Care Plan Assignment Example | Topics and Well Written Essays - 750 words - 1

Care Plan - Assignment Example The patient is currently receiving treatment on these and has suffered bouts of pain. The treatment received by the patient relates to hypercholesterolemia, hypertension and gout. Hypercholesterolemia according to research is a condition that comes because of autosomal recessive hypercholesterolemia gene attached to the chromosomes of a human being undergoing mutations (Ashton, 2012). The fact that the patient admits to alcoholism contributes to the factors that could complicate the medication process and the side effects of the medicines. Based on the above, the symptoms are being treated and the diagnosis received treated as per the earlier prescriptions made by the doctors. The diagnostic test carried out included the following specimen: comprehensive Metabolic Panel, Cardiac Enzymes, and urinalysis, CT scan around the abdomen, chest x-ray esophagastroduodenoscopy, serum, urea breath test and fecal antigen test. These aimed at analyzing the parent to identify the state of their health over the previous condition. According to the patient, some aspects required education to enlighten them on how to go about their condition to supplement treatment. The education aspects aim at improving the chances of successful treatment through compliance of the medication. The education will include the aspects of diet modification that would include reduced purine content in foods. Based on the nutritional studies present, the body produces its own purines and the addition of the content in foods could affect the patients treatment program (Zacas & Wolinsky, 2004). The reduction in these purine rich foods will help the patient with the control of gout symptoms and the blood pressure levels registered. The patient will also require training or education in the reduction or control of stress levels to avoid increasing the effects of stress on the medications and treatment plan. Other educational aspects encouraged

Hospitality Contract and Event Management Essay

Hospitality Contract and Event Management - Essay Example ........................... 12 References .................................................................................................. 13 The Scenario Events have become important in our lives. Events refer to a happening called for a specific objective which is planned and managed like a project. An event is ‘an organized occasion such as a meeting, convention, exhibition, special event, gala dinner, and so forth’ (CIC, 2003 as cited in Bowdin et al., 2006, p. 14). Business events are happenings designed for conferences, exhibitions, incentive travel, and corporate events. They are categorized and referred with an acronym MICE, representing meetings, incentives, conventions and exhibitions/events. Events lead to value creation process when organisations create interactions among employees and events provide a unique experience. External factors affecting planning and management in the event and contract sectors 1.1 Main characteristics of the contract and event ca tering sectors The meetings industry is a large contributor to the gross domestic product of the United States and the United Kingdom (Craven & Golabowski 2001, p. 3). Planning, organization and management of the event should be considered as a project and that the events planner and the team in charge of the implementation should adopt a project management approach to planning and delivering their event (Conway 2004). This must be accompanied with a business plan along with a written plan and report. Contract and event catering have become parts of a growing industry. It is young and maturing at a rapid rate. Conferences are at the forefront of modern communications, whether this is for internal communications or as a vehicle for communication with key audiences. Conference is a generic term to... Events have become important in our lives. Events refer to a happening called for a specific objective which is planned and managed like a project. An event is ‘an organized occasion such as a meeting, convention, exhibition, special event, gala dinner, and so forth’ (CIC, 2003 as cited in Bowdin et al., 2006, p. 14). Business events are happenings designed for conferences, exhibitions, incentive travel, and corporate events. They are categorized and referred with an acronym MICE, representing meetings, incentives, conventions and exhibitions/events. Events lead to value creation process when organisations create interactions among employees and events provide a unique experience. External factors affecting planning and management in the event and contract sectors 1.1Main characteristics of the contract and event catering sectors The meetings industry is a large contributor to the gross domestic product of the United States and the United Kingdom (Craven & Golabowski 2001, p. 3). Planning, organization and management of the event should be considered as a project and that the events planner and the team in charge of the implementation should adopt a project management approach to planning and delivering their event (Conway 2004). This must be accompanied with a business plan along with a written plan and report. Contract and event catering have become parts of a growing industry. It is young and maturing at a rapid rate. Conferences are at the forefront of modern communications, whether this is for internal communications or as a vehicle for communication with key audiences. Conference is a generic term to describe a diverse mix of communications events. (Rogers 2003, p. 45)

Abortion And The Right To Life Philosophy Essay

Abortion And The Right To Life Philosophy Essay As both Judith Thomson and Don Marquis accept, a fetus is believed to become a living human sometime before birth. While most anti-abortion and pro-choice advocates believe the morality of abortion depends largely on this issue, both Thomson and Marquis believe more moral reasoning must occur to reach a sound conclusion. Don Marquis, arguing against abortion, establishes a fetuss right to life through examining the wrongness behind killing adult humans and relating fetuses to adult humans. Judith Thomson, defending abortion, does note a fetuss right to life, but finds this right not compelling enough to forbid abortions by revealing ones lack of an obligation to provide a fetus with life. While both philosophers search deeper into human rights than the standard arguments for and against abortion do, Judith Thomson presents a more convincing argument defending abortion that exposes holes in Don Marquiss argument by revealing the dependency of fetuses and their need to be given life. To undermine the view that abortion is immoral even in cases involving rape, Thomson first suggests considering a situation where a man wakes up and finds himself kidnapped and in a hospital bed with a famous violinist. In addition to being kidnapped, the man is told that the violinist has a fatal kidney disorder and that his circulatory system was plugged into the circulatory system of the violinist. Lastly, the man is told by the hospital staff that all persons have a right to life, so although the man has a right to what happens to his body, he cannot disconnect himself from the violinist and kill the violinist. Since the man being morally required to remain plugged into the violinist for any period of time seems extremely unreasonable and unlikely, Thomson offers a legitimate challenge to the anti-abortion argument in cases of rape. Additionally, since, although the man was kidnapped, it would certainly not be immoral for the man to detach himself from the violinist, this example also has stronger implications for Thomson. As Thomson argues, the fact that ones right to life most likely does not depend on whether one is the product of rape shows that some other right must exist that either allows or neglects ones right to life. This example introduces Thomsons main defense for abortion by suggesting that merely having the right to life may not necessarily mean that the killing of that person would be immoral. Thomson demonstrates the moral gap between showing ones right to life and then concluding that killing that person is immoral by exploring what the right to life actually entails. Thomson offers two perspectives on the right to life and reveals this gap in each. In the first perspective, Thomson claims the right to life includes having a right to be given at least the bare minimum one needs for continued life (Thomson 55). To disprove this claim, Thomson creates a new situation where the only way to save someone from death would be to have Henry Fonda touch the persons forehead. Since Henry Fonda does not have any moral obligation to touch the persons forehead and save him, though the person does have a right to life, Thomson refutes an assumption important to the anti-abortion argument: that the right to life includes the right to be given life. Thomson proves a similar point in disputing a more narrow definition of the right to life. In disputing that the right to life includes the right not to be killed by anybody, Thomson returns to the violinist example. Using the claim that the violinist has a right not to be killed by anybody since the violinist has a right to life, Thomson concludes that the violinist then has a right against everybody to prevent the man from detaching himself and killing the violinist. Since it seems difficult to find any moral reasoning that obligates the man to remain attached to the violinist, Thomson here offers evidence against a more general claim that happens to underlie almost all arguments against abortion: the claim that right to life guarantees the right not to be killed by anybody. Offering an opposing argument to Judith Thomson, Don Marquis attempts to challenge Thomsons argument by relying on a fetuss right to life. To demonstrate this right and what it means, Marquis evaluates the reasons behind the wrongness of killing adult humans. In conclusion, Marquis claims the wrongness of killing an adult human is the loss of all the activities, projects, and experiences that would have comprised the adults personal life. Marquis shows the validity of this claim by ensuring that this idea supports our natural inclinations, such as that killing is one of the worst crimes and that killing animals is also wrong, and by considering and then discrediting other theories. Although Judith Thomson would seemingly agree with this sound theory regarding the immorality of killing adults, she would certainly find fault with the premises and the ultimate conclusion Marquis draws: that abortion is prima facie an immoral act. To come to this conclusion, Marquis presents the idea that the future of a standard fetus includes a set of experiences, projects, activities, and such which are identical with the futures of adult human being and are identical with the futures of young children (Marquis 31). He continues the reason that is sufficient to explain why it is wrong to kill human beings after the time of birth is a reason that also applies to fetuses, and this leads to his conclusion. As Thomson notes in her article, a key distinction between both the futures and the actual lives of adults and fetuses lies in the fetuss dependence on the mother for its livelihood. As Thomson proves through her violinist example and Henry Fonda example, any persons right to lif e, interpreted by Marquis to mean the right for a human not to have the value of his future taken from him and interpreted by Thomson either to be given the basic means to live or the right not to be killed, does not obligate anyone to provide life to that person according to any of these meanings. Since fetuses are not capable of having any type of livelihood without someone giving them the basic necessities to live, it follows that a mother may morally be allowed to abort her fetus if she does not desire to give the fetus life. While Thomson and Marquis may seemingly agree that ones right to life, regardless of its interpretation, ensures that one has the right to be allowed to live, Thomson proves that this right does not include the right to be given life, which is so essential for a fetus to live. Since Marquis focuses on the right to life of adults, who usually do not need a right to be given life, his argument lacks the distinction Thomson makes between a right to life and a right to be given life. Since Marquiss argument holds that the fetuss right to life obligates the mother to provide her fetus with life, Marquis would seemingly believe the man connected to the violinist in Thomsons example would be equally obligated to provide the violinist with life. Marquis may argue that the relationship between the man and the violinist is different than the relationship between a mother and fetus, but, as Marquis argues in his own work, he would then need to justify how the purely biological characteristics of motherhood is morally relevant. In presenting arguments for and against abortion, Judith Thomson and Don Marquis both acknowledge humans right to life, but ultimately interpret this right differently. While Marquis connects a fetuss possession of the properties that make killing adult humans wrong to abortion being immoral, Thomson focuses on a fetuss dependence on someone else and ones lack of an obligation to provide for others. As Thomson implies, one does not have an obligation to provide for another unless one chooses to, and only after that point is ending the provisions immoral.

