Startres

At starting, when the motor is stationary, there is no back e. m. f. in the armature. Consequently, if the motor is directly switched on to the mains, the armature will draw a heavy current (la = WRa) because of small armature resistance. As an example, 5 H. P. , 220 V shunt motor has a full-load current of 20 A and an armature resistance of about 0. 5 0. If this motor is directly switched on to supply, it would take an armature current of 220/0. 5 = 440 A which is 22 times the full-load current.This high starting current may result in: (i) burning of armature due to excessive heating ffect, damaging the commutator and brushes due to heavy sparking, (iii) excessive voltage drop in the line to which the motor is connected. The result is that the operation of other appliances connected to the line may be impaired and in particular cases, they may refuse to work. In order to avoid excessive current at starting, a variable resistance (known as starting resistance) is inserted in series w ith the armature circuit.This resistance is gradually reduced as the motor gains speed (and hence Eb increases) and eventually it is cut out completely when the motor has ttained full speed. The value of starting resistance is generally such that starting current is limited to 1. 25 to 2 times the full-load current. 5. 8 Types of D. C. Motor Starters The stalling operation of a d. c. motor consists in the insertion of external resistance into the armature circuit to limit the starting current taken by the motor and the removal of this resistance in steps as the motor accelerates.When the motor attains the normal speed, this resistance is totally cut out of the armature circuit. It is very important and desirable to provide the starter with protective evices to enable the starter arm to return to OFF position (i) when the supply fails, thus preventing the armature being directly across the mains when this voltage is restored. For this purpose, we use no-volt release coil. (it) when t he motor becomes overloaded or develops a fault causing the motor to take an excessive current. For this purpose, we use overload release coil.There are two principal types of d. c. motor starters viz. , three-point starter and four- point starter. As we shall see, the two types of starters differ only in the manner in which the no-volt release coil is connected. 5. 9 Three-Point Starter This type of starter is widely used for starting shunt and compound motors. Schematic diagram Fig. (5. 16) shows the schematic diagram of a three-point starter for a shunt motor with protective devices. It is so called because it has three terminals L, Z and A.The starter consists of starting resistance divided into several sections and connected in out to a number of studs. The three terminals L, Z and A of the starter are connected respectively to the positive line terminal, shunt field terminal and armature terminal. The other terminals of the armature and shunt field windings are connected to th e negative terminal of the supply. The no-volt release coil is connected in the shunt field circuit. One end of the handle is connected to the terminal L through the over- load release coil.The other end of the handle moves against a spiral spring and makes contact with each stud during starting operation, cutting out more and more starting resistance as it passes over each stud in clockwise direction. Operation (i) To start with, the d. c. supply is switched on with handle in the OFF position. (ii) The handle is now moved clockwise to the first stud. As soon as it comes in contact with the first stud, the shunt field winding is directly connected across the supply, hile the whole starting resistance is inserted in series with the armature circuit. iii) As the handle is gradually moved over to the final stud, the starting resistance is cut out of the armature circuit in steps. The handle is now held magnetically by the no-volt release coil which is energized by shunt field current. (‘v) If the supply voltage is suddenly interrupted or if the field excitation is accidentally cut, the no-volt release coil is demagnetized and the handle goes back to the OFF position under the pull of the spring. If no-volt release coil were not used, hen in case of failure of supply, the handle would remain on the final stud.If then supply is restored, the motor will be directly connected across the supply, resulting in an excessive armature current. (v) If the motor is over-loaded (or a fault occurs), it will draw excessive current from the supply. This current will increase the ampere-turns of the over-load release coil and pull the armature C, thus short-circuiting the novolt release coil. The no-volt coil is demagnetized and the handle is pulled to the OFF position by the spring. Thus, the motor is automatically disconnected from the supply. Fig. (5. 17) DrawbackIn a three-point starter, the no-volt release coil is connected in series with the shunt field circuit so tha t it carries the shunt field current. While exercising speed control through field regulator, the field current may be weakened to such an extent that the no-volt release coil may not be able to keep the starter arm in the ON position. This may disconnect the motor from the supply when it is not desired. This drawback is overcome in the four point starter. 5. 10 Four-Point Starter In a four-point starter, the no-volt release coil is connected directly across the supply line through a protective resistance R. Fig. (5. ) shows the schematic diagram of a 4- point starter for a shunt motor (over-load release coil omitted for clarity of the figure). Now the no-volt release coil circuit is independent of the shunt field circuit. Therefore, proper speed control can be exercised without affecting the operation of novolt release coil. between a three-point starter and a four-point starter is the manner in which no-volt release coil is connected. However, the working of the two starters is th e same. It may be noted that the threepoint starter also provides protection against an openfield circuit. This protection is not provided by the four-point starte

