Fractional Distillation of Crude Oil Essay

Point: To explore the substances emitted at various temperatures from raw petroleum (oil) blend. Mechanical assembly: * Fractional Distillation dishes and thermometer * Clamp stand x 2 * Conical flagon * Supply of cold water * Rubber cylinders x 2 * Test tube rack * Small glass test tubes x 5 * Rubber plug x 5 * Evaporating bowl * Micro Bunsen Burner and seat tangle * Wooden Splint * Stopwatch * Boiling stones * Crude Oil gracefully Strategy: 1. Set up the cinches stands and the fractionating dishes as appeared in the outline. 2. Associate the elastic cylinders to the two open containers of the condenser. 3. Associate the opposite finish of the elastic tubing to a water tap and let the other one stream into a bowl. Turn on the tap. 4. Spot two bubbling stones into the funnel shaped carafe and afterward empty in the unrefined petroleum into the jar. Spot the flagon directly over the miniaturized scale burner as appeared in the graph. 5. Warmth the unrefined petroleum blend gradually. Record at which temperature one of the mixes in the blend dissipate, and afterward gather it in the little test tube after it goes through the condenser. 6. Rehash stage 5 until most extreme temperature has been reached and additionally no more mixes dissipate. 7. Test the mixes which were gathered. Light them in a vanishing bowl and record the time it takes to run out. Results: Information Table of Results of Hydrocarbons tried Hydrocarbon Compound Breaking point Range (à ¯Ã‚ ¿Ã‚ ½C) Shading Consistency Pentane 36 †40 Vapid Extremely Low Viscosity Hexane 66 †69 Vapid Low Viscosity Heptane 90 †94 Slightly shady Gooey fluid Lamp fuel (Paraffin) ~ 250 Caramel †dark High Viscosity End: These outcomes demonstrate to us that initially, unrefined petroleum being a blend of a few hydrocarbons, that the blend gave was a recreation. Furthermore, there are perceptible patterns in the hydrocarbons. As the atoms gets heavier and heavier, by which I imply that we go from pentane to Hexane, etc, the consistency of the compound increments, just as the time taken for it to catch fire totally. The breaking point additionally increments. These hydrocarbons have a place with the main natural homologous arrangement: Alkanes. Alkane particles are totally soaked and every carbon iota has at any rate 2 hydrogen molecules appended to it. Aside from the two end carbon iotas, different ones are appended to two other carbon particles each. A covalent bond between a carbon particle and a hydrogen iota is solid, and a bond between two carbon iotas is additionally solid. It in this manner takes a great deal of vitality to conquer this bond, and henceforth a higher temperature and additional time is expected to break these mixes separated. The more carbon iotas an alkane has, the more vitality is expected to break it separated. This clarifies the expanding breaking points, and is additionally one of the primary reasons why hydrocarbons are utilized as powers. Lamp fuel was the just one of the four hydrocarbons which couldn't be warmed to its breaking point and thus the temperature recorded is the one that was given to us. It did, in any case, last the longest when it was singed. In this manner that outcome harmonizes with the one that was given to us. Its different properties which could be checked have given us additional evidence of the way that its temperature is higher than the other hydrocarbons’. Additionally identified with the thickness, the heaviness of every hydrocarbon likewise expanded as the consistency expanded. When lamp oil was being dealt with, an extremely wide edge of distinction could be felt from pentane. Assessment: Shortcoming Improvement 1 The gear accessible was insufficient to decide the breaking point of Kerosene Get a large scale burner and warmth the lamp fuel to its breaking point 2 The distinction in consistency between the initial two hydrocarbons was difficult to tell Measure the balance of the two mixes and record the distinction 3 The vanishing bowl in which the hydrocarbons were warmed was a similar all through Utilize an alternate dissipating bowl for each mixes with the goal that the warmth from the past test doesn't influence the following test 4 The principle blend gave to us was not genuine raw petroleum, basically a mimicked substitute To assemble the entirety of the mixes found in raw petroleum utilize a blend which contains every one of them sort of self-evident

Plan organize and deliver group based learning Essay

Plan compose and convey bunch based learning - Essay Example I’ve took a gander at this unit of competency to perceive how compromise fit and saw there is a whole area committed to it †‘Deal adequately with issues, issues and conflicts’. I need your critical assistance. Would you be able to please give an instructional course that manages this issue for my new staff, ASAP. I had seen there have been a couple of contentions between my new and existing staff over different issues and feel this theme should be our primary goal. I can allow you 40 minutes next Tuesday morning to direct the meeting. The accompanying data may help you with conveying this subject: 1. It is trusted that utilizing shared regard and open correspondence to talk about the issue that a goals can be reached. This will incorporate all gatherings focusing on the issue and arriving at an answer. No close to home or unfavorable remarks from either gathering will be endured. 3. On the off chance that contention keeps on happening because of this issue, intervention as HR Personnel will be utilized to have a round-table conversation. In the event that either worker is seen as in break of the Town and City Cinemas Code of Conduct, censure steps will be taken. Individuals ought to be treated as people with rights to be regarded and shielded. Regard engages others to guarantee their privileges and to accomplish their latent capacity. Regard for the privileges of others is the premise on which people become individuals from a network and acknowledge their social obligations to act with trustworthiness. The guideline of taking individual and expert obligation requires not just that individuals abstain from doing damage to other people yet that they show considerate conduct maintaining the norms expected of all individuals from the association as a component of accomplishing a typical decent. In this manner they are relied upon to ensure the privileges of others and regard the decent variety of societies and people groups. Those very much situated enough to declare their privileges

Tips for Working on College Applications Over the Summer

Tips for Working on College Applications Over the Summer The Perfect Pace for Working on College Applications over the Summer The Perfect Pace for Working on College Applications over the Summer Summertime has officially arrived. The “strawberry moon” solstice has passed and there’s some good energy in the air (if you believe in that sort of thing!). Two major soccer championships are underway and the Summer Olympics are right around the corner. Big things are happening, guys! As any good stargazer or athlete knows, timing is everything, and summer is an amazing time to power through a lot of work on your college essay. You have to know where to start, though, and how to pace yourself appropriately. Starting early gives you a huge advantage, but there’s no reason to sprint. Use our calendar to pace out your work appropriately over the next three months, and keep an eye out for momentous dates on the horizon. JULY: Have experiences! Will you be working over the summer? Traveling? Volunteering? Become a keen observer of any and all of your summer experiences. Keep a journal or blog. Take photos. Sketch people. Do your best to document and reflect on everything you do and see. The more details you capture, the more vivid your essays will be. If you think you’re boring (which you’re not, btw), this summer will be the perfect time for you to shift this perspective AUGUST: Start writing! We’ve said it once and we’ll say it again: start early! If you didn’t watch College Essay Academy back in February, now is also a great time to get your introduction to the writing process. You can watch the whole series through or attack one episode at a time, following the step-by-step process. Either way, August is a perfect time to collect your notes, mine for memories, and pull together a draft of your Common App essay. You’ll be able to hit the ground running when school finally starts, and will probably impress your guidance counselor in the process. (By the way, the Common App platform will probably go live sometime this month, so set yourself up with an account ASAP and start getting acquainted with your new favorite website.) SEPTEMBER: Keep writing! If you say the beginning of the school year is hectic, we say: so what?! You’re only going to get busier as the year goes on (and the time until your deadline dwindles). Keep up the writing momentum that started in August and continue working and creating opportunities for small successes. (Pro tip: setting aside time to work with the tips in College Essay Academy and our newsletter on a weekly basis will help you maintain a good pace.) Looking Ahead: OCTOBER: Polish up your early application(s)! NOVEMBER: Polish up your regular applications! (Yes, everyone.) DECEMBER: Hit submit! About Thea HogarthView all posts by Thea Hogarth » Still not sure where to start? Give College Essay Academy a Try. WATCH CHAPTER 1 FOR FREE »