The American Family Association :: Exploratory Essays

The American Family Association A simple observation of television commercials between segments of a sitcom can find many aspects of life that our founding fathers worked to eliminate. Those who laid the building blocks for this country built it with trust in God. They wanted to build a country based on the Bible. In today’s society, that goal is no longer a priority, and violence and sex are seen each and every day. However, there is one group that is working to re-establish these morals in today’s society. The American Family Association, or AFA as it is referred to, believes that the entertainment industry has played a significant role in the deterioration of the values on which our country was founded and which keep our families and society as a whole strong. As stated on the homepage, the American Family Association, founded in 1977 by Don Wildmon, is a non-profit organization that represents and stands for traditional family values, focusing primarily on the influence of television and other media on our society. The mission statement of the AFA gives a summation of their purpose: â€Å"The American Family Association exists to motivate and equip citizens in the culture to reflect Biblical truth (AFA Online).† The AFA believes that God has communicated the absolute truth to man through the Bible and that each person is subject to God’s authority at all times. The AFA trusts that a society based on Biblical truth best aids the well-being of a culture, and reflects the vision of our country’s founding fathers. The group believes in holding companies accountable for attacks on traditional family values, as well as approving companies who are responsible for the programs which they support. The American Family Association was organized in an indirect manner. As stated in the AFA homepage, President Don Wildmon tells about the group’s formation in his own words: One evening in 1977 I sat down with my family to watch TV. On one channel was adultery, on another cursing, on another a man beating another over the head with a hammer.