The Courtesans of Bollywood

The media – whether in print, television, or the cinema – has portrayed women in all sorts of images. These images reflect how a certain society perceive women and what roles do they portray in reality. Women in Indian cinema have been variously depicted with different images which represent the division within the Indian society. Just like in any parts of the world, the classification between men and women has been distinct throughout history. Even in modern time, such classifications which further divide both sexes still exist in media because of the stereotypes that have been established.The Indian film industry, famously called as Bollywood, has effectively created films which encompassed the different faces of women in their nation. There are films that attributed them with Hindu goddesses and as well as portraying them as traditional and modern women from all division of the caste. The films that are made depicting women reflected India’s thoughts and behav ior towards sexuality and social norms. The media – despite of its tendency for exaggeration and sensationalism – draws its inspiration from real life’s circumstances, no matter how fictitious the story becomes.No matter how the characters of women are formed, their roles in the film say a lot about the current social perception of Indian Women. Two notable films in Bollywood will be the central discussion of this essay. Pakeezah (1972) and Devdas (2002) became well-known for the romantic plots amidst the struggles within social taboos combined with cinematic intensity and songs aptly made for the film. From these films, the heroines that will be given concentration belong to that level of society which is usually judged derogatively.Sahibjaan of Pakeezah and Chandramukhi from Devdas share the same profession of courtesans, and played major roles in the films showing how Indian courtesans are being personified. The discussion for the two female protagonists will revolve around their being courtesans and they symbolized India’s perception and direction of their views regarding sexuality and how their norms and social evolvement are shaped by these views. Courtesans, as seen from the films, cater to the public eye, predominantly of male audience. Their profession has been criticized by society as immoral and these women are usually isolated from the realm of an ideal woman.By exploring the two films, it will be argued how the views of courtesans are still relevant in the modern Indian society. To be able to convey the contents of the arguments for the established thesis statement, a brief background or summary of each movie will be provided. This is for the intent of giving a foundation or an origin where the standpoints will be derived. Second, there will be an attempt to categorize Indian courtesans which is distinct from courtesans of other countries. This will be connected to how the character of a courtesan became an embodiment o f India’s assumption towards sexuality.From this, Sahibjaan and Chandramukhi from the films will be subjected to analysis, comparing the differences of their roles as courtesans on the films. The essay will be concluded by gathering all the insights that have been discussed and as well as its implications on Indian society. The plot of both films is set in the conservative India where traditional elements are highly emphasized. One of the two films has been derived from a 1917 novella called Devdas. This film has many versions in different languages and the one directed by Sanjay Bhansali in 2002, is the latest and the first full colored version of the film.Devdas can be said as a classic love triangle story with the lives of the main characters closely intertwined with each other. The male protagonist Devdas came back from London to reconcile with his long-time childhood beloved Paro. The two has been arranged for marriage however, when the Paro’s maternal ancestry as dancers is revealed, her humiliated mother decided to arrange a marriage for Paro to another man. From that aspect the tragedy of the heart-broken Devdas ensues, as his college friend introduced him to the world of alcohol and carnal desires.The brothel where his friend brought him became his emotional solace or more of an emotional escapism. As Devdas began to indulge in alcoholism, he met the most famous courtesan named Chandramukhi. Her beauty and exquisite charm which made Chandramukhi as a renowned courtesan became an irresistible pull for Devdas to become close to her. On the other hand, his vulnerabilities as a man shown by his weakened state by the alcohol and the discovery of his supposed love story became the reason why Chandramukhi fell in love with him.The story takes its turn with Devdas being devoured by his alcoholic addiction and Chandramukhi’s love for him brought her to Paro to convince him to stop his self-destruction and subsequently formed a friendship w ith her. Though he did not listen, Devdas promised to see her before his death. Eventually, he confessed his love for Chandramukhi however shortly after that; he expressed his goodbye to her because of his intent to move out of the country. On his journey and with the last drink of wine, he became extremely sick. Feeling himself on the verge of death, he went to fulfill his promise to Paro to see her.Paro ran to meet him but her husband prohibited her and as Devdas dies in front of their gates, his last image is Paro trying to reach for him and screaming his name. It is a clear tragic story for the three characters as all of them are not able to achieve the happiness they wanted out of love. The dynamism of the story is presented by the diverse social upbringing of the characters. Devdas is born from the upper landowning class, while Paro came from an ordinary family whose lineage is from dancers, and Chandramukhi being a courtesan is judged by the society as immoral.The three main characters attempted to go beyond their social status as the purpose of love became their main source of strength to defy the social norms. The second film which similarly tackled defying social classifications in the name of love is, Pakeezah. Released in 1972, this film took 14 years to be completed due to personal issues between the main cast and the director. An original work of Kamal Amrohi, Pakeezah is a classic Indian courtesan movie. This film is a story about a woman who dreams of escaping a world where she felt worthless and soulless.Sahibjaan shared the same fate that her mother did, a profession which eventually led to the rejection of her father’s family. After her mother’s death, her aunt Nawabjaan adopted her and brought Sahibjaan to her brothel where she practiced dancing and singing. She became famous as a courtesan when she grew up, however, her aunt felt the need to get Sahibjaan out of the brothel when her father came searching for her. On the train ride out of the city Sahibjaan found a note that has been slipped between her toes where a stranger wrote about the beauty of her feet and not to soil it.This note became her hope to find rescue from the environment she desperately wants to escape. It also became her only evidence that this particular stranger is the only one who can love her truly and the note is her first real communication with someone who has a pure intention towards her. She was able to meet the stranger who is a forest ranger named Salim, and because of her fear that he might reject her, Sahibjaan kept her true identity. Salim brought her to his family however as men recognized Sahibjaan as the courtesan, Salim’s family disapproved.Despite of Sahibjaan’s confession about her work, Salim’s feelings did not change and both of them ran away together. He eventually decided to marry her, renaming Sahibjaan as Pakeezah meaning ‘the pure one. ’ However, her shame and fear as being a courtesan dominated her, and not wanting to ruin Salim’s reputation Sahibjaan fled from him and called off the marriage. Her decision has left Salim hurting and as a way of retaliation and coping with the pain, Salim decided to marry another woman and invited Sahibjaan for his wedding. In this part of the film, she danced on broken glasses practically symbolizing the pain that both of them share.A revelation has been made when Salim’s uncle, Shahabuddin, learns that Sahibjaan is his long-lost daughter and it resulted to a happy-ending for Sahibjaan, knowing that her father will save her from the world she wanted to get away from, and as well as a possibility for her love for Salim to be reconsidered. Just like the film Devdas, Pakeezah tells about a romantic story of a courtesan with a heart. Someone like Sahibjaan does not desire to be a courtesan forever and wanted to become a real woman by meeting her future husband and be a wife.There is also the familiar pattern of the characters disregarding their social status to be able to experience a relationship with one another. It leaves the impression of Indian movies such as these that the division of the caste system in reality is strictly followed. Pakeezah and Devdas are two classic Bollywood films which portrays the kind of women often degraded by the society. These films presented the courtesans with such humanity which goes beyond their profession of enticing and engaging their audience towards them.Courtesans can be said to have prominently existed way before the times of the monarchy. Indian courtesans are said to be â€Å"sexually liberated and educated women who dance in the temples and at public ceremonies and the only women who are allowed to learn to read, sing, and dance† (Feldman & Gordon, 2006, p. 161). Just like other courtesans in general, they are meant to entertain and offer their company to men. Their difference from prostitutes is that sexual intercourse is just one of their services. They engage in discussions, in festivals, and in the arts. Simone de Beauvoir further differentiates the two:Prostitutes need two kinds of men, client and protector. In her environment man is superior to woman, and this setting apart favors a kind of love-religion which explains the abnegation of certain prostitutes. For the courtesans, beauty and charm or sex appeal are necessary but not enough, she must be recognize as a person. Her pride, her independence, and her money mean that she will never be ‘taken’ – no man will be her absoluter master. † (cited in Kazmi, 1994, p. 237) From the two films, as courtesans their bodies became the attraction to be able to play the part.The dances and mujras by Sahibjaan and Chandramukhi are utilized to emphasize their body part and allure to entice men. As in Indian cinema, women are placed in the cast for the purpose of having something ‘pleasurable in the eyes’ on the screen. â€Å"In t heir traditional exhibitionist role, women are simultaneously looked at and displayed with their appearance coded for strong visual and erotic impact so that they can be said to connote to-be-looked-at-ness† (Kazmi , 1994, p. 234). Since their roles are courtesans, they are always under the scrutiny of their male clients.Their publicized sexuality makes them a property of the society. However, from the films, it can be seen that the courtesans fell in love with the male protagonists both coming from noble families. This love makes them as the hero’s property, thus, losing their â€Å"generalized sexuality and showgirl connotations† and their erotic charms are for the male protagonists alone (Kazmi, 1994, p. 234). That sense of property has not been made official since Sahibjaan and Chandramukhi are not seen married under traditional ceremonies.This gives the impression that India may not view courtesans as an ideal wife, no matter how the circumstances of falling in love may occur. In Devdas, Chandramukhi is seen as a feisty woman who holds her dignity as a courtesan. Despite of the numerous males gawking at her performance and by the harsh judgments which society throws at her, she never did want to become someone else or want anything other than Devdas. She has a strong image of a courtesan portrayed in the film. Chandramukhi can be classified as the classic courtesan who has lived by her destiny to please the public, though she is condemned by it.By the time that she became too attached with Devdas, her duty of pleasing many people has been devoted to please Devdas so he could ease his sufferings. Chandramukhi’s sacrifice of letting Devdas go symbolized her gratitude for him the moment he confessed that he loves her as well. Because that love is rarely given to a courtesan like her and the fact Devdas see her as a normal woman worthy of it, she devoted her life taking care of him and letting go of him in the end even if it entails her happiness (Nair, 2002, p. 86). On the other hand, Sahibjaan is portrayed as a courtesan struggling for an escape from the world she grew up with.Unlike Chandramukhi, Sahibjaan is a courtesan who wished to change her life and get out of her profession. However, the history of her mother’s life haunts her, encapsulating her in fear that she might never achieve the normal life that she wanted. A courtesan who pleases out of duty, the film focused on making her worthy of marriage. The scene where Salim renamed her as Pakeezah provided her the status that she is still worthy of being a wife despite of being a courtesan. She can be said as someone who subsequently gives in to the cruel prejudices of society.By refusing Salim’s offer of marriage, Sahibjaan continues to be a possession of the public, denying herself the happiness that she wanted to be rescued by the one man she loves. Nonetheless, both women have exuded strength when it comes to making choices. Though the y have been portrayed as weak for love and for rescue, they have made decisions which in their knowledge can deprive them of the happiness that they want. In society, since courtesans are made to please the world, sacrificing their own personal interests is a part of their duty.Thus, their role as a public commodity strips them off the right to be part of the private sphere, which includes the family. The courtesans of Indian cinema maybe considered as the origin of independent women in Indian society. A courtesan is said to have â€Å"the courage to confront society, established morality, and the powers that be† (Kazmi, 1994, p. 231). That the courtesans in these films are the early embodiments of empowering women’s sexuality when it comes to breaking social norms, since in the conservative Indian nation courtesans or good women alike, are considered marginalized.Courtesans can be viewed as the mortal goddesses of the Indian society who can personify evil and goodness in how sexuality is perceived. References Feldman, M. , & Gordon, B. (2006). The Courtesan’s Art. New York: Oxford University Press. Kazmi, F. (1994). Muslim Socials and the Female Protagonist: Seeing a Dominant Discourse at Work. In Forging Identities: Gender, Communities, and the State, (pp. 226-243). Zoya, H. (Ed. ). New Delhi: Kali for Women. Nair, P. K. (2002). â€Å"The Devdas Syndrome in Indian Cinema. † Cinemaya 56/57, Autumn/Winter : 827.