The Use Of Cell Phone Usage - 971 Words

The Use of Cell Phone Cell phone usage started in 1973. Motorola was the first company to invent cell phone. They produced first cell phones which were connected with the cars. (‘’http: mashable.com’’). At that time, People were using car cell phones primarily for business. After 1973. Companies started updating cell phones technologies throughout the years. Cell phone technologies has a variety of options Internet. The use of google maps, which people use to find addresses, how many mileage people need to drive to where they want to go? Video chats, people use to make a video call where they can see the person they are talking to the library book store app, the old days people will have to buy the books from the bookstore But now people can download any book they want and save to their phones. Therefore, everybody should depend on using the cell phone in their daily life, because it makes it easier to connect with families, friends, and what is happening around the world. T he first advantage of people who use cell phones are that they are able to communicate with their families, and friends and for work. People of my father’s generation didn’t have cell phones, so whenever my father wanted to contact his family and friends who lived in different places, he would either write a letter to them or he would record his voice on a cassette and they would reply after days or months. These days when I call him on his cell phone any time I want, he says, â€Å"I am so happy,Show MoreRelatedPros and Cons of Cell Phones in Schools626 Words   |  3 PagesAmericans place and receive most, if not all, of their calls on a wireless phone. The increase in cell phone usage has expanded into our children’s schools. Many children in today’s society carry a cell phone on their person to school. This increase of usage and change of demographic has created a debate in many schools. Read more: Pros Cons of Cell Phones in Schools | eHow.com http://www.ehow.com/about_5393195_pros-cons-cell-phones-schools.html#ixzz29NbPSPub School Emergencies The increase of schoolRead MoreDangers of Cell Phone Use While Driving Essay1306 Words   |  6 Pageslast few decades, the use of cell phones has become a very common tool. Furthermore, Technology has certainly advanced, and the cell phone is becoming the most preferred mode of communication. The demand for a cell phone is growing every day. In addition, the use of wireless technology is affordable, and anyone can buy a cell phone at a reasonable price. They come in all shapes and sizes. They range from black to bright metallic white. American public use of cell phones is increasing everydayRead MoreCell Phones in the Public800 Words   |  4 PagesCell Phones in the Public Cell phones play an integral role in our lives, and we conduct many useful functions through them daily. If a mother wants to inform her kids that she would be late to pick them up from their school, the cell phone would provide a good medium to communicate that message. The cutting-edge technology of cell phones at your fingertips is a very powerful device that can be used to connect with people from all around the world, and it can also save lives as well in emergencyRead MoreIncrease Public Safety And Prevent Unnecessary Risks Behind The Wheel While Operating A Motor Vehicle1398 Words   |  6 Pagesoperating a motor vehicle. Drivers have a duty to themselves and to the public to operate their vehicles in a safe manner free from distraction. The safest way to ensure against distraction and preserve everyone’s well-being is to abstain from all cell phone usage including dialing, talking, or texting while operating a vehicle. According to the National Safety Council, motor vehicle crashes are the top two leading causes of injury death for everyone from the age of one to over age sixty-five and theRead MoreCell Phones Should Be Limited During Family Events875 Words   |  4 Pagesyears old I got my first cell phone, and I was excited. My mom put a limit on when I could be on my phone and I am grateful for that. Since 2000 technology and cell phone usage have increased tremendously over the 15 years. Everywhere you go you see people on their phones, and most peoples lives revolve around their cell phone. I know for me, I am on my phone constantly, and I probably would get more work and sleep if I stayed off my phone as much. The use of cell phones should be limited duringRead MoreCell Phone While Driving949 Words   |  4 PagesCell phone usage while driving is a major source of distraction that could potentially lead to accidents and consequently cause injury or loss of life. Technology has had a way of dealing with distractions by coming up with hands-free cell phones mounted on the dashboards of most vehicles. But, even so, cell phones are still a source of distraction when driving regardless of the fact that they are hand-held or not. Therefore, even the choice for authorities to come up with handheld bans still thatRead MoreCell Phone Addiction in Ncba College Student1123 Words   |  5 PagesCELL PHONE ADDICTION IN NCBA COLLEGE STUDENT A Research Paper Presented to Prof. Zenaida T. Miranda National College of Business and Arts Fairview, Quezon City In Partial Fulfillment of the Requirement for English 2 ( 9:30-10:30 MWF ) 2nd Semester 2007-2008 By: ________________________ Linn Dantlhee E. Estopace B.S.Accountancy March 7, 2008 CHAPTER I INTRODUCTION Cell phones in the country have not only broadened communications and introduced new and faster lifestylesRead MoreCell Phone Use And Cell Phones Essay843 Words   |  4 PagesHave you ever witnessed disruptive cell phones usage in public? When is it acceptable, to use cell phones in public? Americans today have adapted the addiction of cell phone technology, the device accommodates more than just text or talking.Cell phone use is a problem in America and in our own homes. The existence of cell phones have changed the communication skills of many round the world. I believe the wave has sailed right along with rude public cell phone behavior.. B.(Thesis Statement)Read MoreCell Phone Use A Social Addiction939 Words   |  4 PagesToday’s society is a generation that is being raised on conveniences, and with this generation, cell phone use has exploded. Millions of people are obsessed with their cell phones and literally will not leave their house without it. People center everything they do around their cell phone. People are checking their text messages and social media day and night. They face time, tweet, Pinterest, Instagram, and Snapchat. Teens on their smartphones. Photo Credit Highwaystarz-Photography/iStock/GettyRead MoreIncreasing Usage Of Cell Phones1174 Words   |  5 PagesAbstract Smart phone allows us to communicate with the people who we wish to stay connected with. Nowadays due to the over usage of cell phones we often find ourselves wasting too much time on it, obesity growing in teenagers, distant relationships with people etc. after researching we found that the increasing usage of cell phone has a great effect on students studying in high schools or collages such as their behavior, dropping grades etc. Concerns about dependency on mobile phones corresponded to