Recrystallization of Benzoic Acid

The objective of this experiment was to observe multi-step purification of benzoic acid after performing the extraction from a mixture containing benzoic acid, cellulose, and methyl orange. Recrystallization was done to remove impurities from the sample. The amount of BA recovered during recrystallization is much less than the extracted amount of BA. The difference between the pure and impure samples was observed by comparison of melting points. It was found that impure samples will have a lower and wider melting point range.The experiment performed was important because it provides important knowledge about the chemical nature and reactivity’s of various compounds that can be used in everyday life. Introduction Now that the desired compound is extracted, it still contains impurities. These impurities can be removed through a process called recrystallization. Recrystallization is a method for purifying solid compounds which are frequently the products of organic reactions. Thi s theory is based on three important concepts. The first is that a compound is always more soluble in hot solvents than in cold solvents.Secondly, molecules have unique solubility properties. Lastly, a growing crystal will only accept similar entities into its lattice. This is related to the crystal lattice theory which states crystal formation is anti-entropic based on the equation ? G =? H-T? S. There are three stages of solubility: collision, dissociation, and solvation. In order to raise the probability of collision between the solute and solvent, heat is added to the system. When this occurs, the solute will attack the crystalline structure of the solute and start dissociation. As dissociation continues until all the molecules are free, solvation occurs.Choosing the right solvent is important when considering recrystallization. The solute must have a high temperature coefficient in the solvent: it must be soluble at high temperatures and insoluble at low temperatures, satisfyin g the first principle stated above. Also the boiling point of the solvent must be lower than the melting point of the solute. This will ensure that the solute dissolves in the solvent and does not melt. The solvent must also be inert to prevent chemical interactions with the solute. Impurities must either be readily dissolved in the solvent or be insoluble.The solvent must also be volatile, and finally, it would be beneficial to the experimenter if the solvent is relatively inexpensive. Once the color and most impurities are removed, the crystals can be formed in the solution through a process called nucleation. Nucleation can be induced by slowly cooling the solution to room temperature. It is important to do this slowly so that small solute resembling impurities do not enter the crystal lattice, as described by the third principle of recrystallization. Chemists often add already pure crystals of the solute to the solution in order to provide a pre-formed lattice for other molecule s to enter.This is called seeding. Scratching the glass container in which the solution is contained with a glass stir rod will also induce nucleation on microscopic glass particles. The concept of scratching is similar to that of seeding. Finally, nucleation can be induced by cooling the solution farther in an ice bath; however, this is only a last resort option due to its least efficiency to bring forth crystals. The crystallized solute can then be collected by vacuum filtration. There is a difference observed in the physical properties of the pure compound and the impure mixture. One of the tests of purity is melting point.Melting point is an intrinsic, or intensive, property; the value is independent of the quantity of the substance. Melting point is the temperature at which a substance changes physical state from solid to liquid. Because the substance will have a certain shape and surface area exposure, there will be a time interval in which the melting occurs. Thus, it is more accurate to refer to this as melting range. Melting range encompasses the temperature at which the first particles can be seen turning from solid to liquid until all the sample is in the liquid state. Purer samples have smaller melting ranges.Perfectly pure compounds will have ranges of only 1-2 °C. Impurities lower melting point below literature values and also widen the range between which melting occurs. New techniques and equipment used were used during both parts of the purification process. Activated charcoal was used to adsorb impure colored products. Gravity filtration was used to remove insoluble products which were impurities. Fluted filter paper was used to catch more of the impurities. A heating mantel was introduced during recrystallization. It is a heat source used for solutions. For determining the melting point of benzoic acid, a Mel-Temp apparatus was use.It is used for determining when a small amount of a solid begins to melt and when the melting ends while reco rding the temperatures, respectively. Experimental: Recrystallization Lab: Initially, took a small amount of impure BA to the side for following week’s lab. The impure BA crystals were weighed, using an analytical balance, and then placed in a 250 mL Erlenmeyer flask. 200 mL of water was boiled (with boiling stones) in a 250 mL round bottom flask using a heating mantel. The boiled water was added slowly to the benzoic acid crystals. Only enough water was added to dissolve the BA crystals.For the rest of the lab the Erlenmeyer flask was kept on a steam bath. Charcoal was added to the BA solution and then gravity filtered using a funnel with fluted filter paper. The filtrate was collected in a 250 mL Erlenmeyer flask. If color in the BA solution still remained then charcoal should be added again. The BA solution was removed from the steam bath and cooled, preferably on a window sill. If crystals did not form while cooling on window sill, use another method to induce nucleation to the start the formation of crystals. The crystals were collects by vacuum filtration and placed on a watch glass to dry.Melting Point of Benzoic Acid: A melting point tube was loaded with BA crystals by inverting the tube into the BA crystals on the watch glass. The tube was packed by dropping through a funnel. The Mel-Temp apparatus was used to determine the melting point range. A rapid melting range experiment was done first and then a slow melting range experiment was carried out to get a better range. Results: Recrystallization lab: Observations: Not much charcoal was used to adsorb the colored molecules The BA crystals were small, shiny, flaky, and white. Almost comparable to texture of dandruff. Data: Mass of extracted Benzoic Acid = 2. 3 g Mass of recrystallized Benzoic Acid = 1. 84 g Calculations: Percent (%) recovery =(weight after recrystalization)/(mass crude BA) ? 100 Percent (%) recovery =(1. 84 g)/(2. 43 g) ? 100=75. 72% Melting Point lab: Observations: Once the ben zoic acid began to melt, it happened very quickly.It was hard was difficult to watch the melting and recording the start and end temperature. The crude BA had a lower and wider melting point range. Data: Melting Point Ranges RunCrude (Impure) Benzoic Acid ( °C)Purified Benzoic Acid ( °C) Fast 110. 2-118. 4 at 4. 5 selectivity (Range: 8. 2)115. 4-118. 5 at 4 selectivity(Range: 3. ) Slow113. 2-117. 3 selectivity (Range:4. 1)117. 5-120. 0 selectivity (Range: 2. 5) Discussion ; The goal of recrystallization and determining melting point labs were to explore the techniques used to obtain pure samples from desired compounds. After the extraction the goal was to recrystallize the benzoic acid and determine the percent recovery. Then the goal was to determine the melting point range of the recrystallized benzoic acid and compare it to the melting range of the small sample of the impure benzoic acid. 1. 84 grams of pure benzoic acid was obtained, which was calculated to be 75. 2% from th e 2. 43 grams of impure benzoic acid.The percent recovery from the impure sample shows that about three fourths of the sample was able to be collected as pure benzoic acid, and that 0. 59 g of the impure benzoic acid was impurities. From this the experimenter can infer that the pure benzoic acid accounted for most of the mass or that little benzoic acid was lost with the removal of the impurities. Also, there is always a chance that some of the benzoic acid may have remained in the solution instead of crystallizing. Also, using an ice-bath to induce nucleation could have lowered my results or recrystallization because it was the last resort to crystalize the solute. Maybe adding too much charcoal could have adsorbed some of the solute. The charcoal was used to adsorb any of the cellulose (which is the reason for the color) that was left behind. Not too much charcoal was actually used; however, my benzoic acid solution did not have much color so charcoal may not have been needed.Note that the initial value for percent recovery is slightly less than the extracted mass because of the impure benzoic acid set aside for the melting point comparison. The total composition from the very first starting benzoic acid mixture is only 44. 2% (1. 84 grams / 4. 17 grams). Considering practical purposes of recrystallization, one comes to realize how important it is to make this processes as efficient as possible to save money and gain as much product as possible, for example with ibuprofen purification for the pharmaceutical industry. The purity of the sample is shown by the melting range. As expected, the pure benzoic acid had the smallest melting point range of 2. 5 °C. From this, one can tell that this sample was not perfectly pure because pure compounds have melting point ranges of less than 1 °C.There may have been some impurities left in the sample since activated charcoal was not used for this sample. Human error while scraping the impure mixture from the funnel an d also from the Erlenmeyer flask would result in a decreased yield. Also, the nucleation may have had some impurity particles collect in the lattice when recrystallizing. After performing the rapid and slow experiment, the temperatures (especially for the pure BA) were not similar. This was probably due to what is called thermometer lag. If the Mel-Temp apparatus’ selectivity was higher than the temperature readings were not as accurate as the slow experiment.The actual value for the melting range coincides with the literature value of 122. 4 °C given in the reagent table. The impure sample, however, had a significantly larger melting range of 4. 1 °C. Also, the impure sample had a lower temperature. This is because impurities disrupt lattice forces and decrease the energy required to break the intermolecular bonds between benzoic acid molecules. One way that this experiment could have been improved is to have more space to perform the various steps in the lab. A lot of t he mistakes and errors committed (i. e. pillage) were due to crowding of various equipment that were closely packed next to each other. Overall, theses labs were a success be the experimenter was able to achieve the goals of each lab. The benzoic acid was able to recrystallize and the melting point was fairly close to the literature value even with possible errors performed in lab.Works Cited Wikipedia: The Free Encyclopedia. Wikimedia Foundation, Inc. 22 July 2004. Thurs. 7 Oct. 2010. Zubrick, James. The Organic Chem Lab Survival Manual. 