What Was the Most Important Reason for Punishing the Killers of James Bulger

What was the most important reason for punishing the killers of James Bulger? The James Bulger case was the trial of the two boys, John Venables and Robert Thompson who in Merseyside, Liverpool, on the 12th February 1993 abducted and Murdered a 2 year old boy named James Bulger. The two boys were 10 at the time, however, in court were charged and convicted as adults due to the wickedness of the crime and the detectives believing that the boys were simply innately evil, and couldn’t have possibly learnt such behaviour.The boys were originally given a sentence of 15 years however it was shortened to 8. But what was the most important reason for punishing the two killers? One of the reasons that the boys were punished was too to protect society. Personally I think that protection was an important reason to punish the boys, because they were clearly unstable, meaning that it was highly possible they could do a similar crime again.I think that not many people would disagree, and I think that parents of young children living in Merseyside would agree strongly, as they would feel their kids were highly unsafe knowing that there were people like them in their neighbourhood. Another possible reason for the punishment of the two boys was deterrence, or to put others off doing a similar crime by making an example of the boys. I generally think that deterrent is an important reason for punishment as it stops others from doing the crime.For example in Singapore you are fined for chewing gum, meaning there is a lot less gum on the streets, however in this case I think that deterrence should not have been one of the most important reasons for the punishment because it was an extremely unusual crime as most 10 year olds do not have the mind set to kill another child, therefor there would be almost nobody to put off from doing it in the first place, however if the court were trying to make the boys a deterrent; I don’t think they did a very good job, as the boys w ere only given 8 years (which I personally think was to little considering the nature of the crime ).I think some people may disagree with me and say that they should be made a deterrent as other kids might be influenced by their actions. Another possible aim for the punishment was to rehabilitate the boys and make them into contributing members of society through giving them one to one teaching ( paid for by tax payers ) despite it being better than most normal children’s education. Personally I think that they did not deserve a good education for committing such a horrific crime, many people agree with this as at the time people said â€Å"they were living a life of luxury†.I think some people might say that it was good to rehabilitate them so they could become normal members of society and get jobs. Which could be true as it has been proven that there are not enough genes in us to program behaviour. However I don’t think that the boys could have picked up tha t kind of behaviour, also the fact that they showed no remorse for what they had done after the trial, only strengthens my argument. One of the main aims of punishing the boys was retribution. The boys had to pay for what they had done.Personally I think that had they been given a longer sentence that would have been enough, however some people had more extreme views for example Ralph Bulger said he would hunt down the killers, and others admitted they would be willing to pay the price for revenge. However a lot of people would disagree especially the government, as they would not what people to take the law into their own hands. The final possible aim for the punishment was vindication, meaning the law must be upheld.I think this is important because they had to be punished because of their crime, if they had gone unpunished other people might think they could get away with it. I don’t think anybody would disagree with me. In conclusion I think that the most important reason for punishing John Venables and Robert Thompson was retribution, due to how horrific the crime was. Personally I think that they were pure evil, as they didn’t even try to help their own case by showing remorse for their actions.