French Exercise - Si Clause Threads, Second Conditional

This practice exercise can be done as a class or in small groups. It requires familiarity with the second conditional (si clauses), including imperfect and conditional conjugations. What to Do Print out a table for each group (see below).Write the first part of a conditional sentence beginning with si (see suggestions below) in the first table cell. Since this is the second conditional, the si clause needs to be in the imperfect. Invent a result clause, using the conditional, for the second cell.For example: Next, transform the result clause into a si clause and write it in the first column of the second row. (Remember that the verb which was in the conditional now needs to be in the imperfect.) Then invent a corresponding result clause to continue the thread. If clause Result clause Si je gagnais au loto, jachterais une nouvelle voiture. Si je gagnais au loto, jachterais une nouvelle voiture. Si jachetais une nouvelle voiture, je la mnerais lcole. Transform the second result clause into a si clause, and so on, until you have completed the thread. Si je gagnais au loto, jachterais une nouvelle voiture. Si jachetais une nouvelle voiture, je la mnerais lcole. Si je la menais lcole, les autres tudiants madmireraient. Si les autres tudiants madmiraient, ils minviteraient djeuner. To make sure students understand the exercise, start by demonstrating on the board: write a si clause and call on students as you go through the entire thread collectively. Then divide the class into groups of 2 to 4 students and provide each group with an if clause, or have them come up with their own. After each group has completed their thread, either have students read them out loud, or - if there are likely to be a lot of mistakes, as in the case of weaker students - collect the papers and read the threads out loud yourself, either correcting them as you read, or writing the sentences on the board and going over them together. Variations To challenge students creativity, have each group start with the same si clause, and then compare how each one turned out at the end.Assign a different si clause to each group, and after they have each completed one row of the table, have them trade with another group. Each group will then complete the clause in the other groups tables, and then exchange once again with a third group.You can also use this exercise to practice the first conditional and the third conditional. Starter Clauses You and your students can of course invent your own if clauses,* but here are some ideas to get started: Si jallais à   la luneSi javais un souhaitSi je navais quune semaine à   vivreSi jà ©tais le prà ©sidentSi jà ©tais richeSi jà ©tais toiSi je faisais mes devoirs tous les joursSi je me cassais la jambeSi je me mariaisSi je pouvais faire la connaissance de nimporte qui dans le mondeSi je pouvais remonter dans le tempsSi je pouvais visiter nimporte quel paysSi je trouvais un portefeuille dans la rueSi je voyais un OVNI (objet volant non identifià ©)Sil y avait des formes de vie intelligente sur dautres planà ¨tesSi les chiens pouvaient parlerSi mon meilleur ami me mentaitSi notre professeur à ©tait en retardSi nous à ©tudiions ensembleSi nous savions le secret du bonheur *If you come up with a great starter clause, please share your ideas. Tables This exercise needs tables with two columns and four rows. Printable pages of tables are available in  Microsoft Word format; you can save and edit this if, for example, you want to type the starter if clause into the first cell of each table. Print enough copies so that you can cut them up and provide at least one table for each group of students. Si Clauses LessonFirst conditional practiceThird conditional practice

Food and Beverage Free Essays

Answer: Food and Beverage Service is the service of Food made in the Kitchen and Drinks prepared in the Bar to the Customers (Guest) at the Food Beverage premises, which can be: Restaurants, Bars, Hotels, Airlines, Cruise Ships, Trains, Companies, Schools, Colleges, Hospitals, Prisons, Takeaway etc Food Beverage Outlets are divided in to the following categories: Restaurants: Restaurants are places where Food Drink is served. There are various types of Restaurants: All Day Dining Restaurants: They are sometimes called as Coffee Shops or Cafe in Hotels. They are usually big in size with many Covers (seats), compared to other Restaurants in the same Hotel. We will write a custom essay sample on Food and Beverage or any similar topic only for you Order Now The main reason why they are called All Day Dining Restaurant is because of their hours of operation, as they are open for Breakfast in the Morning to Lunch in the afternoon to Dinner in the Evening. Fine Dining Restaurants: Fine Dining Restaurants are characterized by their elaborate and exclusive menu with special emphasis on the very high quality food they serve. The emphasis being on fresh ingredients and natural flavors or on the type of Cuisine served, or both. Usually the operation of this restaurant revolves around the Head Chef or Chef De Cuisine of this Outlet. Specialty Restaurants: These are Restaurants which usually have a type of National or Regional Character or Cuisine attached to them, for example: Italian Specialty Restaurant, Chinese Specialty Restaurant etc. In some Hotels they do also sometimes have Multi Cuisine Specialty Restaurant, which literally means that Restaurant serves cuisine from more than one country, or the dishes on the Menu at that Restaurant has Food Specialties from many different countries. . Lounge: Lounges can be found in different hotels. Their main purpose is to offer Food Drinks in relaxed surroundings with comfortable and cozy seating in relaxed surroundings. There are many kinds of Lounges ranging from a Lounge in a Lobby, Cocktail Lounge and Cigar Lounge to Executive and Club Lounge in special Floors. 3. Bar: Bar is a place where drinks are served. There is usually a small Snacks Menu too. The serv ice is fast and quick. There are various kinds of Bars ranging from Formal bars to Club Bars, Pubs, Pool Bars, Wine Bars, Cocktail Bars, Beach Bar to Juice Bars and many more. 4. Discotheque/Nightclub: They are outlets where Music and Entertainment takes priority with the Food Drink. The operation is very fast and the guest numbers are large. Security is an important aspect in these operations. Music and entertainment can range from DJ to live bands playing. 5. Room Service/In Room Dining: Room Service, also known as In Room Dining . It is the service of Food Drink in Guest Rooms in a Hotel or a Resort. Depending on the size and type of Hotel or Resort its functions vary. 6. Meeting and Conference Rooms: Meeting and Conference rooms together with Ball Rooms come under the Banquets Conference section. They are a great source of Revenue in Food Beverage Department usually in Corporate and City Hotels. MICE (Meetings, Incentives, and Conferences Exhibitions) can alone bring much revenue in some hotels in comparison to other outlets in Hotel. 7. Ball Rooms: These are large Function Rooms which are primarily used for Functions and Weddings. The Staffing ration of Full Time Staff in this section is very less as the Function and Wedding Business can sometimes be seasonal and extra staff is usually filled in by the use of Casual Staff. This Section is the most Dynamic section in Food Beverage with the Conference Section, which is more physically demanding and creatively oriented. 8. Delicatessen: Delicatessen or Deli traditionally had been a place where fresh meat and other produce were available. Hotels nowadays use this concept of having a Deli on their premises, where guests can buy fresh produce ranging from Freshly Baked Bread, Cold Meat, Fresh Salads, Cakes, Home Made Ice creams and light and healthy drinks. 9. Others: There are many other Food Beverage outlets ranging from Fast Food Outlets to Food Courts to Snack Bars which are usually stand alone or in a shopping centre. This is just a brief introduction to Food and Beverage. Detailed information on Food and Beverage can be found at Food and Beverage Bible E Book By Santosh Koripella at: www. foodnbeveragebible. com How to cite Food and Beverage, Essay examples