6th. Pittsburgh: John Wiley & Son, Inc. , 2008. Print. Recrystallization of Benzoic Acid Recrystallization of Benzoic Acid Objective To purify benzoic acid by recrystallization and gain experience with a basic organic laboratory techniques. Background Products of chemical reactions are often contaminated with impurities. One method for purifying chemicals, recrystallization, takes advantage of the differences in the solubilities of the desired products and the impurities and the tendency for the slow formation of crystals to exclude impurities from the crystalline solid. HC HC HC CH C CH MgBr + CO2 + HCl HC HC HC CH C CH CO2H ClMgBr Benzoic acid, the chemical that we will be purifying, can be made by reacting phenylmagnesium bromide with carbon dioxide. When the product of that reaction is treated with hydrochloric acid, benzoic acid is formed. From the balanced chemical equation, it is clear that the benzoic acid will not be pure since the byproduct MgClBr, an ionic solid, forms at the same time the desired product forms. Benzoic acid can be separated from ionic solids because the materials have different solubilities in water. At room temperature, benzoic acid is not particularly soluble in water, whereas ionic solids like MgClBr are. Thus, adding water to the crude reaction products will dissolve the ionic solid, and nearly all of the benzoic acid will remain undissolved. If the suspension were filtered, much of the impurity would be washed away; however, the resulting product wouldn’t be as pure as a recrystallized product. To take advantage of the extra purity garnered by crystallization, all of the benzoic acid must be dissolved. On the other hand, the benzoic acid needs to come back out of solution to crystallize. Simply adding room-temperature water cannot accomplish this goal; once the benzoic acid is dissolved there would be no reason for it crystallize. Since benzoic acid is much more soluble in hot water as compared to cold, small amounts of hot water are added to dissolve the benzoic acid. If the hot, saturated, aqueous solution of benzoic acid is cooled, the solution becomes supersaturated, and the supersaturated solution crystallizes. Procedure 1. Obtain a sample of copper(II) sulfate contaminated benzoic acid. 2. Add approximately 0. g (record the actual mass) of the contaminated benzoic acid and 5 mL of water to a 25-mL Erlenmeyer flask. 3. Warm the flask and its contents on a hot plate and slowly add near-boiling water to dissolve the solids. 4. Continue to warm the flask and add near-boiling water until all of the solids have disolved 5. Remove the flask from the hot plate and allow it to cool slowly on the bench top. Covering the flask with a beaker can help slow the rate at which the solution cools. After approximately twenty minutes, crystals will have formed. Cool the suspension further using an ice bath. If crystals have not formed after 20 minutes, there are a few techniques that can be used to coax the crystals out of solution. Often scratching the glass container with a glass rod will induce crystallization. Alternatively, a seed crystal can be obtained by evaporating a drop of the solution on the tip of a stirring rod or spatula. Returning this seed crystal to the super saturated solution will cause crystals to form. 6. Transfer the crystals to a Hirsch funnel, and filter the benzoic acid–water suspension. . Wash the benzoic acid crystals with ice-cold water by pouring ice-cold water over the crystals. 8. Dry the crystals on the Hirsch funnel; that is, allow the vacuum filtration system to draw air through the crystals until the mass of the crystals remains relatively constant. Place the benzoic acid in your drawer and allow it to dry completely. 9. While the benzoic acid is drying, evaporate the water from the aqueous CuSO4 s olution. Remember to add a magnetic stir bar to your flask to lower the risk of spattering. 10. Note the appearance of your CuSO4, and, if possible, record the mass of the CuSO4 that you obtained. 11. After allowing the benzoic acid crystals to dry for a week, determine the mass and the melting point of the benzoic acid. Experimental Report Write an â€Å"experimental† describing the procedure that you followed to recrystallize the benzoic acid. A first draft of the experimental is due one week after steps 1–10 have been completed. A final copy that includes the final mass and the melting point of the benzoic acid is due one week after step 11 is completed. Recrystallization of Benzoic Acid Recrystallization of Benzoic Acid Objective To purify benzoic acid by recrystallization and gain experience with a basic organic laboratory techniques. Background Products of chemical reactions are often contaminated with impurities. One method for purifying chemicals, recrystallization, takes advantage of the differences in the solubilities of the desired products and the impurities and the tendency for the slow formation of crystals to exclude impurities from the crystalline solid. HC HC HC CH C CH MgBr + CO2 + HCl HC HC HC CH C CH CO2H ClMgBr Benzoic acid, the chemical that we will be purifying, can be made by reacting phenylmagnesium bromide with carbon dioxide. When the product of that reaction is treated with hydrochloric acid, benzoic acid is formed. From the balanced chemical equation, it is clear that the benzoic acid will not be pure since the byproduct MgClBr, an ionic solid, forms at the same time the desired product forms. Benzoic acid can be separated from ionic solids because the materials have different solubilities in water. At room temperature, benzoic acid is not particularly soluble in water, whereas ionic solids like MgClBr are. Thus, adding water to the crude reaction products will dissolve the ionic solid, and nearly all of the benzoic acid will remain undissolved. If the suspension were filtered, much of the impurity would be washed away; however, the resulting product wouldn’t be as pure as a recrystallized product. To take advantage of the extra purity garnered by crystallization, all of the benzoic acid must be dissolved. On the other hand, the benzoic acid needs to come back out of solution to crystallize. Simply adding room-temperature water cannot accomplish this goal; once the benzoic acid is dissolved there would be no reason for it crystallize. Since benzoic acid is much more soluble in hot water as compared to cold, small amounts of hot water are added to dissolve the benzoic acid. If the hot, saturated, aqueous solution of benzoic acid is cooled, the solution becomes supersaturated, and the supersaturated solution crystallizes. Procedure 1. Obtain a sample of copper(II) sulfate contaminated benzoic acid. 2. Add approximately 0. g (record the actual mass) of the contaminated benzoic acid and 5 mL of water to a 25-mL Erlenmeyer flask. 3. Warm the flask and its contents on a hot plate and slowly add near-boiling water to dissolve the solids. 4. Continue to warm the flask and add near-boiling water until all of the solids have disolved 5. Remove the flask from the hot plate and allow it to cool slowly on the bench top. Covering the flask with a beaker can help slow the rate at which the solution cools. After approximately twenty minutes, crystals will have formed. Cool the suspension further using an ice bath. If crystals have not formed after 20 minutes, there are a few techniques that can be used to coax the crystals out of solution. Often scratching the glass container with a glass rod will induce crystallization. Alternatively, a seed crystal can be obtained by evaporating a drop of the solution on the tip of a stirring rod or spatula. Returning this seed crystal to the super saturated solution will cause crystals to form. 6. Transfer the crystals to a Hirsch funnel, and filter the benzoic acid–water suspension. . Wash the benzoic acid crystals with ice-cold water by pouring ice-cold water over the crystals. 8. Dry the crystals on the Hirsch funnel; that is, allow the vacuum filtration system to draw air through the crystals until the mass of the crystals remains relatively constant. Place the benzoic acid in your drawer and allow it to dry completely. 9. While the benzoic acid is drying, evaporate the water from the aqueous CuSO4 s olution. Remember to add a magnetic stir bar to your flask to lower the risk of spattering. 10. Note the appearance of your CuSO4, and, if possible, record the mass of the CuSO4 that you obtained. 11. After allowing the benzoic acid crystals to dry for a week, determine the mass and the melting point of the benzoic acid. Experimental Report Write an â€Å"experimental† describing the procedure that you followed to recrystallize the benzoic acid. A first draft of the experimental is due one week after steps 1–10 have been completed. A final copy that includes the final mass and the melting point of the benzoic acid is due one week after step 11 is completed.

Phonic Instruction

Reading and writing are the fundamental skills of learning. Our formal education is anchored to these basic learning steps. It is crucial for children to learn how to read and write at an early age in order to become capable and competent in their education. Kids acquire and learn the language through exposure, like how children copy words based from what they hear around their environment. Schools developed various methods and modes of instruction on how to teach children to read and write effectively.This teaching method is often referred to as phonic instruction which is a way of teaching children how to read, which emphasizes the acquisition of sounds, corresponding letter and its use in reading and writing (National Reading Panel, 2000). The phonic instruction shows the children the relationship between the written and spoken language by associating sounds to letters (National Institute for Literacy, 2009). The phonic instruction is not a standard device used for beginning reade rs but many teachers are utilizing such program to aid them with their instruction.The phonics that the teachers teach is not relatively important, but rather what students actually learn and use in decoding a new word whether reading or writing them is more necessary (Cunningham, 2005). As such, the aim of phonic instruction is for children to learn how to read and write effectively. Phonic instruction affects the whole process of children’s learning process of reading. It helps students understand how it can be successfully integrated into an effective classroom reading program (Savage, 2007).I personally agree that phonic instructions develop the ability to read and write. It does not matter what modes and methods of learning is integrated in the phonics instruction but how children may be able to learn how to read and write effectively. Teachers should develop balanced reading programs which incorporate a wide array of learning strategies in order to prepare children in h igher levels of education which require such skills. References Cuningham, P. M. (2005).Phonics they Use: Words for Reading and Writing, 4th edition. Boston: Allyn & Bacon. National Institute for Literacy. (2009, January 9). Phonics Instruction. Retrieved February 11, 2009, from http://www. nifl. gov/partnershipforreading/publications/reading_first1phonics. html. National Reading Panel. (2000). Phonics Instructions. Reading Rockets. Retrieved February 11, 2009, from http://www. readingrockets. org/article/254. Savage, J. (2007). Sound It Out! Phonics in a Comprehensive Reading System. New York: McGraw-Hill.