Managing people Essay Example | Topics and Well Written Essays - 2000 words - 5

Managing people - Essay Example The most recent legislation that the country passed is the Anti-discrimination legislation that seeks to enhance equality at the work place (WOODHAMS & LUPTON 2006). For many years women have been subjected to any forms of discrimination and gender discrimination is just one of the many things that women have been discriminated against. The most prominent discrimination that ladies are subjected to include: low pay, dismissal because they are pregnant, maternity leave and related issues. Women are also more susceptible to sexual harassment at the place of work. Despite the legislations that have been passed in the country, many more women face discrimination. For example, it is estimated that 30, 000 women are discriminated against and consequently lose their jobs because of pregnancy (DURBIN & FLEETWOOD 2010). Despite all the laws and initiatives put by stakeholders to break discrimination on basis of gender, social and cultural barriers the strides are yet to achieve maximum effort. Similarly, the society is yet to break from the negative perception that women are subjected to. From the persistent discrimination directed to women it is clear that the country, like any other country that discriminated against women, cannot grow and develop to meet 100% potential since almost 50% of the population is discriminated against. However, the society through different groups such as trade unions continues to advocate for more change (SARGEANT 2009). The country has made great strides by introducing different types of laws that seek to deal with different kinds of discrimination including work related discrimination. In 1975, the country introduced Sex discrimination Act. This legislation sought to ban all kinds of discrimination on the basis of sex. Several years later the country introduced the Equalities Act of 2010. This act consolidated many laws together and in particular

How did the French Revolution inspire Romanticism and why Essay

How did the French Revolution inspire Romanticism and why - Essay Example Romanticism, therefore, turned to an assessment of imperialism and materialism of an industrial community. Although the French revolution enabled romanticism to gain popularity, it turned romantics against it. The French revolution in an immense way influenced the era of romanticism and most of it in a positive way. The French revolution significantly inspired interest in the portrayal of modern-day events, although there was evidence of detailed paintings that were done before the revolution (Mosse, 1989). The French revolution was inspired by the enlightenment era which led to a period of anticipation and optimism. Artists in France chose to represent their happenings in highly detailed forms of art. Their leader Napoleon demanded that their achievements should be displayed in detailed pictures. Napoleon wanted everything to be remembered and, therefore, pictures would do the representation better. Paintings that also represented individual suffering were represented in â€Å"The Raft of the Medusa.† rudiments of romanticism can be establish in art, music and literature and other forms of writings (Mosse,1989). Napoleons invasions can be attributed to dispersal of reforms across Europe. The Romantic Movement also helped shape the political movements such as the French revolution, and it was also shaped by the revolution. Both played a significant part in the creation of nationalism among the citizens. The romantics were ready to end the terrible reign and would do everything possible to improve the society. The French revolution helped cultivate the idea that rebuilding of the society was achievable. The revolution built on the Enlightenment plan of advancement that society could improve. The romantics, therefore, began embracing their history and displayed it in the form of art and music. The revolution inspired them and they started looking at their ancestral origins as a source of inspiration. The romantics during those times were focused on ending the reign of terror. It seems that they had the same vision as the people of France who wanted to break away from the monarchy. Romanticism developed to being a philosophy, which could not match the power that the French revolution had (Friedrich). The French revolution brought about the change that the romantic philosophers so much desired. Before the French revolution, the romantics lived in an oppressive society with no or little freedom. The romantics wanted a strong group to intervene and help them attain a stable government and a strong sense of individuality. Their society was particularly divided, and they could not write anything that was not acceptable. This made them desire so much for freedom. The rise of the French revolution, therefore, enabled people to be capable of putting across their feelings in whichever way they wished. The French revolution had a significant impact on the European lifestyle in the nineteenth century. A significant wave of emotion was spread thr oughout the society. The French revolution introduced new laws for the citizens. It also resulted in change, in both literature and art (Doyle). Romanticism is largely responsible for shaping the world to a better place to live. The French revolution was the climax of the romantic philosophy. The revolution provided with problems, which acted as a basis for the romantic literature and art. The French revol

A Public Place That Has Been Changed by Time Essay

A Public Place That Has Been Changed by Time - Essay Example Some have completely changed with others following the same trend. Some of the changes experienced are at time positive with others being completely negative. Among the public place that have experienced some of the most positive changes include the Bryant Park, a recreational facility located in New York. Bryant Park is a 39, 000 m2 public park that is privately managed and that is situated between the Fifth and the Sixth Avenues in the New York City. The main entrance of the green is along the Sixth Avenue and the facility is managed by a non-profit organization. The good management of the park marks a good and effective partnership between the private and public sector. The park is directly above an underground building that houses New York Public Library. A few years ago, the park experienced one of the major changes that completely changed its appearance and public image. Initially there used to be no buildings around the park, but as time went by new buildings were built around the park to a point that the investors were scrambling for the available spaces for commercial developments including the park’s space. This was due to the rising demand for space since the population in the city was rapidly growing due to immigration and the search for job opportunities in the cit y. In 1980, the park had to be closed temporarily to give room for the construction of the current structure that houses the library. The building is found below the ground level what is commonly referred to as basement with the park being on the ground level as it used to be. This was a prudent idea that the management can only be celebrated for. The public need these two facilities despite the fact that there was no adequate space in the city to have them at different places. Before this significant change had occurred in the area, the park used to be a very unsafe place for recreational activities as it had been dominated by prostitutes, homeless individuals, and drug dealers.