Slave Report free essay sample

African Slavery in the Americas Whose America is it? Cameron Themed B MY p Honors American History the 4 Hour Professor Buck December 8 , 2014 Word Count: Economic Motivations: With the introduction of new crops, countries need more people to work and harvest them. In Brazil, From the sass, the importation of Africans to Brazil I increased dramatically. After the initial expansion of the sugar industry, blacks soon con suited over thirds of the population of the northeast. The sugar industry grew q quickly inJamaica in 1672 there were 70 plantations producing 772 tones[tons] of sue AR per annum growing in the sass to over 680 plantations. At that time Cuba was evolving from a slowly growing colony into the worlds leading sugar producer, a devil moment that required the importation of steadily increasing numbers of African slaves . As result, by 1 840 there were in the island approximately 430,000 slaves, approve mutely 60 percent of the population was black or mulatto. We will write a custom essay sample on Slave Report or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Overall, Brazil, Cuba, and Jaw mica had the same economic motivations for slavery.With new crops to sell that had did efferent care techniques, they need more people to tend to them. Capturing, Buying, and Selling: Many Africans who were enslaved were kidnapped [from Africa], though some were sold into slavery as a debt. Upon arrival to the colonies, they Were prep eared for sale like animals. They were washed and shaved: sometimes their skins were oiled to make them appear healthy and increase their sale price. Depending on where they had arrived, the enslaved Africans were sold through agents by public auction or b scramble, in which buyers simply grabbed whomever they wanted. Sales often involved measuring, grading and intrusive physical examination. Upon arriving g to their plantations, they were branded and issued with a new name. Then were SE paraded and stripped of their identity. In a deliberate process, meant to break their will I power and make them totally passive and subservient, the enslaved Africans were s This means that, for a period of two to three years, they were trained to endue re their work and conditions Obey or receive the lash. It was mental and physical tort ere.

World is Flat A Brief History of the 21th Century an Example of the Topic History Essays by

World is Flat: A Brief History of the Twenty-First Century Individuals from every corner of the flat world are being empowered...you are going to see every color of the human rainbow take part (Friedman11). This is how writer Thomas Friedman says in his international bestselling book The World is Flat: A Brief History of the Twenty-First Century. First published in 2005, the book tackles one of the most realistic phenomena this dot.com age has experienced: globalization. In his travels as a journalist, Friedman, a three-time Pulitzer winner, became aware of the connections not just of individuals but of organizations, governments around the globe, before concluding that the world is flat as opposed to what Christopher Columbus previously reported to the monarchy (5). Need essay sample on "World is Flat: A Brief History of the Twenty-First Century" topic? We will write a custom essay sample specifically for you Proceed Friedman believes that there are three eras of flattening with the first one occurring when Columbus first voyaged until about 1800 (Friedman 9). Globalization 1.0 was about competition among nations, leveraging on strength and how a country can influence the rest (9). Then came Globalization 2.0, which continued until 2000 (9). This era was defined by multinational companies which further made the globe smaller by global expansion and integration (9). It was a time fuelled by the industrial and transport revolution, advancing growth and development- the telegraph, telephones, PCs, satellites, fiber-optic scale and the early version of the World Wide Web (9). It also ushered in a global economy. But it is globalization 3.0 that has made the world flat. Unlike Globalizations 1.0 and 2.0 which were monopolized by a few individuals, mainly Americans and Europeans, Globalization 3.0 focused on individuals or as Friedman puts it, empowerment of individuals (11). Friedman attributes this flattening to ten forces, namely: 1.The collapse of the Berlin Wall- opening the world to democracy; 2. Entrance of Netscape- allowing people to browse the Internet publicly; 3. Workflow software- use of machines to do work; 4. Open-sourcing- people collaborating online for projects; 5. Outsourcing- subcontracting cheaper like (e.g. India) to do certain workflow; 6. Offshoring- moving a companys internal processes to somewhere cheaper; 7.Supply-chaining- collaboration between suppliers, customers and retailers for value creation and streamlining (e.g. Wal-Marts logistics); 8. In sourcing- company providing service to another company, sort of like in-house consultancy (.e.g. UPS mending Toshiba computers); 9. In-forming presence of search engines like Google; and; 10. Presence of steroids- tools that facilitate technology such as mobile phones, PDAs, et al (48-367). These flatteners have been responsible for transforming the world into what it is now, a levell ed ground where anyone can play. Friedmans idea of flatness is absorbing. His narratives tie up everything he is trying to impart to the readers. There are parts when he tackles the American education in regards to facing globalization such as the drop of citizens specializing in science and technology (Friedman 257). This gap is frightening considering how the world now is shaped by technology. What is interesting though is how foreigners living in the country have helped Americas science force buoyed (259). This exactly embodies the flatness the world is now. The World is Flat is an interesting read for those wanting to dive more into the issue of globalization. It serves as an eye-opener on how globalization could affect our lives is we do not know how to respond to it. There are times when he jabs at the Bush administration, but in spite of that, the book is engaging to read. He is right to say that the global landscape has changed, largely thanks to technology and globalization. He is also right to say that the American education is lagging and that may cause the country to tumble as we go through the globalization era. Some may argue that Friedman has exaggerated the role of globalization in todays economy, especially among Americans but it only serves as a warning, an advice that if we dont get our acts together, the very same thread that pushes people together may very well be the strand that divides us. As Friedman ends his book, The world is flattened. I didnt start it and you cant stop it, except at a great cost to human development and your own future. But we can manage it, for better or for worse... You can flourish in this flat world, but it takes the right imagination and the right motivation (469). Let us ensure, as individuals of every color, manage it for better not just for our sake but for the next generation, as well. Work Cited Friedman, Thomas. The World is Flat: A Brief history of the Twenty-First Century. USA: Farrar, Straus and Giroux, 2005.

Book Report Writing - Be Professional Writer

Book Report Writing - Be Professional Writer Writing a Book Report Students can write book reports in a variety of ways. However, there are three main categories of book reports. These are character analyses, plot summaries, and analyses of major themes. Book reports are quite popular among students, as they help them to review the plot of the story they have read and summarize its key points. Whatever category of book report you are required to write for your grade, you will have to follow a whole set of academic standards. Follow our recommendations and you will not have any difficulties writing a book report. To begin with, your book report must always contain the following components:Category of the book report you are going to write Book title Book author Where and when the story occurred Names and characters of the main participants Examples and citations from the bookYou will have to include rich evidence to support your book report. Summarizing the Plot If your task is to summarize the plot of the book, you will have to revisit the key points of the story. However, do not simply retell the book. You will also need to include your opinion about the book and explain the rationale behind it. That is, tell your readers why you think the story is interesting and well-written, or why it is not, if that is the case. You must analyze rather than simply reiterate the plot. See the example below: The plot of The Story of an Hour by Kate Chopin is fascinating, since it provides the reader with a better understanding of the role most women played in family relationships. A Character Analysis In case you decide to analyze some character, you will need to analyze both the physical appearance and personal character traits of the protagonist or secondary participants. Make sure that you also explore how their activities and decisions change the plot of the story.How are your characters dressed? Are they positive or negative? Is there anything irreparable or irreversible about the character that changes the plot? Refer to their activities and words. Use dialogues to prove your point. Now you can bring your observations together to develop a coherent narrative and tell your readers why the book you have chosen is worth reading.You may wish to start your paper with the following sentence: In Kate Chopins The Story of an Hour, the figure of the husband enjoys just a momentary presence, but it changes the plot of the story and makes the authors message meaningful. Themes If you need to explore the main themes of the book, you will have a great opportunity to choose the most important messages and describe them in your paper. Here you can also incorporate your opinions and thoughts. Try to tell your reader why you are feeling this way. Which themes seem more interesting to you? However, before you articulate your thoughts you will need to inform the reader about the themes you are going to discuss.Begin with a thorough description of the theme you have chosen for your report. Use rich evidence from the book of your choice to support your claims and opinions. Justify the importance of the theme in your story. Introduce each quotation, citation, and example. Include a thorough explanation of its meaning and significance in the context of your story. Once you are done with the analysis of your selected theme, you can also describe the way it affects the book plot. Also, try to predict how the theme you have chosen can impact the emotional reactions of your readers.Here you can use the following sentence to begin your book report: In Kate Chopins The Story of an Hour, the theme of gender discrimination is the most important aspect of the story. Whatever type of book report you are asked to produce, you will have to be sure that you are clear and unambiguous in your writing. You will need to do everything you can to produce an excellent book report. One of the main factors of your writing success is using enough evidence from the book to support your claims. As soon as you are done with your book report, you will see how your writing and analytical skills have improved. You will be able to use them in your future academic work.

