lock-outs in Essential Services, Singapore, viewed 18 February 2012, Balnave,N., Brown,J., Maconachie,G. and Stone,R. 2007, Employment relations in Australia, John Wiley and Sons, Milton, Qld Ministry of Manpower. 2011, Singapore Workforce, 2011, MRSD, Singapore, viewed 20 February 2012, Petzall, S, Abbott, K and Timo, N, 2007, Australian industrial relations in an Asian context, 3rd ed, Eruditions Publishing, Cowes Victoria Ramesh, S. 2011, ‘S’pore cannot do without foreign talent: Ex-MM Lee’, 22 July, viewed 18 February 2012, Sharon, S. 2011, ‘IAC rejects pilots’ proposal on flight allowance’, 21 October, viewed 23 February 2012, Tan Soo San 2004, Wage Reform And Tripartism: A Test of Trust at Work, Centre for Governance And Leadership, Singapore, viewed 25 February 2012,

Hopwood Summary

Anthony Hopwood’s article â€Å"Management Accounting Research in a Changing World† makes a compelling analysis of the future of management accounting. Hopwood discusses several issues with respect to management accounting, but stresses the fact that he is not concerned with preserving previous accomplishments; instead he is worried how this professional field will adapt in the ever-changing business world. This article specifically addresses the effect that mainstream tendencies, autonomy, and world changes have on management accounting and its research.It is believed that current tendencies have caused a decrease in curiosity-oriented research. Hopwood explains that many business schools are focused on earning specific accreditations and do this by requiring professors to conduct research. Since they are not genuinely interested in the research, their studies are often based off of previous data and theories. Additionally, the article explains how there is a strict hi erarchical structure that controls management accounting research.Both of these factors obviously limit the freedom and future progress of research. Hopwood also argues that autonomy is another area of concern. Recently, accounting research and practice has become more distant. Within the field of medicine physicians often conduct research while simultaneously applying technical skills in a normal work environment. This improves the quality and progress of their research. Hopwood believes that without an autonomous relationship between research and practice the field of management accounting will suffer at large.The constant changes of the world’s economical and political environments are yet another factor affecting the need for management accountants. Hopwood feels that management accounting research should recognize these changes in order to improve its overall relevance. Since management accounting practices have not changed significantly since their inception many people believe that it is irrelevant in today’s business world. Hopwood helps show the actual importance of management accounting and the need to revolutionize its research.

How to Market a Memoir Top Tips From the Experts

How to Market a Memoir Top Tips From the Experts How to Market a Memoir: Top Tips from the Experts Indie authors can have quite an uphill battle when it comes to marketing a memoir. When we buy a memoir, it’s because we want to know more about a person’s life, or what they have to say about a certain subject. Therefore, we’re less likely to pick up a memoir written by someone we’ve never heard of.Then again, on the bright side, some memoir-writers will find that their book comes with an already-defined target market - and when it comes to your life, you are the ultimate authority on the subject. For instance, if you write science fiction, sure, you can target your book to readers who enjoy that genre, but you’ll be competing with a monstrous number of other books. If you write a memoir about leaving your home country of Canada, and spending 15 years working as a gardener for a wealthy family in Spain, well, you’ve got a host of niche groups who might be interested in your real-life accounts: Canadian gardeners, expats living in Spain, Med iterranean people interested in the lifestyles of the wealthy, etc.This article will cover three of the most essential components of marketing a memoir: determining who your readers are, figuring out how to connect with them, and establishing yourself as a reputable and compelling source on the subject matter. To ready you for your hike up the steep hill to memoir sales, we’ve sought advice from several of our top marketers.Determine your target audienceIn our post on how to write a memoir, we asked authors to consider who they are writing their memoir for. This is a necessary question that bears repeating in this article as well. Due to the fact that a memoir is a personal thing, your answer might be, â€Å"For myself, to tell my own story† - and that’s wonderful. But if you would like to successfully market and sell your memoir, you have to think beyond yourself and step into your readers’ shoes. Get personal! (Photo by Joanna Kosinska)When it comes to memoirs, authors with a pre-established platform will find the job of marketing much easier. But it’s not impossible for unknown authors to publish a successful memoir - after all, Frank McCourt was a teacher when he published his debut book, the memoir Angela’s Ashes. Take our tips into account and start throwing stuff at the wall until it starts to stick. Hey, maybe you'll get a really good story out of the whole process; maybe you'll write a memoir about it.Have your written a memoir? What have been your experiences, struggles, or learnings with marketing it? Leave us your thoughts in the comments below!