Consumer behaviour Essay Example | Topics and Well Written Essays - 1750 words - 1

Consumer behaviour - Essay Example Despite some lingering negative issues, the number of people shopping online continues to grow as more and more people become familiar with the process and the convenience of being able to shop for just about any item they want – from homes to house wares and everything in between – at any time of the day or night that works best for them and regardless of whether what they’re wearing (or not wearing) is presentable to the public to be found at the local shopping center. While there remain certain products that consumers prefer to purchase at retail ‘brick and mortar’ outlets and several issues concerning taxes, security and information mining to be overcome, the concept of purchasing online is definitely a growing trend worth investigating. From the retailer’s perspective, the theories and fundamentals of shopping remains much the same in the online environment as it does in the brick and mortar environment. However, there are some significant factors to take into consideration in order to continue attracting and retaining customers who frequently have many more options online than offline in which to purchase their goods. To begin with, the internet provides an immediate benefit in efficient time consumption as the consumer can, with a few clicks of his mouse, compare prices, investigate product information and receive previous customer recommendations. This greater flexibility was noted in the literature as early as 1997 (Alba et al) when internet sales, still in their infancy, amounted to less than half of all retail sales in the country. According to Ruthkowski (2000, cited in Changchit et al, 2005), in response to growing trends in consumer behavior that continue to turn to the internet as a source of not o nly information, but shopping venues, the number of available hosts on the internet, denoting the range of shopping venues, has risen from 1.7 million in 1993 to

Brokeback Mountain by Annie Proulx Essay Example | Topics and Well Written Essays - 1250 words

Brokeback Mountain by Annie Proulx - Essay Example It would be easy to read Brokeback Mountain as the story of gay men, situated in a time and place that had yet to come to terms with homosexuality. They are right, if possibly for the wrong reasons. Proulx does not idealize rural Wyoming; on the contrary she presents a textured picture of its beauty and its cruelty, its contradictions. Brokeback Mountain completes Proulx's emotional journey into the psyche of the macho Wyoming male by ripping away the masque of masculinity and revealing a sense of tenderness and longing to love that comes as a surprise even to the men who experience it. Male psyche is the central theme that focuses â€Å"Brokeback Mountain.† It is a very real and compassionate tale of two cowboys who unexpectedly found love in each other. The pain experienced by every character is believable as is the anger. Proulx is the narrator of â€Å"Brokeback Mountain†. The point of view of the story is third person omniscient. The narration is real in tone and e mploys description and dialogue to examine the actions, emotions and thoughts of the characters. Sentimental and Nostalgic Sides of Outwardly Tough Characters Male psyche is a predominant and recurrent theme of â€Å"Brokeback Mountain.† It nevertheless registers as a touching illumination of the sentimental and nostalgic sides of outwardly tough characters. In the story of a man whom she called â€Å"large, white, stumbling along, going nowhere,† she forged an endearingly sweet love story between unlikely partners, and against a backdrop of sudden violent deaths, insanity, and incest. She refines this ability to mix a poignant and unexpected romance with her trademark rough-mannered characters and unglamorous settings in the best story â€Å"Brokeback Mountain.† They part at the end of the summer, and both marry and start families soon thereafter, but over the next twenty years they rekindle their fierce erotic bond with increasing affection and emotional longi ng on infrequent â€Å"fishing trips.† Emotional journey of male psyche can be traceable everywhere in this short story. When Jack meets Alma, he announces that he too is married and has a baby boy. They talk of how they missed each other and Jack suggests that he married his wife, Lureen, because she came from a wealthy family. After a while, Ennis and Alma begin to grow apart and she starts to resent him for not finding a steady job, and always going with Jack on fishing trips. Eventually, they divorce and Alma remarries but stays in touch with Ennis and lets him visit their children. Proulx passes male characters through an emotional journey throughout the story. The protagonists of the story are Jack Twist and Ennis Del Mar. Proulx gives a good description of both stating â€Å"They were raised on small, poor ranches in opposite corners of the state, Jack Twist in Lightning Flat, up on the Montana border, Ennis del Mar from around Sage, near the Utah line, both high scho ol drop out country boys with no prospects, brought up to hard work and privation, both rough mannered, rough spoken, inured to the stoic life"(Proulx 74.) The antagonist of the story would be the locals and society for killing Jack because they didn’t find it acceptable for a man to be living with another man. Both Ennis and Jack changed because they were both very masculine,

Humanities Essay Example | Topics and Well Written Essays - 250 words - 5

Humanities - Essay Example The main aim of building this amphitheater was for conducting gladiator fights where slaves fought against each other and against cruel animals like the tigers. The romans came to view and cheer these fights which ended with the death of a slave (gladiator) or the animal (in the fights with the animals). This was a cruelty that was unheard of and especially the fact that people came to watch the arena and even made bets. The floor of the arena in the Colosseum was constantly covered with blood and in order to ask this, red soil was poured on regular basis (Connolly 106). This mammoth building was constructed by the emperor Vespasian and finished by his two sons: Titus and Domitian during their separate reign. It was built in the city center indicating how much power it held. Even after the main purpose of the building was done, years later, the Christians specifically the Roman Catholic Church took up the building and constantly uses it and especially during good Fridays where the Pope starts the way of the cross procession there (Hopkins 164). The Pope is powerful and hence his use of this building continues to indicate its powerful importance both historically and

Agency and Franchising Essay Example | Topics and Well Written Essays - 500 words

Agency and Franchising - Essay Example Two types of retail business format are popular; agency and franchising. Agency or an agent can be broadly described as a person with an authority to represent another person, persons or corporation (called the Principal) (Brillinger, p214). The agent therefore, represents the principal in all the commercial transactions. It is important to understand that as the agent represents the principal, the principal, by default, becomes liable for all the acts of omission and commission of the agent. Even when the agent’s appointment may have pre-defined authority as given by the principal, the principal becomes responsible for all the leverages taken by the agent while conducting business on his behalf. The goods and services sold by the agent are owned by the principal, he is just the intermediary who acts on behalf of the owner of the goods and services. ‘By virtue of an agency, the seller contracts directly with the customer, who is seller’s customer, not that of agent’ (Ishani, 2007). The franchising is ‘a marketing system revolving around a two-party legal agreement, whereby the franchisee conducts business according to the terms specified by the franchisor’ (Longenecker, chapter 3). The process of ‘franchising’, therefore, has become popular in the emerging economy which presents wide scope for the parties, franchisee and the franchisor. The franchising format of business primarily comprises of licensing another person to run the business in a pre-determined format. The franchisor is able to expand his business and spread them in wider areas of operation in a relatively short time and with reduced capital cost. By facilitating goods and services to the franchisee, the franchisor is relieved of the pressures of day today operation and at the same time, he is able to control the appearance and operation of the franchisee