Charles Darwin and His Voyage Aboard H.M.S. Beagle

Charles Darwin and His Voyage Aboard H.M.S. Beagle Charles Darwin’s five-year voyage in the early 1830s  on H.M.S. Beagle has become legendary, as insights gained by the bright young scientist on his trip to exotic places greatly influenced his masterwork, the book On the Origin of Species. Darwin didn’t actually formulate his theory of evolution while sailing around the world aboard the Royal Navy ship. But the exotic plants and animals he encountered challenged his thinking and led him to consider scientific evidence in new ways. After returning to England from his five years at sea, Darwin began writing a multi-volume book on what he had seen. His writings on the Beagle voyage concluded in 1843, a full decade and a half before the publication of On the Origin of Species. The History of H.M.S. Beagle H.M.S. Beagle is remembered today because of its association with Charles Darwin, but it had sailed on a lengthy scientific mission several years before Darwin came into the picture. The Beagle, a warship carrying ten cannons, sailed in 1826 to explore the coastline of South America. The ship had an unfortunate episode when its captain sank into a depression, perhaps caused by the isolation of the voyage, and committed suicide. Gentleman Passenger Lieutenant Robert FitzRoy assumed command of the Beagle, continued the voyage and returned the ship safely to England in 1830. FitzRoy was promoted to Captain and named to command the ship on a second voyage, which was to circumnavigate the globe while conducting explorations along the South American coastline and across the South Pacific. FitzRoy came up with the idea of bringing along someone with a scientific background who could explore and record observations. Part of FitzRoy’s plan was that an educated civilian, referred to as a â€Å"gentleman passenger,† would be good company aboard ship and would help him avoid the loneliness that seemed to have doomed his predecessor. Darwin Invited to Join the Voyage in 1831 Inquiries were made among professors at British universities, and a former professor of Darwin’s proposed him for the position aboard the Beagle. After taking his final exams at Cambridge in 1831, Darwin spent a few weeks on a geological expedition to Wales. He had intended to return to Cambridge that fall for theological training, but a letter from a professor, John Steven Henslow, inviting him to join the Beagle, changed everything. Darwin was excited to join the ship, but his father was against the idea, thinking it foolhardy. Other relatives convinced Darwin’s father otherwise, and during the fall of 1831, the 22-year-old Darwin made preparations to depart England for five years. Departs England on December 27, 1831 With its eager passenger aboard, the Beagle left England on December 27, 1831. The ship reached the Canary Islands in early January and continued onward to South America, which was reached by the end of February 1832. South America From February 1832 During the explorations of South America, Darwin was able to spend considerable time on land, sometimes arranging for the ship to drop him off and pick him up at the end of an overland trip. He kept notebooks to record his observations, and during quiet times on board the Beagle, he would transcribe his notes into a journal. In the summer of 1833, Darwin went inland with gauchos in Argentina. During his treks in South America, Darwin dug for bones and fossils and was also exposed to the horrors of slavery and other human rights abuses. The Galapagos Islands, September 1835 After considerable explorations in South America, the Beagle reached the Galapagos Islands in September 1835. Darwin was fascinated by such oddities as volcanic rocks and giant tortoises. He later wrote about approaching tortoises, which would retreat into their shells. The young scientist would then climb on top, and attempt to ride the large reptile when it began moving again. He recalled that it was difficult to keep his balance. While in the Galapagos Darwin collected samples of mockingbirds, and later observed that the birds were somewhat different on each island. This made him think that the birds had a common ancestor, but had followed varying evolutionary paths once they had become separated. Circumnavigating the Globe The Beagle left the Galapagos and arrived at Tahiti in November 1835, and then sailed onward to reach New Zealand in late December. In January 1836 the Beagle arrived in Australia, where Darwin was favorably impressed by the young city of Sydney. After exploring coral reefs, the Beagle continued on its way, reaching the Cape of Good Hope at  the southern tip of Africa at the end of May 1836. Sailing back into the Atlantic Ocean, the Beagle, in July, reached St. Helena, the remote island where Napoleon Bonaparte had died in exile following his defeat at Waterloo. The Beagle also reached a British outpost on Ascension Island in the South Atlantic, where Darwin received some very welcome letters from his sister in England. Back Home October 2, 1836 The Beagle then sailed back to the coast of South America before returning to England, arriving at Falmouth on October 2, 1836. The entire voyage had taken nearly five years. Organizing Specimens and Writing After landing in England, Darwin took a coach to meet his family, staying at his father’s house for a few weeks. But he was soon active, seeking advice from scientists on how to organize specimens, which included fossils and stuffed birds, he had brought home with him. In the following few years, he wrote extensively about his experiences. A lavish five-volume set, The Zoology of the Voyage of H.M.S. Beagle, was published from 1839 to 1843. And in 1839 Darwin published a classic book under its original title, Journal of Researches. The book was later republished as The Voyage of the Beagle, and remains in print to this day. The book is a lively and charming account of Darwin’s travels, written with intelligence and occasional flashes of humor. The Theory of Evolution Darwin had been exposed to some thinking about evolution before embarking aboard H.M.S. Beagle. So a popular conception that Darwin’s voyage gave him the idea of evolution is not accurate. Yet is it true that the years of travel and research focused Darwins mind and sharpened his powers of observation. It can be argued that his trip on the Beagle gave him invaluable training, and the experience prepared him for the scientific inquiry that led to the publication of On the Origin of Species in 1859.

How to Use Block Quotations in Writing

How to Use Block Quotations in Writing A block quotation is a  direct quotation that is not placed inside quotation marks but instead is set off from the rest of the text by starting it on a new line and indenting it from the left margin. Block quotations may be called extracts, set-off quotations, long quotations, or display quotations. Block quotations are used in academic writing but are also common in journalistic and nonfiction writing. While block quotations are perfectly acceptable, its important for writers to be selective about their use. In some cases, block quotations are unnecessarily long and include more content than is needed to make or support a point. There is no single rule of thumb for formatting block quotations. Instead, each major style guide recommends slightly different ways of selecting, introducing, and setting off the quotations. Before formatting, its important to check on the style used for a particular publication, website, or class. Key Takeaways: Block Quotations A block quotation is a  direct quotation that is indented from the left margin and begins on a new line.Block quotations are used when a quotation exceeds a specific length. Requirements for length vary, depending on the style guide being used.Block quotes can be effective tools for persuading readers or proving a point, but they should be used sparingly and edited appropriately. Recommended Length of Block Quotations Customarily, quotations that run  longer than four or five lines are blocked, but style guides  often disagree on the minimum length for a block quotation. Some styles are more concerned with word counts, while others focus on the number of lines. While each official style guide has its own approach to block quotes, individual publishers may have unique in-house rules. Some of the more common style guides require block quotations as follows: APA: Quotes longer than 40 words or four linesChicago: Quotes longer than 100 words or eight linesMLA: Quotes of prose longer than four lines; quotes of poetry/verse longer than three linesAMA: Quotes longer than four lines MLA Block Quotes Researchers in English literature usually follow the style guidelines of the Modern Language Association (MLA). The MLA Handbook for Writers of Research Papers recommends the following for a quotation that will run more than four lines when it is included in the text: When appropriate in the context of the text, introduce the block quotation with a colon.Begin a new line indented one inch from the left margin; do not indent the first line more than the other lines in the block quotation.Type the quote double-spaced.Do not place quotation marks around the block of quoted text. APA Block Quotes APA stands for American Psychological Association, and APA style is used to format anything in the social sciences. When a quotation is longer than four lines line, APA requires that it be styled as follows: Set it off from your text by beginning a new line, indenting one inch from the left margin.Type it double-spaced, without adding quotation marks.If you quote only a single paragraph or part of one, do not indent the first line more than the rest.One inch is equivalent to 10 spaces. Chicago Style Block Quotes Often used for writing in the humanities, the Chicago (or Turabian) Style Guide was created by the University of Chicago Press and is now in its 17th edition. It is sometimes referred to as the Editors Bible. Rules for block quotes in Chicago Style are as follows: Use block format for quotations longer than five lines or two paragraphs.Do not use quotation marks.Indent the entire quotation by half an inch.Precede and follow the block quote by a blank line. American Medical Association Block Quotes The AMA style guide was developed by the American Medical Association and is used almost exclusively for medical research papers. Rules for block quotes in the AMA style are as follows: Use block formats for quotations that are longer than four lines of text.Do not use quotation marks.Use reduced type.Use paragraph indents only if the material cited is known to begin a paragraph.If the block quote contains a secondary quote, use double quotation marks around the contained quotation.