For and against Popular TV Shows and Media Essay

For and against Popular TV Shows and Media - Essay Example Sherry Turkle is also not happy about the manner in which cell phones and computers are undermining our public spaces and community. On the other hand, Steven Johnson argues that, though certain TV shows and video games do ‘dumb us down’ the sophisticated ones deepen our intelligence and even Amy Goldwasser has asked to broaden our negative mindsets on modern sources of information and communication i.e. the e-mail and internet. It is Gerald Graff, who concludes the debate by pointing out that it is not only necessary to consider what media texts the audience consumes, but what matters is the content that we absorb and the intellectual attention that we give it. In his words, â€Å"It matters less whether we read Marvel comics or Macbeth, as long as we theorize about it in analytical intellectual ways†. The dialogue from ‘The Sleeper’ stresses upon discerning subtle humor and the ability to analyze a complex social situation. Steven Johnson is arguing against the generalized view that television is encouraging violence and anti-social behavior. He tries to point out the merits of allowing children to watch popular TV shows like ER, Fear Factor, Law, and Order or Grand theft Auto and other reality or gaming shows that will develop the cognitive abilities in your child. The belief that acts of violence in Iraq and Guantanamo was mitigated due to the influence of hit TV series â€Å"24† which led to audiences either committing crimes themselves or causing them to tolerate acts of violence is not correct. We must keep in mind that Hit TV series like ‘24’ have multiple narrative threads and story-lines.. ‘24’ has twenty-one distinct characters, with, a clearly defined personality, who have motivations, obstacles and a specific relationship with other characters.  

Developing Teamwork Productivity in Diverse Workforce Essay

Developing Teamwork Productivity in Diverse Workforce - Essay Example In a team, the unique skills can be combined in effective ways. However, it is not as simple as creating a team and waiting for results. For a team to be effective, attention must be paid to several other areas. This will now be discussed by describing some of the important considerations necessary to creating effective teams. The first major benefit of teamwork is that it allows organizations to make use of the skills and abilities of all its employees. Another benefit of teamwork is that an organization requires that individuals work together. Even if teams are not present, all of the individuals within an organization are working together to achieve some overall goal. This makes it logical to suggest that an organization will function better if all the employees are able to work well together. In a diverse workforce, this can be a problem because individual differences are often a source of conflict. In response, many employees will avoid working with people they consider as different. When this occurs, the differences become greater rather than lesser. The importance of teamwork in a diverse workforce is that it forces individuals to come together and work together. In doing so, they gain a greater understanding of each other and differences are bridged. Even if the team does not continue to operate, the workplace overall has been improved by the process. This is an important benefit to a diverse organization. Of course, teams have disadvantages as well as advantages. One of the cons is that they may not be as efficient as having individuals working independently. Team members may be spending time trying to function as part of the team, where this time could be being spent completing work tasks. This con recognizes that it takes time and effort to manage and run a team. Another con is that it can be more difficult to manage and control a team. In a workplace without teams, tasks could be assigned and employees managed by their supervisor. This is a reasonably simple approach that makes it easy to control processes. If a task is not being completed effectively, the organization only needs to look at who is responsible for a certain task. This is more complicated if a team is present because it means that the task is owned by many It may not be a simple process of identifying and solving the problem. Another con is that teams often create conflict in the workplace. In diverse teams, conflic t can be greater because individual differences make it difficult for people to communicate and understand each other. In some cases, individuals may consider themselves as different to everyone else, reject their role in the team, and isolate themselves from others. In other cases, diverse individuals that share common traits may group together. This can create division in a team accompanied by struggles over power. These are all reasons that a team created to produce positive results can actually have a negative impact on the organization. There are also complicating factors related to motivating people in teams. A major part of motivation is providing positive rewards for desired behavior. If individuals are working independently, it is generally easy to identify desired behavior and provide rewards to encourage it. In a team, it is more complicated. Firstly, individuals are best motivated when the rewards