Merger, Acquisition, and International Strategies Research Paper - 1

Merger, Acquisition, and International Strategies - Research Paper Example Transcontinental Oil Company was the owner of the Marathon brand. Ohio Oil Company transformed into Marathon Oil Company in 1960s, making it grow through purchasing or merging with other companies. Besides, the company has enjoyed good fortunes through drilling oil in regions outside the USA. Such regions include Mexico, Canada, Alaska and Ireland (United States Congress, 1981) United States Steel bought Marathon Oil in 1982 and moved its headquarters from Ohio to Texas. In 1998, Marathon Oil merged with Ashland Inc. and formed Marathon Ashland Petroleum LLC. This enabled Marathon Oil to expand its base in the USA. In 2001, USX sold the steel firm in Marathon Ashland Petroleum LLC and concentrated on oil business. The company was then named Marathon Oil Corporation (Donnell, 2007). The company has opened up drilling facilities in Louisiana, Illinois, Canton, Ohio, Michigan, Kentucky, Texas City, Catlettsburg, Texas, Minnesota, Angola, and Equatorial Guinea because of merging. The com pany also experiences good returns on its investment. For example, the latest financial statement for the company stated returns on investors appreciated by 9.8%, earning yields of 8%, revenue increase of 16 billion and profit margins of 9 billion. The company made a profit of 4 billion more compared to the previous year. Though the company had an increase of daily expenses from 166 million daily to 174 million, it experienced a daily income of 384 million. The main reason why the company has sustained good profits is its ability to conquer new markets and merge with other companies (Donnell, 2007). Question 2 CarMax, Inc was established in 1996. The company deals in second-hand cars through its subsidiaries. Last year the company sold over half a million cars. The company also sales some of its cars through auction; last year, the company sold thirty thousand cars at its on-site auction centers. At times, the company is allowed to sell new cars at four locations together with manuf acturing companies. Last year, two percent of its cars sold were new cars. Apart from this, the company offers other products and services. They include purchasing of cars directly from consumers, guaranteed asset protection, accessories, and vehicle repair. The company acquires cars from consumers through car-buying centers and in-store appraisal process and sales them to other buyers or leases them out to hires or individuals who want to use them in racing or wedding parties (CarMax, 2013). It would be profitable if CarMax merged with Suzuki Motor Corporation. This is because Suzuki Motor Corporation operates worldwide. This would make CarMax expand its services to the international community and widen its market. Lastly, by going international, CarMax would improve its image as an international company. The company would also deal in a wide range of cars such as pickups and Nissan motorcycles. This would enable the company to outshine major rival companies such as General Motors (American Suzuki Motor Corporation, 2013). Question 3 Marathon Oil Corporation has a cost leadership system that improves level of efficiency and reduces costs of operation. Such system is able to convince countries to allow Marathon Oil Corporation to operate in their regions in a cost-effective mode. This has enabled the company to deliver goods and services to its clients at a relatively lower price compared to its rivals. The company has also differentiated its

Divorce Bill Essay Example for Free

Divorce Bill Essay Marriage is regarded as a sacred union between man and a woman, and the family founded on marriage is recognized as a fount of love, protection and care; therefore it must be cherished and must last forever. Nonetheless, when everything is broken, and many tears were shed, all ends into divorce. Divorce is the final termination of a marital union, canceling the legal duties and responsibilities of marriage and dissolving the bonds of matrimony between the parties (unlike annulment, which declares the marriage null and void). Divorce laws vary considerably around the world, but in most countries it requires the sanction of a court or other authority in a legal process. The reason that gave me urge to pursue this topic is my sympathy to the children that will get left behind. This survey showcases the different views of some people towards this topic. â€Å"Divorce is a declaration of independence with only two signers. – Gerard Lieberman The question I am contending goes like this: â€Å"Pipirma ka ba?† People have different views and opinions concerning this topic. There are those who are in favor of divorce and those who are not in favor of divorce. The third will be those who are neutral. I asked several students about their stand on divorce. The following are the comments of some anti-divorce people: According to Jerome Canonizado, 1st year student of Mapua Institute of Technology, why would people bother themselves for a marriage if they will just give themselves pester and hassle in dealing with divorce papers? Canonizado is implying that he is implying that he isn’t in favor with divorce. Another comment from Sorell Angeles, a freshman student in Ateneo de Manila University, said no for he believes that marriage is a lifetime   decision that’s why choosing the right partner should be taken seriously. He as well added that with divorce, the sanctity and holiness of marriage will be easily broken by those who will not be serious for this manner. Other respondents like Julius Rodriguez of Mapua, and John De Asis of Ateneo, stressed out the vows and promises renounced by the couple during the marriage. They are saying that after all these vows and promises, why would a couple end up filing divorce papers with each other? They are implicitly saying that their stand for this subject is against divorce. In addition with these anti-divorce people above, another anti-divorce person in the name of Bernadette Senado, a cell group mentor and a teacher gave her opinion as regards to divorce. She said that in this day and age, most relationships are results of people’s emotional impulses. Because of these, people were blinded and were not able to make right decisions and choices, and choose the right partner. All in all, in any angle, according to her, there’s no beauty in divorce. Now, the following are the comments of the pro-divorce people: Arnold Justin Mejia Rull, a resident of Marikina city, commented that he is a pro-divorce. His answer was based on a certain situation in a relationship. According to him, he would definitely file a divorce case once gets battered. Another pro-divorce person would be Alec Baluyot, a 1st year student of Mapua. For him, when the time comes where the intimacy and spark between a couple no longer exists, he will file a divorce. This would prevent more damages caused by the quarrels and fights of the couple, which would greatly give an impact to their children. At this time, the following are the scrutinizations made by the people whose stand on this matter is neutral. For John Roel Yerro, a freshman student of Ateneo de Manila University, his decision for this subject depends on the situation undergone by a couple. What is more important for him is the proper and efficient management of a relationship between couples. Another student from Ateneo, in the person of Benro Balaoing, stated his stand for this issue. According to him, nowadays, we’re in a situation where in what is needed are the security of life and the preservation of the honor and dignity of each individual in our country. The children are the ones greatly affected by this issue. In addition to that, he said that instead of condemning a couple for making a wrong decision, he said that what is more important is the options we can provide for them to be freed out of such atrocious situations. As shown in this paper, people have different stands on divorce. In the end, though, the surefire way to avoid this tragic ending is awareness: awareness of yourself, awareness of your relationship, and awareness of the welfare of the children. As for me, I don’t have my own firm stand right now. With that I’m neither saying that I’m totally opposing divorce nor approbating with it. Actually, I’m somewhat in favor with the passing of the bill. Divorce would be auspicious for me when done in a complete and systematic way. With systematic and complete, I mean, all papers are reviewed well, the side of the both parties are well heard, in short, everything is analyzed stupendously. On the other hand, I would like, as much as possible, to prevent the filing of divorce cases. I honor the sanctity and holiness of marriage, and believe its lifetime prominence to a couple, that’s why it should be preserved, maintained, and kept until the last breath of the c ouple. Prior to our knowledge, the Philippines had been colonized by the Spaniards for approximately 300 years. For this reason, Catholicism, brought by these colonizers in our country, has a great influence to the state. The Filipino identity which is mostly explicit in this matter is their complete and pious devotion to the Roman Catholic Church and its beliefs since Filipinos, as stated earlier, were greatly influenced by the religion brought by Spaniards. In view of the fact that the Catholic Church believes that marriage is a lifetime partnership and commitment between couples, it can be said that the church does not concur with the concept of divorce. This may be proved by the absence of divorce here in the Philippines. Only annulment is passed out in our country. The statements that I like the most are: The responses that I dislike are: I like his statement because we have the same stand and it doesn’t show any bias. I also favor this response because this answer is very eye catching plus it’s composition structure is superb. I dislike this for responses are irrelevant. Only God holds and knows our future. Marriage couldn’t be dash with that reason and there is a bigger chance that the children could be more affected when their parents are separated. I also dislike this because we, humans must know what is right and wrong.