The Writer Unplugged - Freewrite Store

The Writer Unplugged - Freewrite Store This is a guest post by Selena Chambers, who writes in Florida. Selena  is co-author of the Hugo and World-Fantasy nominated THE STEAMPUNK BIBLE (Abrams Image), and is currently writing a travel guide to STEAMPUNK PARIS (Pelekenisis Press) with Arthur Morgan out later this year. You can follow her at:   www.selenachambers.wordpress.com or steampunkparis.com. Distraction is the greatest form of resistance a writer faces on a daily basis. I’ve been struggling with it for years, and have come close to throwing my laptop in the trash and running as far away from the publishing game as possible. What kept me from giving up? Slowly realizing that other writers (especially those who seem like they have their act together in the public eye) and creatives struggle with the same issues. Evading distraction and finding focus is, of course, a personal journey and you have to find what works for you and your environment, but in speaking with my friends and gazing into my own navel, I have realized that distraction comes in two forms:   that which takes you closer to writing, and that which takes you away from it. The former is Life and all its abstracts:   birth, death, health, sickness, economy, employment, politics, friendship, family, solitude, love, sex, hate, education, and travel. True, not much writing is happening while undergoing these experiences, but they all inform it by putting you physically in the world to observe, absorb, and feel. It shapes your perspective, gives you an impulse and ultimately grants you something to say. The other kind of distraction, that which takes you away from your writing, are the activities designed for amusement and instant gratification and while relaxing, do very little to inform the work, even though we may trick ourselves in to thinking so. For some, it may be playing video games, binging on Girls, fingernails that need clipping, or in my case, going online.   By no means is this some kind of Jonathan Franzen rant. I love the internet. It is ubiquitous with all the things, and while that is a modern-day marvel, its pervasiveness can be a modern-day time sink. When I sit down to write, I have no problem ignoring my eyebrows and the cat bunnies blowing by like tumbleweeds under the A/C vents, because I can resist the urge to get up from my desk to go handle them. Not so the online â€Å"to-do† list, which is much harder to disregard because all the tools are right here at my fingertips. More often than not, on days when the writing is like digging into dry Georgia clay, I find myself mulling over this list. With a few clicks, I am out of Scrivener’s composition mode, and am in Safari riding the instant gratification wave of multitasking immediacy. I’ll send out queries, answer e-mails, answer social media direct messages, respond to tags and mentions, make a blog post, share the blog post, console in friends and families tribulations, cheer on peers and colleagues triumphs, read this timely article and discuss that timely article, read this stupid drama and discuss even more, scan recent calls for submissions, research a story idea, seek source texts, and when all of that is done, pay bills. I can kill a whole day checking things like this off and feel pretty good about myself. The next day, however, when I am back with that blank page, I would realize how much was left undone and how much more was now left to do. On on that next day, I try to unplug. To do this, I have to get completely away from the computer. Sure, you can deactivate your Facebook, turn off wi-fi, unplug the router, or install some sort of time management or focus software, all of which can be turned back on, plugged in, or disabled. If I really want to avoid distraction, I scrawl in longhand or peck on a typewriter. Even with these two methods, I inevitably come back to computer when I have to transcribe into Word, which sometimes feels redundant and archaic. Even so, at the end of the day I feel more accomplished and nearer to my true writing goals than all the networking, posting, and chasing I do online. Social media and the writer’s platform is one of the puzzle pieces to gaining and maintaining a successful writing career, but what has become even more bewildering is that unplugging and working with focus and without noise is even harder for the twenty-first century writer to navigate. The Writer Unplugged - Freewrite Store This is a guest post by Selena Chambers, who writes in Florida. Selena  is co-author of the Hugo and World-Fantasy nominated THE STEAMPUNK BIBLE (Abrams Image), and is currently writing a travel guide to STEAMPUNK PARIS (Pelekenisis Press) with Arthur Morgan out later this year. You can follow her at:   www.selenachambers.wordpress.com or steampunkparis.com. Distraction is the greatest form of resistance a writer faces on a daily basis. I’ve been struggling with it for years, and have come close to throwing my laptop in the trash and running as far away from the publishing game as possible. What kept me from giving up? Slowly realizing that other writers (especially those who seem like they have their act together in the public eye) and creatives struggle with the same issues. Evading distraction and finding focus is, of course, a personal journey and you have to find what works for you and your environment, but in speaking with my friends and gazing into my own navel, I have realized that distraction comes in two forms:   that which takes you closer to writing, and that which takes you away from it. The former is Life and all its abstracts:   birth, death, health, sickness, economy, employment, politics, friendship, family, solitude, love, sex, hate, education, and travel. True, not much writing is happening while undergoing these experiences, but they all inform it by putting you physically in the world to observe, absorb, and feel. It shapes your perspective, gives you an impulse and ultimately grants you something to say. The other kind of distraction, that which takes you away from your writing, are the activities designed for amusement and instant gratification and while relaxing, do very little to inform the work, even though we may trick ourselves in to thinking so. For some, it may be playing video games, binging on Girls, fingernails that need clipping, or in my case, going online.   By no means is this some kind of Jonathan Franzen rant. I love the internet. It is ubiquitous with all the things, and while that is a modern-day marvel, its pervasiveness can be a modern-day time sink. When I sit down to write, I have no problem ignoring my eyebrows and the cat bunnies blowing by like tumbleweeds under the A/C vents, because I can resist the urge to get up from my desk to go handle them. Not so the online â€Å"to-do† list, which is much harder to disregard because all the tools are right here at my fingertips. More often than not, on days when the writing is like digging into dry Georgia clay, I find myself mulling over this list. With a few clicks, I am out of Scrivener’s composition mode, and am in Safari riding the instant gratification wave of multitasking immediacy. I’ll send out queries, answer e-mails, answer social media direct messages, respond to tags and mentions, make a blog post, share the blog post, console in friends and families tribulations, cheer on peers and colleagues triumphs, read this timely article and discuss that timely article, read this stupid drama and discuss even more, scan recent calls for submissions, research a story idea, seek source texts, and when all of that is done, pay bills. I can kill a whole day checking things like this off and feel pretty good about myself. The next day, however, when I am back with that blank page, I would realize how much was left undone and how much more was now left to do. On on that next day, I try to unplug. To do this, I have to get completely away from the computer. Sure, you can deactivate your Facebook, turn off wi-fi, unplug the router, or install some sort of time management or focus software, all of which can be turned back on, plugged in, or disabled. If I really want to avoid distraction, I scrawl in longhand or peck on a typewriter. Even with these two methods, I inevitably come back to computer when I have to transcribe into Word, which sometimes feels redundant and archaic. Even so, at the end of the day I feel more accomplished and nearer to my true writing goals than all the networking, posting, and chasing I do online. Social media and the writer’s platform is one of the puzzle pieces to gaining and maintaining a successful writing career, but what has become even more bewildering is that unplugging and working with focus and without noise is even harder for the twenty-first century writer to navigate.

Lines Written a few miles above Tintern Abbey Essay

Lines Written a few miles above Tintern Abbey - Essay Example Characteristics of the genre identified by Welleck (2003) include a â€Å"revolt against the principles of neo-classicism criticism, the rediscovery of older English literature, the turn toward subjectivity and the worship of external nature slowly prepared during the eighteenth century and stated boldly in Wordsworth and Shelley† (196). The period idolized the imagination as the highest of human capacities due largely in part to its creative abilities and as a means of reacting to sweeping change in every aspect of life. It also esteemed nature not only because of the creative element inherent in it, but also because of the manifestation of the imagination that could be found within it in the sense that we create what we see. The world was full of symbols and signs that would portend future events and actions which were knowable through their relationship to the myths and legends of antiquity. The work of William Wordsworth epitomizes this period in the style and content of h is writing as is seen in his poem â€Å"Lines Written a Few Miles Above Tintern Abbey† (â€Å"Tintern Abbey†). The poem is structured in what is termed free verse and relates the thoughts and impressions of the poet as he revisits a place in the country he once knew quite well. In the poem, Wordsworth describes his impressions of returning to Tintern Abbey after a five year absence. Although his life has changed a great deal in the intervening years, he continues to point to areas in which nature demonstrates her constancy, such as in the flowing of the Wye and the presence of the old abbey. Wordsworth uses nature to establish a connection between himself and his understanding by using the ‘language of the senses’ to stabilize his thoughts. This language specifically names the objects seen in nature, therefore rendering it understandable by those who are not male, not educated and not fully

Labor Essay Example | Topics and Well Written Essays - 250 words

Labor - Essay Example Thus, unions play an effective role in reducing the rate of job turnover within a company. One example of this is the grievance process that helps employees to resolve their problems with the employer. However, the control gap by the unions is the difference between the managerial control in union and non-union workplaces; it is more important than the wage gap, which is the difference between the wages of union and non-union workers. The second point illustrated in chapter nine of the text is non-union workplace dispute resolution. In America, there is a significant difference between the way disputes are resolved in union and non-union organizations. The grievance procedure is a union system that protects the employees as well as the employer. However, many non-union workplaces suffer from not having a dispute resolution system in place. Such processes for conflict resolution are needed in any company, whether or not a union is in place. While managers often have an open-door polic y that allows employees to come and discuss concerns and complaints, the policy has many disadvantages; such as the lack of fairness and equity. Non-union employers have made attempts at improving their open-door policy by enhancing equity and voice.