Progress learners have made and identify learning needs

Progress learners have made and identify learning needs In this reflective assignment I have chosen to explore standard Q28: Support learners to reflect on their learning, identify ; focusing specifically on the integration of metacognitive strategies into a sequence of lessons. These strategies included making peer and self-evaluation an established part of every lesson. Making pupils aware of what they have learnt, mirroring pupils responses, and modelling exemplary metacognitive thought processes by thinking out loud. The essence of metacognition is thinking about thinking; having an awareness of what you already know and what you do not know, knowing how to learn and acquire new knowledge, knowing which strategies to use and when to use them (Wilson Bai, 2010). Metacognitive skills can be taught to pupils of any age and ability, and research has shown that pupils with metacognitive skills perform better in school (Sternberg, 1998). The reason I am interested in cultivating metacognition is because it improves pupils critical thinking skills (Ku Ho, 2010). In order to teach metacognitive skills the teacher must first create a learning environment in which pupils are expected to participate in reflective and evaluative activities (Leat Lin, 2007). The metacognitive strategies were trialled with a class of thirty top-set Year 8 girls over a period of two weeks (six lessons); coinciding with the start of a new science topic: Chemical Reactions and Materials. At the start of the first lesson pupils were given a self-evaluation checklist for all of the concepts they were going to be taught during the following sequence of lessons. They were then given the opportunity to write down any prior knowledge of these concepts, and to tick off any they felt confident with already. Pupils were instructed to place the checklist at the front of their files for use later on in the lesson and during the rest of the unit. A three-stage self-evaluation framework was devised in order to promote pupils metacognition at well-defined point within each lesson. At the start of each lesson all pupils were expected to record the learning objectives (as communicated by the teacher) in the appropriate space on the checklist. Approximately two-thirds of the way through the lesson, pupils were told to consider whether or not they were meeting the learning objectives. Pupils used a traffic light system of red, orange and green coloured pages within their planners to communicate their responses to the teacher. Pupils not meeting learning objectives were asked to write down what actions they would have to take in order to meet them At the end each lesson pupils were given time to identify what they had learnt and how they would address areas of weakness. When planning fifty minute lessons, thirty percent of the total lesson time had to be allocated to the three five-minute self-evaluation stages. In hindsight, it may have been a more efficient use of time to either self-evaluate every other lesson, or to assign self-evaluation as part of the class regular homework. Starting and ending lessons with a metacognitive task is commensurate with the three-part lesson structure of starter, main and plenary that seems to be in vogue. Placing a metacognitive task in the midst of a lesson may appear to disrupt the natural flow, but the anticipated change to an habitual task could serve as an opportunity for some pupils to refocus their attention and make better use of the remaining lesson time than they otherwise may have done. During the first lesson in the sequence the introduction and explanation of the self-evaluation system required a significant portion of the lesson time. I dont think there would have been any way around this. I had anticipated that during each of the subsequent lessons pupils would become more accustomed to the system and would therefore need less guidance. However, some pupils had been absent from the initial lesson in which the system was introduced and required additional teacher time to bring them up to speed. I dont think that this would be an issue if the system had been implemented over a significantly longer time scale, as pupils would inevitably become familiar with the format of checklist and how and when to fill it in independently. In addition, various pupils would either lose or forget to bring their checklists to lessons, hence requiring replacement checklists and losing information which they should have accumulated. For these pupils it is clear that they would not be in a position to reap the full benefits of completing the self-evaluations when the time came to prepare for their end of unit test. I think that all of the pupils had a degree of appreciation for the potential benefits of this system, but some more so than others. During the Year 8 consultation evening several parents provided positive comments after having noticed the checklists in the childs file. The general feeling was that the parents approved of pupils thinking critically about their own learning. At the end of the sequence of lessons, pupils who had been regularly completing the self-evaluation checklist were able to easily identify gaps in their learning. These gaps could then be addressed during revision the time allocated to prepare for the end of unit test. I think that if I had been teaching practical lessons, and in this unit there werent any, I would have found it much more difficult to allocate a time slot for self-evaluation during the lesson. This three-part framework is clearly an explicit means of artificially imposing a metacognitive activity upon the pupils. However, it is a usual part of my every day teaching style to think out loud, and to encourage pupils to do the same when answering problems. This is an established technique for enhancing pupils metacognitive abilities, which I find comes quite naturally. By thinking out loud the teacher is modelling the sort of processes, lines of reasoning, and questions which they are pursuing and asking themselves in order to reach the solution to a problem. By mimicking an exemplar under the guidance and elicitation of the teacher, pupils can assimilate this skill and apply it independently. I think that pupils often do not know how to tackle a problem for which they down know the answer immediately off hand. Some will just sit there and wait for the teacher to come over to them and intervene. Others would unthinkingly throw their hand into the air and expect to be told the answer straight away. It is often frustrating when I discover that a pupil hasnt even attempted to form an approach to finding an answer. Without explicit training most wont automatically know the sorts of questions they need to be asking of themselves, and are far too easily waylaid or disheartened by perceived unfamiliarity when a known problem is placed in an alternative context. I was not been able to gauge or quantify pupils metacognitive skill and I think this could be the basis of an interesting research enquiry, however, I did notice that pupils were generally more persistent after the sequence of lessons. Particular pupils who previously would have given up straight away were at least attempt ing to engage problems more before asking for assistance. I think that metacognitive ability is intrinsically linked with pupils motivation and self-efficacy. In my experience, pupils who are not sure how to approach a problem can attribute this inability to their own incompetence, which will invariably initiate a cycle of negative feedback with their self-esteem. Working with such pupils on an individual basis I was able to give them the confidence and necessary individualised scaffolding to attempt unfamiliar problems. I often began by asking them to think out loud so that I could see exactly how they were approaching a particular problem. I would then ask them if they could think of an alternative way to approach the same problem, or to ask one of their friends how they would approach the same problem. This has been an approach which I have always taken, but during this series of lesson I have placed a lot more emphasis on pupils sharing their thought processes with each other e.g. via a think, pair, share style activity. As a consequence of having taught a series of lessons with a strong emphasis on simple metacognitive strategies, I am motivated to continue using these strategies and to seek out new ones which complement or supersede them.

Explain how the narrow rule stated in Donoghue v Stevenson has been developed Essay