Interventions Against Burnout in Mental Health Nursing

Interventions Against Burnout in Mental Health Nursing Are educational interventions effective in reducing the incidence of burnout among mental health nurses? A critical review of the literature Abstract Background There is much evidence to link burnout with mental health nursing, but limited empirical evidence that examines the impact of educational interventions on the incidence of burnout in mental health nurses. Aim The aim of this literature review was to critically evaluate the literature relating to educational interventions associated with burnout in mental health nursing using selective and comparative analysis Method The search strategy involved the use of several electronic databases, and a library search to access relevant journals. Search terms and inclusion/ exclusion criteria are identified. Evaluative criteria (Price 2003) were applied to a critical analysis of the literature. Findings There is limited empirical research in this area; some of it is predictive rather than evaluative. Conclusions Despite the paucity of information, there are some strong arguments for the use of educational interventions to reduce the incidence of burnout in mental health nurses. There are implications for further research to be carried out in this area. Background Burnout is defined as a state of emotional exhaustion, accompanied by a sense of low self- worth (Peveler et al 2000), lack of motivation and a physical as well as emotional, sense of ill- health (Malach-Pines 2005). It tends to involve an insidious process of cumulative stress (Morrisette 2002a). Burnout is most often associated with human- service (helping) professions (Ekstedt and Fagerberg 2005) and frequently, it is those who have a high level of commitment to their work, who are most at risk (van Dierendonck D et al 2005). There is much evidence within the literature that links mental health nursing with burnout ( Barling 2001; Coffey 1999; Duquette et al 1994; Edwards et al 2000; Fagin et al 1995; Happell et al 2003; Harper and Minghella 1997; Kipping 2000; Prosser et al 1999a; Onyett 1997; Wykes et al 1997). Although burnout is associated with different types of nursing (Nolan and Smojkis 2003); mental health nurses in particular, are reported to be at high risk (Nolan et al 1999; Thomsen et al 1999a). Suggested reasons for this high level of vulnerability to stress and burnout are that the profession attracts people who have a predisposition to mental health difficulties themselves (Guppy and Gutteridge 1991) and that working with people with severe mental illness is so stressful that a degree of transference can occur between the patient and health professional (particularly if the latter is inexperienced) (McLeod 1997). The stressors associated with mental health nursing are further compounded if certain factors are present, such as low self- esteem; conflicting demands of home- life, inadequate coping mechanisms (Thomsen et al 1999b) and a lack of job satisfaction, which is especially associated with hospital, rather than community nurses (Prosser et al 1999b). Many sources propose that burnout is preventable (Burnard P 1999; Figley C 2002; Jones 2003 ; Morrisette 2002b; Taormina and Law 2000). It is important therefore, to raise awareness of prevention strategies. It is possible that these could be incorporated into educational programmes and it is suggested that failure to do so can result in informally learned negative behaviours leading to maladaptive coping strategies (Thompson 2003). Aim The aim of this literature review is to critically evaluate the literature relating to educational interventions associated with burnout in mental health nursing using selective and comparative analysis. Method The search strategy involved the use of the Athens Access Management System in order to access such databases as The British Nursing Index, CINAHL, the Cochrane library, Evidence- based medicine (EBM) reviews, Embase psychiatry, internurse.com, Medline, Ovid, PsycINFO, Pubmed, ScienceDirect and TRIP database. The University library was also used in order to conduct a hand search of such relevant journals as The Journal of Psychiatric and Mental Health Nursing; The International Journal of Mental Health Nursing; Mental Health Nursing; Journal of Psychosocial Nursing and Mental Health Services, Journal of Advanced Nursing; International Journal of Nursing Studies; Nurse Researcher and Nursing Research. The search terms and keywords used were: ‘burnout’ and ‘stress’ in combination with ‘mental health nursing’; ‘mental health nurses’; ‘nurses’ ‘education’; ‘nurse education’; ‘training’ (as it was found that this word was used quite a lot within the literature) and ‘prevention’. The search process highlighted the search terms that were most effective in accessing the relevant information using trial and error; otherwise referred to as a process of screening (Fink 2005a) The inclusion criteria were: papers dating back to 1990, the rationale being that a lot of work on burnout was conducted during the 1990’s; some of it in relation to mental health nursing, which is still being cited by published authors; research articles addressing the concepts of ‘stress’ and ‘burnout’ as they relate to ‘mental health nursing’; research articles linking ‘burnout’ with ‘nursing’, ‘prevention’ and ‘education’ as there is limited specific information on educational interventions to prevent burnout in mental health nursing, therefore some transferable principles were applied. For the same reason (shortage of specific information) research articles from other countries were not excluded. Both quantitative and qualitative studies were included. Exclusion criteria were any papers published before 1990; any articles not written in the English language; any articles not specifically addressing stress and burnout and articles about stress and burnout that are not related to nursing. Evaluative criteria adapted from the framework developed by Price (2003) were broadly applied to a critical analysis of the literature. These criteria are: Do the papers address my question? Is the content accessible and comprehensible? Are the research results valid, reliable and authentic? Are there any gaps within the literature and Are there any competing perspectives/ contradictions within the literature? These criteria were supplemented by selective reference to sampling techniques used, strengths and weaknesses of the research designs, methods of data collection and analysis, ethical aspects and presentation issues (Fink 2005b). Findings A recurring theme that emerged from the literature in relation to burnout within the helping professions is the concept of emotional labour, and that education and training can help to make people more aware of this phenomenon and to develop strategies to manage it. Emotional labour is a form of dissonance when the practitioner feels under pressure not to display the emotions which are engendered by the nature of their work (Brotheridge and Grandey 2002). There are two levels of emotional labour; surface or deep acting (Ashkanasy et al 2006). Surface acting is when the practitioner adopts a behaviour that belies their true emotions whereas deep acting is when they struggle to feel the emotion that is expected of them. Mann and Cowburn (2005) conducted a study that aimed to increase understanding about the links between components of emotional labour and stress in mental health nursing. 