Big Bang Theory essays

Big Bang Theory essays In society, there are many diverse issues that raise intense controversy. An ongoing conflict has been between the science world and the religious society. This topic happens to be the theory of creation, versus the theory of evolution. Naturally the science world is backing evolution, while the religious community is strongly supporting creationism. Since neither side has conclusive evidence to support their view, this will be an ongoing struggle between church and science. Though neither side has evidence proving their position to be completely true, both sides have many persuasive studies and documents suggesting their perspective to be true. In order to understand the actual conflict at hand, it is necessary to know the two opposing views on how life originated. To start, the science world has many different theories on how life began. Some theories are rejected by scientists, while other scientists choose to accept them. For the sake of simplicity I am using the most popular evo lutionary theory in the science world. This happens to be the theory of the Big Bang. According to the Big Bang theory, in the beginning of it all there was a very small wad of pure energy, smaller than an atom. The wad of energy then began to expand in size and intensity. Shortly thereafter energy began condensing into matter. This process continued for approximately 100,000 following years. After the 100,000 years passed, force carrier particles, photon like in structure, and light atoms formed. A few trillion years later, enormous clouds of gas, called nebulas, were floating around the soon to be universe. When energy was released by the gravitational collapse of the nebulas there began a fusion reaction at the core of the nebula, which in the end would form a star. Once the star had been created, all the elements of carbon were also produced. Due to this process, the most important element for life on Earth was formed. At the same time there were larger...

American Psychological Associations Ethical Principles of Essay

American Psychological Associations Ethical Principles of Psychologists AND CODE OF CONDUCT - Essay Example etency in services and human relations, privacy and confidentiality of the patients, promoting the right advertising and public statements, documentation procedures, designing appropriate education and training programs, carrying out approved research studies and publication, following standards in assessment and providing the right therapy to patients. The importance of obtaining informed consent while providing therapeutic services, counseling and consultation to patients has been stressed in many instances throughout the code of conduct as it is extremely vital for patients to know what kind of services are being offered to them. These informed consents are generally provided as a written format and in languages understood by the patient in simple words. When the patient is unable to provide consent the psychologists will have to take appropriate steps to explain the procedure to the patient or in cases where consent from any other authorized person is permitted it shall be obtain ed. In case of therapeutic treatments, the psychologists should inform the patient well in advance about the treatment modality, fees, involvement of a third party, confidentiality and clarify any other questions put forth by the patient. As it is a therapeutic intervention, the risks and alternative treatment present should be included in the consent. If the treatment is handled by a trainee who will be supervised by a supervisor, the informed consent should include both their names. In case the therapy is to be afforded to families or groups of patients, the psychologists should clarify the roles and responsibilities of all involved. In case of patients who are receiving treatment elsewhere the treatment issues and patient’s welfare should be discussed clearly by the psychologists in order to avoid confusions. Psychologists should not be sexually involved with the patient or any of their relatives and should not accept previous sexual partners as their patients or clients d uring the

Chemistry Practical Assignment - Copper carbonate Lab Report

Chemistry Practical Assignment - Copper carbonate - Lab Report Example Take the given CuCO3 and weigh around 0.2 gm to the nearest to 0.01 gm of it in a test tube. Carefully tight the cork fitted with a delivery tube on the mouth of the test tube and use sealant to close the leakage if any in the tube. Filled a water tray and fill the graduated cylinder with water, cover it and gently invert the graduated cylinder and bring it down so that its mouth of it is just beneath the water level in the filled tray. Ensure that there is no air bubbles at the time of putting graduated cylinder and it is fixed with the help of clamp. Put the delivery tube inside the mouth of the cylinder so that the air is passed to the inverted graduated cylinder. The experimental setup should look like as shown in figure-1 (Decomposition of copper carbonate, n.d.) and by putting the sealant material minimize the leakage from the corners and through the cork. Now heat the copper carbonate gently with a burner (Thermal decomposition, 2007). The gas so formed is passed to the inverted graduated cylinder (Decomposition of copper carbonate a, n.d.). As soon the formation of gas bubbles stops, immediately take out the burner and keep the graduated cylinder perpendicular and take the meniscus reading and find out the volume of water displaced by the gas. Record the temperature of water and barometric pressure in the laboratory. Repeat the experiment at least thrice and record the weight of copper carbonate taken for all the experiments and corresponding gas volumes. Safety and Precautions: An irresponsible act can threaten our own safety and health in the laboratory (On carrying out experiment in the laboratory, n.d.) and therefore before conducting the experiment wear safety goggles and lab apron (Safety and Laboratory Rules, 1999). Avoid ingesting chemicals and use caution around open flames (Decomposition of copper carbonate, n.d.) Calculations and Discussions: For evaluating both the equations, the mole concept is used (mole concept & Mole concept and mole conversion, nd). First using the following gas law the volume of gas at NTP has to be find out (Physical laws & Scaling, 2003). P1 V1 P2V2 ---- = ------- ----- (1) T1 T2 As we have already collected the P1 (barometric pressure), V1( the gas volume ), T1 (the water temperature) and P2 is 760 mm of Hg and T2 is 273K and putting all values in above equation we will get, V2 the volume of gas at NTP. Now according to equation 1, 2CuCO3(s) ----- Cu2O(s) + 2 CO2 (g) + O2 (g) We will get 2 moles of carbon dioxide and 1/2 mole of oxygen from 2 mole of copper carbonate. Now the molecular weight of CuCO3 = 123.5 The Weight of copper carbonate taken for study = 0.2 gm. Therefore the mole of copper ca