Under the ‘narrow rule’ established in Donoghue v Stevenson[1] ‘a manufacturer of products, which he sells in such a form as to show that he intends them to reach the ultimate consumer in the form in which they left him with no reasonable possibility of intermediate examination, and with knowledge that the absence of reasonable care in the preparation or putting up of products will result in an injury to the consumer’s life or property, owes a duty to the consumer to take that reasonable care’[2]. Firstly, from Donoghue liability has been extended in order to cover individuals who supply or repair products, the erectors of tombstones[3], electrical equipment installers[4], constructing staff buildings[5] etc. Also, understanding of ‘consumer’ has been widely developed to include users of particular article[6], anyone who might be in a direct contact with the article[7] or people in the neighbourhood of the good in question[8]. Donoghue, case that product liability in Scotland begins with, states that responsibility for defective products rests on the manufacturer on the condition that there is no possibility of intermediate examination of the product[9]. New approach declares that ‘possibility’ should be replaced with ‘probability’[10]. Case Bates v Batey[11] extends product liability law illustrating failure to provide flawless design of the product. Ginger beer busted in consumers hands. Manufacturer was held liable along with shopkeeper who could have exercised reasonable care by simply testing the product. Situation similar to Escola v. Coca-Cola Bottling Co where a bottle with drink fell apart in pursuer’s hands. However, simple existence of a chance to examine product is not enough to be held discharged from duty[12]. More important issue within this subject is whether manufacturer gave the consumer a warning so that some extend of danger can be reasonably expected.[13] What is more, in situation when examination has not been performed successfully, defender will still be held liable for the defect on basis of Voli v Inglewood Shire Council[14] where architect of building which happened to collapse, was find guilty of negligence despite of public authority’s inspection that failed to detect the flaw. Bunchan v Ortho Pharmaceutical[15] presents a failure to warn about the possibility of danger relating to the product. Situation was deteriorated by the lack of appropriate guidance concerning usage which was caused by inadequate label placed on the container. To solve this problem, when dealing with demanding products, manufacturer is under a duty to inform the consumer about risk connected with the good in question using a leaflet or a labels[16]. It applies for all situations where the product needs to be used in correct way[17]. A matter of appropriate notice is a question of fact and degree of the danger the article brings. If an adequate warning is being provided with potentially dangerous product there in no liability reasting on producer as it constitutes novous actus interveniens that erases chain of causation.[18] If product is found to be faulty after being put out into the market, the producer is deemed to issue information with a warning and recall the product if it is indispensable[19]. However, when danger is obvious and reasonable to expect for an ordinary person, there is no duty of care[20]. Approach is presented in Liebeck v. McDonald’s Restaurants[21] where a disposable cup with hot liquid covered with a lid is not defective itself due to the general knowledge. It states: if a cup strucks hard surface it may result in an injury. Standard of safety is defined by what the society in general is entitled to expect in comparison to what they actually expect. Another interesting case concerning general knowledge has been brought against McDonalds Restaurant in Pelman v. McDonald’s Corp[22]. Pursuer alleged food produced by McDonald’s restaurants responsible for making people obese. Case has been dismissed. Year 1936 brought a significant extension to the ‘narrow rule’. By the time of Grant v Australian Knitting Mills Ltd[23] case, where problems with proving defects in product’s design arose[24], it was often problematic to prove that the defender was negligent in common law. Basis of the problem was lack of witness who could speak to the design flaws. Lord Wright adopted the rule of evidence called res ipsa loguitur[25]. In accordance to prior, events along with consistent facts justification are in competence to establish a breach[26]. Case Daniels v R White[27]contradicts Grant’s res ipsa loguitor approach stating that it is possible for a manufacturer to prove that process of manufacturing has been performed with the best possible quality and is the best in trade so that no liability can be recognized. A product design flaw is a random problem causing tragedies all around the world. Thalidomide was a German drug emitted in 1957 that caused over 10,000 human birth deformities attacking nervous system of its victims. Thalidomide was being prescribed to pregnant women as a sedative and to alleviate morning sickness drug. The principle of self-monitoring applied. There was no legislation in the Federal Republic of Germany that would require actual investigation and test concerning new medicines. In consequence, drugs did not have to be tested for their destructive tendency. There was no legal authority to support the claim along with problems to establishing link between deformities and medicine. Carrol v Fearon[28] shares the same issue as Thalidomide case. Onus lies on the pursuer to bring evidence of a breach of duty and prove that the manufacturer has been negligent. If action fails at this point there can be no further proceedings. Even when defect has been established it is a matter for a judge to decide whether on the balance of probabilities it was due to manufacturer’s neglect. When deciding whether product is defective or not, character of potential injury is taken into account. Relevant measures are deemed to be taken in circumstances when product may determine imminence to sensitive parts of the body[29]. Strict liability regime for products has been imposed in 1987 with Consumer Protection Act. Act clearly defines the product as well as who is the consumer. It places liability on producers of the product; own branders and importers, in cases where any damage occurred due to product’s defect[30]. Act covers damages, loss or injuries that exceed the sum of  £275. Damage does not include loss or damage to product itself nor to any other product supplied with the product. Economic loss is consequently excluded. Worley v Tambrands Ltd[31] established objective test used to justify whether the product has a defect or not. It is required that the pursuer brings evidence of product’s defect on the balance of probabilities[32]. Feldman v Elderly Laboratories[33] illustrates the importance of product’s safety over the logic of producer’s conducts. Again, there is no need to prove defenders fault. However is it required to show that the injury, damage or loss was a consequent of the defect in question[34]. A v National Blood Authority[35] illustrates how scientific and technical knowledge at relevant time can justify defect. ‘State of art’ or ‘development of risk’ defence is believed to be the most controversial issue under the act. Usage requirements demand including all data in the information circuit of the scientific community as entirety taking under consideration actual possibilities for the information circulates. In this case the producer was aware that some blood samples might be infected but at that time there was no possibility of precaution to take. In the end court held that blood was defective and users did not know the risk they were taking and lack of care they were entitled to receive with free from infections blood transfer. When users are aware of the defect product can’t be held defective anymore for example usage of condoms is not believed to be hundred percent effective.[36] Another defence brought by the Act accounts to contributory negligence. It concerns products that are components or raw materials in an intricate product. Additionally defend requires defect to be entirely attributable to the design of the product in question. It is well know that in practise, where statutory regime is not applicable, common law liability remains. Action in circumstances where problems with identifying responsible person arisen can be simply dismissed.[37] Another issue related with subject is being brought by Veedfald v Arhus Amtskommune[38] case where part of Consumer Protection Act has been adopted stating that a supplier is not strictly liable when a defective article was not provided in the course of business. In this case medical service has been funded from public funds nevertheless for economic purpose. In order to held strict liability damage must be a consequence ‘wholly or partially ‘by the product’s defect[39]. Defectiveness of the product is defined by the Act as ‘if the safety of the product is not such as persons are entitled to expect’[40]. Issue is tested by the standards of hypothetical reasonable man in the same position as manufacturer. In Abouzaid v Mothercare[41]the pursuer lost ability to see when the pushchair strap recoiled. Court held that test of defectiveness depend mostly on society expectations[42]. In the end, Act has been a usage for pursuers with small claim mainly relating to food. Product liability can be used for extending the scope of cases appropriate for litigation and settlement. This branch of law may serve society as an opportunity for legal education and acknowledgement relating to their rights and duties. This nature expand is likely to contribute much to the evolution of tort in the long distance perspective. As it can be seen, product liability law is growing in strength with every new precedent establishing new principles when new issue occurs. Another method that is being used in Scotland is simply adopting models from different countries and learning on their mistakes. System has grown for the as 80 years since Donoghue v Stevenson and proceeds in action. [1] 1932 AC 562 [2] 1932 AC 562 per Lord Atkin (at 599) [3] Brown v Cotterill 1934 51 TLR 21 KBD [4] Eccles v Cross and McIlwham 1939 S.C. 1 [5] Anns v Merton 1978 AC 728, [1977] 2 All ER 492 HL [6] Grant v Australian Knitting Mills Ltd1936 AC 85 [7] Barnett v H and J Packer & Co Ltd [1940] 3 All ER 575 KBD [8] Winterbottom v Wright 1842 10 M. & W. 109 [9] Escola v. Coca-Cola Bottling Co., 24 Cal.2d 453, 150 P.2d 436 (1944) [10] Haseldine v C A Daw 1941 2 KB 343 [11] 1913 3 KB 351 [12] Paine v Colne Valley Electricity Co 1938 3 All ER 803 [13] Griffiths v Arch Engeering Co Ltd 1968 3 All ER 217 [14] 1963 119 CLR 74 [15] (Canada) Ltd 1986 25 DCR (4th ed.) 658. [16] Lewis v University of Bristol 1999 EWCA cw 1569 [17] Vacwell Engineering Co Ltd v BDH Chemicals Ltd 1971, 1 QB 88 at 109 [18] Kubach v Hollands 1937 3 All ER 907, KB [19] Hobbs (Farms) Ltd v Baxendale Chemicals Ltd 1992 lloyds Rep 54. [20] McTear v Imperial Tobacco Ltd 2005 CSOH 69 [21] 1995 WL 360309 [22] 237 F.Supp.2d 512 (S.D.N.Y. Jan 22, 2003) [23] ibid [24] Hindustan SS Co v Siement Bros and Co Ltd [25] the thing speak for itself [26] Escola v. Coca-Cola Bottling Co ibid [27] 1938 4 All ER 258 [28] 1998 PIQR P416, CA [29] Abouzaid v Mothercare Ltd 2001 2000 WL 1918530 [30] S2(1) of the Act [31] 2000 PIQR 95 [32] Foster v Biosil 2001 59 B.M.L.R. 178 [33] 479 A. 2d374 [34] Richardson v LRC Products Ltd 2000 59 BM LR 185 [35] 2001 3 All ER 289 [36] Wyeth v. Levine, 555 U.S. (2009), [37] Evans v Triplex Safety Glass Co Ltd 1936 1 All ER 283; Summers v. Tice 33 Cal.2d 80, 199 P.2d 1 [38] 2003 1 CMLR 41 [39] Foster v Biosil ibid; MacPherson v. Buick 217 N.Y. 382, 111 N.E. 1050 (1916) [40] CPA 1987,s 3 (1) [41] (Uk) Ltd 2001 TLR 136 [42] A v National Blood Authority ibid