Complaint letter Research Paper Example | Topics and Well Written Essays - 250 words

Complaint letter - Research Paper Example The lines have gotten to the point where I will enter the store to make use of one of the side services, such as the money order counter, and leave to purchase my groceries and other items at a different store. I keep returning, hoping that the situation will have been resolved, but it has not. It is not unusual to see lines running from the register area completely across the main aisle, and then sometimes blocking large areas of the apparel department. When purchasing cold groceries and shopping with a small child, it is just not feasible to have even the possibility of waiting in line for twenty to thirty minutes or more before checking out. I would like to see your store hiring more dedicated cashiers, employees whose purpose is only to keep the lines moving. In this way, the cleanliness and orderliness of the store is not neglected, but the lines are reduced to a more manageable level. I do not mind waiting in a line, but this situation is significantly outside an acceptable wait

EVIDENCE FOR ASSESSMENT Essay Example | Topics and Well Written Essays - 1000 words

EVIDENCE FOR ASSESSMENT - Essay Example This leaves six months to address sourcing issues and manage transportation from the manufacturers. However it should be kept in mind that the place will be rented and is ready but being in London metropolitan, it is extremely expensive greatly adding to management costs. Sourcing Fashion is a fast, complex and tricky issue. Supply of quality products which are up-to-the-minute in fashion and also affordable is the demand for success in the fashion world. There are four main stages of the supply chain which include designing, manufacturing, distribution and selling. (Leeman, 2010). Since manufacturing the garment requires many additional resources, it is common practice of most brands to outsource the garment manufacturing process and same is intended for my boutique. The store will follow a variable range plan like market greats Zara and H&M. There will be a range of garments but they will be broadly divided into two basic types, the timeless staple garments and the ever changing fa shionable wear. Different supplier and manufacturer decisions will have to be made about these two types of ranges. The basic, staple and timeless range will have a longer lead time and since it will not evolve very fast the time factor is not very important. What is important however is its cost competency and it will be highly beneficial if it is sold at a lower price than that of competitors. Therefore suppliers will be found in distant Asian and African countries where energy and labor is cheap and therefore cost effectiveness can be achieved. The country that is chosen for sourcing the manufacture of wardrobe staples like tank tops, leather jackets, denim and tights is China. Most of them are normally manufactured and sold in basic colours so emphasis on details of colour and design will not be an issue. The fashion forward range is aimed at trendier customers. Timeliness is of great essence there as it has to cater to those customers who change their wardrobes at every change in fashion trends. For these products, factories and suppliers should be located near the stores and therefore factories in Europe would be outsourced the manufacture. Since the factories will be near the design centre in London, designers can be extremely particular about the designs as is required by customers. As these factories are near, the transportation and distribution time is greatly reduced and timely delivery to stores is made possible. There will also be a third couture line of products which will be custom made, limited edition products which will be place very high on the price range. For these products, a small design and manufacturing space will be required which will be located in London suburbs preferably at the place where designing is taking place. This signature couture line is expected to add to the core competency of the boutique and timely delivery will be ensured because of close proximity. Since cost is not an issue for this line, therefore the raw material will be sourced from the best suppliers in London only. For this boutique the designing is

Sustainability Assessment of Building Projects Literature review

Sustainability Assessment of Building Projects - Literature review Example European Union has recently developed a number of harmonized tools and standards for sustainable development in building projects namely the EN15643-3:2012, EN15643-3:2010 and prEN16309. However, a number of international methods are still being used by the individual states within the EU but in alignment with the current European Union directives. For example, one of the standards that are widely used in many EU member states at the moment is the Building Research Establishment Environmental Assessment Method (BREEAM). The model has not only provided a comprehensive tool of assessing various sustainability issues but is also being used as a measure of the general performance of the building and construction projects in the country. Another important sustainability assessment model used in the European Union is the Leadership and Energy and Environmental Design (LEED) model. As one of the one of the most internationally recognized building and construction certification systems, the standard is increasingly being used in Ireland and many other European Union member states to provide third party verification for building projects with regard to different sustainability aspects such as energy savings, carbon emissions, water efficiency indoor environment quality as well as resource usage. Finally, the other models such as the German model known as the DGNB, has also been recently adopted by a number of European Union member States. Existing International and European Assessment Models

Major disadvantages of pizza hut interactive table Essay

Major disadvantages of pizza hut interactive table - Essay Example Second, the platform is vulnerable to uncertainties of technology. Software bugs and failures during a busy session will bring a restaurant to stand still. This will be especially the case if customers get overly used to the platform. It is worth noting that the platform is yet to be tested severely and such software bugs and failures are a possibility. The way to overcome this challenge is through pilot testing the platform before rolling it out fully. Thirdly, the system like any other electronic system is vulnerable to malicious hacking. Malicious hackers may hack the platform and modify customer order contents. This will likely cause uproar in a restaurant as customers get served with what they did not actually order. In order to overcome this challenge, an alternative method should be readily available in case of a failure of the platform. Zolfagharifard, Ellie. Pizza Hut reveals interactive table concept that lets you design your perfect pie. Daily Mail, 4 March, 2014. Web. April 28, 2015.

Sustainability Assessment of Building Projects Literature review

Sustainability Assessment of Building Projects - Literature review Example European Union has recently developed a number of harmonized tools and standards for sustainable development in building projects namely the EN15643-3:2012, EN15643-3:2010 and prEN16309. However, a number of international methods are still being used by the individual states within the EU but in alignment with the current European Union directives. For example, one of the standards that are widely used in many EU member states at the moment is the Building Research Establishment Environmental Assessment Method (BREEAM). The model has not only provided a comprehensive tool of assessing various sustainability issues but is also being used as a measure of the general performance of the building and construction projects in the country. Another important sustainability assessment model used in the European Union is the Leadership and Energy and Environmental Design (LEED) model. As one of the one of the most internationally recognized building and construction certification systems, the standard is increasingly being used in Ireland and many other European Union member states to provide third party verification for building projects with regard to different sustainability aspects such as energy savings, carbon emissions, water efficiency indoor environment quality as well as resource usage. Finally, the other models such as the German model known as the DGNB, has also been recently adopted by a number of European Union member States. Existing International and European Assessment Models

Criminal Law Study Guide Essay Example for Free

Criminal Law Study Guide Essay Murder carries a mandatory sentence of life imprisonment, which is 15 years. Sound memory—the person responsible must not be insane. Age of discretion — a child less than 10 years old is not criminally responsible for his/her actions. Since S. 34 of the Crime and Disorder Act of 1998 the presumption of doli incapax has been abolished and consequently any child over 10 years has potentially full legal capacity. Unlawfully kills — the act must be an unlawful killing. The law recognises that in certain circumstances the killing may be either justified or authorised eg. xecution or self defence. Living human being — a foetus is not deemed in law to be a living human being. However, a murder conviction may be possible if a foetus is injured and, after birth, dies as a result of injuries sustained whilst in the womb. Attorney-General’s Reference (No 3, 1994) 1996. A defendant cannot be convicted of the murder of someone who is already dead at the time of the attack. R v Maicherek and Steel 1981 The accused had seriously wounded the victim who was then artificially maintained on a respirator. When it was discovered that irreversible brain damage had occurred the respirator was turned off M was found guilty of murder and his appeal was dismissed when he claimed the doctor had caused death. It was his act which caused death. The court appeared to favour the approach that death occurs when the victim is brain-dead. Queen’s Peace — killing an enemy during wartime is not murder. Malice aforethought — since the case of R v Moloney the mens rea of murder is the intention to kill or cause grievous bodily harm. ACTUS REUS The actus reus of murder is that the killing is unlawful, causation must be stablished (A caused B’s death) and the victim must be a human being. (see causation notes from AS). MENS REA DIAGRAM MENS REA The mens rea of murder is malice aforethought which is the intention to kill or cause grievous bodily harm (GBH). There are two forms of intent: †¢ Direct intent — this is what D desires, eg. pointing a gun at someone and sh ooting them because you want to kill them. It was their aim or purpose to kill. †¢ Indirect or oblique intent — this is not necessarily what D desires but what he foresees will almost certainly happen, eg. D sets fire to a building and killed someone, did he foresee the risk that death might occur? Four important cases must be looked at. R v Moloney 1985 A soldier shot and killed his stepfather in response to a drunken challenge. He claimed that he had not aimed the gun at the victim and had, at the time, no idea that firing it would cause injury. The judge directed the jury that intention included both desire and foresight of probable consequences and the defendant was convicted of murder. Held (HL) Appeal allowed, manslaughter substituted. Lord Bridge did state that it was possible to intend a result which you do not actually want. He gave the example of a man who is trying to escape, who boards a plane to Manchester. Even though he may have no desire to go to Manchester — he may even hate the place — it is clearly where he intends to go. However, the appeal was allowed because foresight of consequences can only be evidence of intention — it is up to the jury to decide. R v Hancock and Shankland 1986 Two striking miners pushed concrete from a bridge onto a road, killing a taxi driver. They claimed only to intend to block the road or frighten the taxi passenger and not to kill or cause GBH. They were convicted of murder but successfully appealed, a manslaughter conviction was substituted by the Court of Appeal and confirmed by the House of Lords. The House of Lords looked at risk and probability. A slight risk of death is not enough to infer intention: Lord Scarman stated the greater the probability that death or GBH would occur; the more likely that intention can be inferred, eg. if A cut B’s little finger is would not be very probable that death would occur, therefore A is unlikely to have intention. However, if A stabbed B in the chest, it is much more likely that death would result, therefore it is more likely that A had intention. In both cases the defendants were convicted by the juries and appealed, first to the Court of Appeal and then to the House of Lords. In each case the House of Lords quashed the convictions for murder and substituted a verdict of manslaughter. The reason being the trial judges had misdirected the jury. The following case established the Virtual Certainty test which should always be used in indirect intention situations.. R v Nedrick 1986 The defendant set fire to a house, killing a child. He claimed that his intention was to frighten the child’s mother and not to kill or cause GBH. Convicted of murder. Held (CA) Appeal allowed, manslaughter substituted. Where direct intention is not present then the following test should be put to the jury. A jury should return a verdict of murder only where they find that the defendant foresaw death or serious injury as a virtual certain consequence of his or her voluntary actions. R v Woolin 1998 (HL) D shook his 3-month-old son when he choked on his food and then threw him across the room, the child died, D had lied to the ambulance men and the police before admitting what happened. He claimed that he did not want his son to die. He was originally convicted of murder but the House of Lords reduced his conviction to manslaughter. The trial judge had misdirected the jury on the test to infer intention. The case has now confirmed the Nedrick test. It must now always be used when dealing with indirect intent situations. R v Matthew and Alleyne 2003 (CA) The defendants appealed against their conviction for murder following the death of a young man (a non-swimmer) whom they had thrown from a bridge into a river. The Court of Appeal affirmed the conviction, which it did not consider unsafe in the light of the evidence, but expressed concern that the Nedrick/Woollin evidential rule should not be treated as if it were a rule of law. A defendant’s foresight of virtually certain death does not automatically require the jury to find that he intended that result: it is merely evidence from which the jury may draw that conclusion.