Firearms at a Crime Scene Essay

After a firearm has been photographed at the scene, it will be necessary to be rendered safe. An automatic pistol will require its magazine to be removed and the round extracted from the chamber. When removing the magazine it will need to be handled carefully in order to preserve potential fingerprint evidence and be placed in a paper or plastic evidence bag. The round from the chamber should be placed in a plastic vial or paper envelope. A revolver will need to have the rounds taken from the chambers within the cylinder. The chamber that is on top and in line with the barrel will need to be marked. The cylinder and chambers should be sketched and assigned numbers. As the rounds are removed from the chambers, they need to be placed in individual plastic vials or paper envelopes with a corresponding chamber number indicated. Regardless of type, automatic or revolver, each firearm will need to have an identification tag affixed to its trigger guard. The identification tag needs to contain the hammer position, caliber, make, model and serial number of the firearm, the investigators name, date, time, and location of collection. An additional identifier can be scratched on to the firearm, in an inconspicuous location, and in a manner that will not damage potential evidence. If the firearm was recovered from under the water’s surface, it will need to be cleared as mentioned previously, pertinent details recorded, and placed in an evidence container that will allow it to remain covered in the same water that it was found. The firearm should not be cleaned or allowed to dry. The rounds recovered from either type of weapon will need to be packaged individually, preferably in plastic vials or paper envelopes. Each vial or envelop will need to be accompanied by the following information: date, time and location of recovery, caliber, and investigators name. If a bullet is found at the scene it should be handled carefully in order to protect the striation marks. Bullets should not be pulled out of materials that they are lodged in; the surrounding materials should be broken or chiseled away. The bullet should be marked either on the point or the base, wrapped in tissue paper, placed in a plastic vial or envelope, and the afore mentioned information attached to the applicable evidence container. Spent shell casings, if found, should be picked up with tweezers or forceps, marked with an identifier near the mouth of the casing, packaged individually in plastic vials or envelopes, and be accompanied by the previously mentioned pertinent information. It is imperative that the chain of custody reflects the change of possession when any item is handed over to a laboratory or testing facility.

Adolescent Females And Self Esteem - 1262 Words

A psychoeducational counseling group to increase self-esteem in adolescent females ages 15 to 17. The concept of self-esteem is discussed in depth in the proposed group program. Adolescence is a crucial time in developing a sense of self and strong self-esteem. Adolescent females experience low levels of self-esteem and have conflict with their identity during this time. The group proposal is designed to increase self-esteem and to teach new skills to have a stronger sense of self. Keywords: Adolescent, females, self-esteem Group Proposal for Adolescent Females to Build Self-Esteem Adolescent females often have to face physical and social changes that can affect their self-esteem. The self-esteem of an individual can affect his†¦show more content†¦It will focus on a members cognitive, affective, and behavioral skills through a structured setting within and across meetings (Corey, et al., 2010, p.11). Sessions will be designed in a structured format and around different themes (Corey, et. al., 2010, p.11). Members will be allowed time to discuss and process various topics and interventions that will be covered. The group will be a closed group. The group will be announced through a brochure that will cover (1) disclosure statement, (2) statement of goals and purpose, (3) expectation for group participation, (4) policies for entering and exiting the the group, (5) rights and responsibilities of group members and the group leader, (6) disclosure to of information to others and documenting procedures, (7) group leader and members procedures for con sultation, (8) education, (9) procedures and techniques to be used, (10) time parameters, (11) qualifications of group leader (Corey, et.al., 2010). The brochure will inform referring agencies and help avoid miscommunication of the group s purpose. The brochure will be distributed to teachers, school counseling, school administrative staff, potential participants and parents. Group Screening and Membership Studies have found that adolescents benefited from self-esteem based counselling interventions. The ones benefitted the most were those with externalizing problems (e.g., overt behavioural issues), internalizingShow MoreRelatedThe Self Esteem Of Adolescent Females Through Delving Into And Reconnoitering Essay1587 Words   |  7 Pagesabout ourselves involves self-esteem (Myers, Willse, Villalba, 2011). Challenging boundaries, discovering our beliefs and values, and exploring who we are as people starts in adolescence (Arnett, 2013). Usually personality and self-esteem conflict is often challenged at an increased rate in females in the midst of this period of transition (McNeely Blanchard, 2010). 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It is in this stage of transition that adolescents also become obsessively conscious of their image, peers and development of their identity (Price, 2009). These domains ultimately influence psychosocial aspects such as self-esteem (Landy, 2009). It would then perhaps be an understatement to say at the least, that this transitional period would prove to be a far more daunting and sizeable challenge for an adolescent simultaneously suffering fromRead MoreInfluence Of Tobacco Use. â€Å"The Prevalence Of Current Smoking1162 Words   |  5 Pagesincreasing. Nonetheless, tobacco use a mong youth remains a public health problem of substantial importance due to adolescents being the time when most smokers start (Aldrich, Hidalgo, Widome et al., 2015).† About 87% of adults started smoking before the age of 18, while 98% started before the age of 26 (Aldrich, Hidalgo, Widome et al., 2015). Smoking is perceived to happen during adolescents, which was initially encouraged by tobacco industry marketing that has effectively and purposely targeted theRead MoreAdolescence As A Critical Transitioning Period Essay1448 Words   |  6 Pagesresearchers have accounted spirituality and religiosity as vital assets of development for youth as it provides morals, ideals, and a positive self-image. Spirituality is having an intimate experience of the sacred and divine, while religiosity correlates with organized religion. Religiosity embodies beliefs, practices, and rituals. In general, it is believed that adolescents who have been introduced to religion or some type of spir ituality tend to have lower levels of anxiety and are less likely to developRead MoreHow Does Self Discrepancy Of Media Influenced Body Image Affect Adolescents Self Esteem?1235 Words   |  5 PagesSection A: Project Details Title: How does self-discrepancy of media-influenced body image affect adolescents’ self-esteem? Abstract: Research has shown that exposure to thin-ideal media is related to body dissatisfaction. Consequently, the accumulated dissatisfying emotions regarding one’s body can evolve into distorted body perception. Such disturbed body image has been evident as associated with low self-esteem. Nonetheless, little research has sought to elucidate the rationales for these perplexedRead MoreBody Image And Self Esteem Among Adolescents1685 Words   |  7 PagesBody Image and Self-Esteem among Adolescents The topic of body image is an issue that we see amongst many adolescents all around the world. This huge issue can be dealt by adults but the main victim of body imaging are adolescents. Everywhere, anyone goes, there is example of what society considers â€Å"beautiful.† Even if someone is not completely studying it, their subconscious is still registering all of the images and words to what society thinks is a perfect body. Everyday there are people thatRead MoreA Study On Agency Sponsorship Essay1118 Words   |  5 Pagesworks primarily with adolescents. The LMSW works part time with the local Boys and Girls Club of America. This provides access to a physical location for the group. The Boys and Girls Club America mission is, â€Å"to enable all young people, especially those who need us most, to reach their full potential as productive, caring, responsible citizens† (Boys and Girls Club Mission Statement, 2016). The group promotes self-care as well as improving the self-esteem of young adolescent females. This not only fits