Self awareness in persons with brain injury

Self awareness in persons with brain injury Acquired brain injury (ABI) is a major medical issue which can affect anyone regardless of class, race, ethnicity, gender, or age. It can be defined as damage to the brain, which occurs after birth and is not related to a congenital or a degenerative disease. These impairments may be temporary or permanent and cause partial functional disability or psychosocial maladjustment (Brain Injury Association, 2009). People who have sustained an acquired brain injury are not easily pinpointed in society due to the lack of external symptomology, and therefore ABI is usually referred to as the hidden disability. This title, named accordingly, is due to the extensive damage to their cognitive and social functioning and less to do with their physical appearance, which in many cases remained unchanged. So what causes ABI, and who can be affected by it? This type of injury can occur due to a series of incidents, and anyone can be affected by it. Some possible incidents include a road traffic accident, a fall, an assault, a stroke which causes damage to the brain, complications during brain surgery, tumours, viral infections, or lack of oxygen to the brain (a possible result of a heart attack, hypoxia, or anoxia). ABI can be split into two types traumatic and non-traumatic. A traumatic brain injury can occur due to a closed or open injury. The more common type, closed injury, occurs when the brain is bounced around in the skull due to a blow to the head, such as the impact from a road traffic accident. What this impact results in is damage to the brain tissue. An open injury, on the other hand, occurs when an object such as a bullet, fractures the skull and enters the brain (Headway, 2009). This type of injury is less common and usually damages a specific part of the brain, therefor e resulting in specific problems. The other type, non-traumatic injury, is simply one that does not occur as a result of a trauma, such as a stroke or a tumour. Prevalence of ABI is unknown within Ireland, however Headway (2009), an Irish organisation specialising in brain injury rehabilitation, accumulated ABI data from various countries and applied this to an Irish population in order to estimate the prevalence. With this information they suggested that between 9,000 and 11,000 people sustain a traumatic brain injury each year in Ireland. They estimated that there are approximately 30,000 people in Ireland between the ages of 16-65 with long term problems following trauma to the brain, and that the 15-29 year old group are three times more likely to sustain a brain injury than any other group. Another Irish study, OBrien Phillips (1994), recorded individual patient details for all head injury admissions to the Neurosurgical Unit at Beaumont Hospital, Dublin. They estimated a prevalence of head injury among patients in Ireland to be approximately 13,441 per year, which is just slightly higher than Headways (2009) estimation. Results from t he 225 patients they studied portrayed that road traffic accidents accounted for 48% of injuries sustained (the largest proportion), and falls accounted for 36%. The researchers also found that between 1987 and 1993 there were 3,154 people killed and 64,971 injured on Irish roads. Alcohol consumption prior to the injury was also found in 31% of cases. In a larger study, Tagliaferri et al. (2006) attempted to locate the prevalence rate of brain injury, this time in Europe. They claimed that the absence of prevalence data hampers the full assessment of medical treatment and rehabilitation needs (p. 265) and that prevalence studies in Europe are essential, and should be undertaken extensively. With this in mind they suggest that brain injury patients will increase by 775,500 each year in the EU, and that 6,246,400 people are alive with some degree of TBI [traumatic brain injury] (p. 260). Thus we can conclude from these studies that Ireland has a prevalence rate of ABI from about 9,000 to 13,5000, a slight impingement upon Europes figures, but a worryingly high statistic for Ireland alone. There are three levels of brain injury, which indicate the severity of the neurological injury mild, moderate, and severe brain injury. To qualify for a mild brain injury, one must score between 13 15 on the Glascow Coma Scale, which records the conscious state of a person. This type of brain injury can occur due to a brief loss of consciousness, and the patient may present himself or herself as confused, and suffering from a concussion. Symptoms that occur within this severity of brain injury are predominantly headaches, fatigue, irritability, sensitivity to noise or light, balance and memory problems, nausea, decreased speed of thinking, depression, and mood swings. A moderate traumatic brain injury can be diagnosed when the patient scores a 9 12 on the Glascow Coma Scale. This injury occurs when there is a loss of consciousness that lasts from a few minutes to a few hours, and confusion lasts from days to weeks. Patients in this category usually make a good recovery with treatm ent. The last level of brain injury is severe brain injury, and this occurs when there is a prolonged unconscious state or coma that lasts days, weeks, or months. This category can be categorized into subgroups of coma, vegetative state, persistent vegetative state, minimally responsive state, akinetic mutism, and locked-in syndrome. (Brain Injury Association, 2009). There are many changes and consequences that affect a person after they have suffered from an acquired brain injury, whether mild, moderate, or severe. These changes may be temporary, improving in time, or permanent, dictating the way they live the rest of their lives. Not only do the changes affect the victim, but they also affect the victims support system (i.e. their surrounding family and community). Each brain injury is unique and subject to change, and depending on the severity of the injury, a patient will witness cognitive changes shifts in the ability to think and learn, affecting memory, concentration, flexibility, communication, insight, and responses. Physical changes will also be apparent in the form of fatigue, headaches, chronic pain, visual and hearing problems, and sexual function. Behavioural changes may include impulsivity, irritability, inappropriate behaviour, self-centredness, depression, lack of initiative, and sexual behaviour. Challenging Behaviour As stated earlier, most people who have a head injury are left with a change in the form of their emotional or behavioural pattern. This is inevitable as the brain is the seat and control centre of all our emotions and behaviour (Powell, 1994, p.96). With this in mind, challenging behaviour alone has become synonymous with ABI as one of the main behavioural deficits that occur following injury. The literature of ABI has accentuated that challenging behaviour presents the most significant behavioural disturbance within this diagnosis, and can pose serious problems for their recovery, their family, and also their community. Kelly et al. (2008) provided evidence that challenging behaviours have often been associated with risks such as family disintegration, loss of accommodation, reduced access to rehabilitation or community facilities and legal charges (p.457). Results of their study indicated that 94% of the patients they studied showed broad behavioural disturbance, with 60% engaging in four or more behaviour problems (p.463). However, due to convergent opinions on what constitutes a challenging behaviour, defining such behaviour has become difficult. However, Headway Ireland (2009) have made one such attempt to define challenging behaviour: any behaviour, or lack of behaviour of such intensity, frequency and/or duration that has the potential to cause distress or harm to clients/carers/staff or one which creates feelings of discomfort, powerlessness, frustration, fear or anxiety. It is also behaviour, which delays or limits access to ordinary community facilities and is outside socially acceptable norms. As mentioned earlier, types of behavioural problems that may occur following an acquired brain injury include agitation, depression, anxiety, self-centredness, withdrawal, physical aggression, increased/decreased libido, impulsivity, self harm, restlessness, paranoia, and many others. As each brain injury is unique, some patients may suffer with some symptoms, whereas others may not. Each person is entirely unique, with severities and symptoms being completely individual. So why exactly do patients suffering from an ABI present with challenging behaviours? Powell (1994) suggests that there seems to be four main reasons why these challenging behaviours exist: (a) direct neurological damage; (b) exaggeration of previous personality; (c) the stresses of adjustment; and (d) the environment the person lives in (p.97). With regards to direct neurological damage, the challenging behaviour results directly from the damage done to the certain area of the brain. Many of the challenging behaviours stem from damage done to the frontal lobes, which are important for the regulation of emotions, motivation, sexual libido, self-control and self-awareness. Following a brain injury, the patients existing personality traits, tendencies, and problems may be exaggerated, it is as if the controls or brakes which modify and regulate the personality have been loosened, and traits and mannerisms become distorted and exaggerated (p.97). It is highly important for the professio nals working along side the patient to be aware of the patients previous personality when attempting to understand their challenging behaviour. Thirdly, stress of adjustment can also be a major contributor to the challenging behaviour that persists in patients with ABI. Finding out that one can no longer do the simple things in life anymore, such as play their favourite sport or instrument, can be extremely frustrating and stressful for the patient. It is more likely that under these extreme conditions of stress that one would become more angry and irritable, and become more preoccupied with their problems than before. Finally, the social and physical environment can also contribute to the onset of behavioural problems. The social environment relates to the natural supports surrounding the patient such as family, friends, neighbours, and professional staff, whereas the physical environment depicts the patients setting, whether its an institutional setting or a family home. Taking in to consideration both the social and physical environment, if the person suffering from ABI is not understood, and communication and support is poor, then their behaviour is likely to deteriorate as a result. It is crucial for the patient to be in the correct environment to reap the best opportunities possible. How others respond to the challenging behaviour of a person with an ABI plays a crucial role in the rehabilitation process, as well as the quality of life of family and friends surrounding the patient. Of concern is the setting in which the patient is located these behaviours can endure and worsen over time, particularly in unstructured settings where there is often little control over the environmental contingencies that govern behaviour (Kelly et al., 2006). Alderman (2001) has stated how behaviour modification programmes can create profound changes within the neurorehabilitation setting. There exists an amalgamation of research conducted in this area with some very mentionable results. Watson et al. (2000) conducted a case study on patient, JH, who had sustained a brain injury as a result of a gunshot wound, and developed severe behavioural problems. A differential reinforcement of low rates of responding (DRL) intervention was devised for 85 weeks, which allowed JH the opportunity to gain stars at the end of the day if he had absolved from aggressive behaviour to a created limit. This treatment resulted in JHs level of Clopixol being reduced from three times a day, down to two without any side effects on his challenging behaviour. DRL has demonstrated the effectiveness in reducing both the frequency and severity of aggressive behaviour 10 years after a very severe TBI had been sustained (p.1011). Other studies stress different approaches to treatment of challenging behaviours, such as remedial behaviour therapy approaches, or Rothwell et al. (1999) who suggest the main emphasis in treating challenging behaviours should be upon behavioural assessment as it engenders an empathic understanding of what is often offensive behaviour, which helps reduce the stress experienced by the people affected by the behaviour and leads to respectful, individualized and holistic interventions (p.530). Self-Awareness As mentioned earlier, challenging behaviour is synonymous with ABI, however deficits in self-awareness have also been well established in the literature to be evident in patients with brain injury. Impaired self-awareness poses great challenges for rehabilitation, and also for the safety of the patient suffering from the ABI. Self-awareness can be defined as the capacity to perceive the self in relatively objective terms while maintaining a sense of subjectivity (Prigtano Schacter, 1991, p. 13). The ability to think subjectively and objectively of ourselves, and to adjust our behaviours accordingly, are abilities that are often overlooked, but are none-the-less crucial for daily living, and integration into society. These skills are commonly impaired following a brain injury, as both are constructs associated with executive functions and related to frontal-executive systems dysfunction (Goverover et al. 2007, p. 913). Oddy et al. (1985) undertook a study in a bid to portray the implications of a decreased level of self-awareness (specifically behavioural limitations) after traumatic brain injury. The researchers asked patients and their surrounding families to describe the behavioural problems that prevailed seven years following the brain injuries occurrence. The results noted that patients tended to underestimate their problems in comparison to their families reports. For example, 53% of patients noted that memory problems were the most common long term difficulty, whereas 79% of the families noted memory problems as significant sequelae. Also, patients failed to report two problems that the families reported. 40% of the families noted that the patient behaved in a much more childlike manner, and also that the patients refused to admit to their difficulties. This study brought to light the issue of self-awareness impairment. We have so far spoken of self awareness deficits and its prevalence within people who have ABI, but what exactly are the implications of such a deficit? It is widely suggested that an increased impairment of self-awareness is associated with increased problems in most other areas of the patients life. For example, Larn et al. (1998) studied that ABI patients with poor self-awareness show less compliance and participation during treatment in rehabilitation. Malec Degiorgio (2002) found that ABI patients with decreased level of self-awareness are considerably more at risk of being referred for more intensive rehabilitation. Malec et al. (2000) found that such patients require longer lengths of stay in rehabilitation; Sherer et al. (2003) found that patients are more likely to be associated with a poorer functional status at time of discharge from rehabilitation. Ezrachi et al. (1991) found that deficits in a patients level of self-awareness is foretelling of a low rate of return to em ployment following a brain injury. And finally, Ergh et al. (2002) found that a high level of impairment of self-awareness with the ABI patient is reflective of higher distress among caregivers (as cited in High, 2005). With regards to treatment of impaired self-awareness in individuals with ABI, there is a vast range of methods which have been studied. Crosson et al. (1989) have shown that group therapy programmes can be beneficial in increasing intellectual awareness. Zhou et al. (1996) studied three adult males who were trained in knowledge of ABI residuals using a game format to present training information (p. 1). Results suggested that all participants increased their knowledge relating to areas of behaviour, emotion, cognition, communication, physical, and sensory residuals. Many studies have exemplified the role of observation and feedback to improve individuals level of self-awareness. For example, Schlund (1999) undertook a case study of a 21-year-old male who was a TBI survivor and was 5 years post-injury. Results of this study showed that report-performance measurement, feedback and review, positively altered the patients awareness deficit. However, observation and feedback are not witho ut its faults as Bieman-Copland Dywan (2000) point out. Their study suggested that direct feedback becomes confrontational and can lead to agitation among patients with severe brain injury. This study highlights the need for each treatment to be individualised to ensure the best possible outcomes of treatment. Fleming et al. (2006) evaluated the usefulness of an individualised occupation-based approach for participants dealing with ABI, specifically with regards to the level of self-awareness and emotional status. The unique focus of the program was the use of meaningful occupations to provide the individuals with experiential feedback of their current level of ability through the use of self-monitoring and supportive therapist feedback (p. 51). The results supported the use of this type of therapy in increasing self-awareness, and that occupational performance may be highly important in increasing the self-awareness of people with ABI. Finally, Goverover et al. (2007) conducted a randomised controlled study on the self-awareness treatment model, stipulated upon Toglia and Kirks model (2000). Their study provided evidence for experiencing different tasks and everyday activities for enhancing self-awareness and self-regulation. Although treatment of impaired self-awareness is crucial for the patients full recovery, it has been studied that increasing the level of self-awareness in ABI patients can also have some negative consequences. Fleming Strong (1995) suggested that the belief that increased self-awareness is essential for positive outcomes in rehabilitation and needs to undergo further investigation, as a literature review suggests that the development of self-awareness can be associated with emotional distress in the individual (p. 55). This study further exemplifies the necessity to create individual treatment plans when in rehabilitation. Interventions With technology constantly advancing in the medical sector, it is evident that sustaining a brain injury no longer suggests a death sentence. With this in consideration, the emphasis has shifted towards rehabilitation of those who have sustained such an injury in order to help them attain the best quality of life possible. Many interventions have been conducted and researched for improving self-awareness, and also for managing challenging behaviours, which directly improve the life of the patient. There are limited studies focusing on the effectiveness of interventions in reducing self-awareness deficits, and whether these interventions contribute to positive outcomes in rehabilitation. However, in a literature review, Lucas Fleming (2005) suggest that interventions in self-awareness can be broken into two categories restorative/facilitatory, or compensatory. Within the restorative/facilitatory category, education, direct feedback, and experiential feedback [are] the most frequently recommended (p.163), with others such as behavioural therapy, psychotherapy and rating of task performance also being recommended. Education relates to ensuring the patient understands his or her injury and the impairments that this injury brings. This can be delivered through a variety of ways such as group therapy, visual aids, and support groups. Direct feedback following a task performance can be used to facilitate intellectual, emergency, and anticipatory awareness (p.164), whereas experient ial feedback allows the patient to go through difficulty in a real-life situation and is useful in emergent and anticipatory awareness (p.164). Compensatory strategies then As noted earlier, challenging behaviours and problematic social interaction have been liked to individuals with brain injury, which result in an amelioration of difficulties in areas such as family life, integration into the community and employment, to name but a few. Applied Behaviour Analysis (ABA) works with environmental stimuli that impede on the challenging behaviour, and it is behavioral [sic] research in the field of brain injury rehabilitation [that] is an effective means of identifying techniques for reducing challenging behaviours and improving adaptive skills (Selznick Gurdin, Huber Cochran, 2005, p.15). This research is extensive and incorporates many different behavioural interventions, all of which have been proven to be successful. Within schools and residential programs, intervention procedures have been undertaken to reduce challenging behaviours that disrupt academic behaviour. Feeney Ylvisaker (1995) incorporated antecedent treatment using graphic organizers, curing, plan-do-review routines, and inclusion of the participant in decision-making. This treatment reduced the intensity and frequency of aggressive behaviour evident in three males with TBI. Gardner, Bird, Maguire, Carrario, Abenaim (2003) also reduced challenging behaviours using antecedent control procedures, however their success was due to interspersal and fading techniques. Selznick Savage (2000) examined self-monitoring methods for individuals who had sustained a brain injury. These methods proved to be effective for increasing attending, academic responding, and task accuracy as well as for improving social skills with individuals with behaviour disorders, mental retardation, and learning disabilities (p.243 ). This study found that on-tas k behaviour increased to 89 100% for three boys with brain injury when these self monitoring procedures were undertaken. Consequence-based interventions have also been studied extensively in this area and prove to have significant positive results. Peck, Potoczny-Gray, and Luiselli (1999) used instructional motor activities when a 15 year old boy with ABI showed signs of stereotypy in the classroom. This intervention reduced stereotypy and maintained its reduction when treatment was faded. Within the rehabilitation area, there has been extensive research depicting behavioural procedures that reduce challenging behaviour. Hegel (1988) implemented a token economy system to an 18 year old boy with a brain injury during therapy session in order to reduce his disruptive vocalizations and his noncompliance. As a result of the token economy system, his vocalizations decreased and his achieved goals increased. On a similar note, Silver et al. (1994) used a monetary reward system on a 12 year old girl with an anoxic brain injury. This was incorporated in a bid to improve her performance of morning tasks. She was reinforced with one penny for each step that she correctly completed. Reinforcement was gradually faded, and by the end of the intervention her verbal cues and physical assistance had decreased by 70 92%. Differential reinforcement of alternative behaviour (DRA) has also been proven to be successful in reducing challenging behaviour. Slifer et al. (1993) used this tech nique with extinction, response cost, and a token economy, to reduce disruptive behaviour. In most cases, DRA reduced disruptive behaviour and also increased compliance. From examining these studies, it suggests that various reinforcement procedures may facilitate more efficient therapeutic goal attainment and subsequent home and community reintegration (Gurdin et al. 2005, p.12). Purpose of current study The purpose of the current study was to investigate the prevalence of self-awareness and challenging behaviours in persons with acquired brain injury, intervention types, and success ratings. This study will incorporate a sample of Irish patients who have ABI, which is presently absence in the research conducted to date. It will also provide information on what intervention types are most regularly used among persons with ABI, and the success ratings of such intervention types.