35 mental health nurses completed questionnaires which yielded information relating to 122 nurse- patient interactions. Three different published research instruments were integrated into the questionnaire; the Emotional Labour Scale, the Emotional Labour Inventory (both of which related more directly to nurse- patient interactions) and the Daily Stress inventory which addressed more general areas of stress. The use of tried- and- tested research instruments helps to ensure validity and reliability of the findings. Published research tools have often been refined several times, with the need to have excellent reliability and validity (Giles 2002). The data was analysed by using Pearsons correlations and multiple regression techniques. The researchers concluded that emotional labour is positively correlated with both the stress that arises from interactions with patients, as well as other sources of stress; that the impact of emotional labour is dependent upon the intensity of the interaction and the range of emotions experienced throughout the interaction, and that surface acting is a more important predictor of emotional labour than deep acting. Only one psychiatric unit was involved in the study with a relatively low response rate of 29%; low response rates can introduce bias and uncertainty into a study (Smeeth 2002). What constitutes a satisfactory response rate varies according to the nature of the research, however a 60% response rate might be considered to be ‘good’, and a 50% response rate to be adequate (Sim and Wright 2000); although many researchers accept that any response rate over 40% can yield meaningful results. The authors acknowledge that generalisability of the results is limited. Interestingly it was the non- cooperation of the unit in general that adversely af fected the response rate because of a lack of flexibility regarding access to respondents which influenced the methodology, in that it was not possible to obtain qualitative data relating to the lived experiences of mental health nurses in relation to emotional labour which might have been more meaningful, and an unwillingness to allow the researchers to follow- up non- responders. There is an implication here for nurses to become more research aware and for healthcare organisations to promote and support research- mindedness. The discussion and conclusion are interesting and relevant to the link between education and burnout in relation to mental health nursing. While acknowledging the limitations of the study, the authors do however stress that the findings have important implications for nurse education in that skills training for performing emotional work should be given a higher priority; that an increased focus be placed on facilitating self- awareness skills to enable mental health nurses to become more introspective about their feelings, so that they can develop effective techniques for dealing with them. However this study does not have the scope to be able to empirically demonstrate that educational interventions are effective in preventing burnout. The value of developing new educational strategies in relation to addressing emotional labour (in addition to other issues) for student mental health nurses was more clearly demonstrated by Turner et al (2004). The purpose of the study was to evaluate a pilot client attachment scheme for student mental health nurses. The rationale for client attachment is that it enables students to form therapeutic relationships with individual clients. This type of educational experience differs from the more traditional route of progressing through different placements. The methodology involved the use of semi- structured interviews to gain the perspectives of students (12), their supervisors (22) and clients (2). Although this is a small sample, the design was qualitative and a depth of meaningful information was obtainable, particularly from the students and the supervisors. The data was organised using thematic analysis, although this was not possible with the client data as there were only two clients and although they gave very positive feedback, the amount of information was very limited. Service user involvement in mental health research is a relatively new and developing concept (Telford and Faulkner 2004). This study is relevant to the discussion because it highlighted that different educational approaches can more effectively promote reflective skills among mental health nurses, which in turn can provide a tool for dealing with emotional labour. The researcher’s literature review revealed that many mental health student nurses report sources of stress as including not feeling part of a team, and dealing with distressing incidents involving clients. These factors lead to emotional containment, causing reduced motivation and increased stress. The client attachment scheme goes some way to addressing these issues by providing more continuity and increased supervision for mental health student nurses. Although the scope and generalisability of this study is limit ed, it flags up important indicators for changes to be made to the student nurse curriculum that will provide students with the skills to recognise and deal with, emotional labour, which should impact upon more effective stress management and prevention of burnout. Another study which concludes that changes should be made to the mental health student nurse curriculum in relation to stress management was conducted by Kilfedder et al (2001). They contend that previous studies on burnout in nursing contain several methodological inadequacies, and so set out to design a more theoretical study. The study sample was drawn from nurses employed in a Scottish National Health Service (NHS) Trust which provided both acute and continuing care mental health services in both hospital and community settings. 510 nurses returned questionnaires (a response rate of 48.8%). A total of 12 published measures were used, together with one purpose- designed measure which related to non- occupational stressors. The others related to such aspects as social support, occupational stress, burnout and coping strategies. As previously highlighted, the use of published measures can enhance reliability and validity. A range of statistical tests were used to analyse the data. H igh levels of emotional exhaustion, depersonalisation and burnout were reported and low levels of personal accomplishment. The researchers concluded that not only should a core part of the nursing curriculum be devoted to stress management and coping skills, but also that management training should incorporate leadership skills that facilitate stress management and that all nurses should be provided with training that equips them to develop coping mechanisms. Education is very much seen by the researchers as an essential part of a comprehensive approach to prevention, which should be emphasised more than the current tendency towards ‘picking up the pieces’ after the event. This study is quite complex which tends to affect its accessibility, however its findings have important implications for stress management in mental health nurses. Sharkey and Sharples (2003) evaluated a learning pack on risk management, developed for use with clinical mental health teams with emphasis on the impact the pack had on team members’ stress. The learning pack was made up of six sections, each one corresponding with a facilitator- led workshop. Participants were expected to carry out some reading and learning activities between workshops. Interestingly the authors identify two aspects of risk management that are potential stressors; the potential risks of the job such as dealing with violence and having to get to grips with the concept of risk management as a relatively new concept, and the systems involved. The researchers adopted a quasi- experimental approach, using pre and post measures, taken eight weeks before and after the learning intervention, in order to be able to measure any change in relation to work- related stress among the participants, as a result of following the educational programme. The researchers highlig hted difficulties with not being able to conduct a controlled experiment which might have affected the outcome, as it was not possible to be certain that any change was attributable to the educational intervention, as opposed to other factors. Sampling was self- selective which might also have affected the findings, as having volunteered; the participants indicated a level of motivation which could have impacted on the effectiveness of the learning programme. The sample (42) was drawn from two mental health locality teams, which included mental health nurses. The pre and post measures used were the Occupational Stress Indicator and the Healthcare- related Work Pressure Scale. Again, these are tried and tested published instruments, the use of which should contribute to the validity and reliability of the findings. These yield quantitative data which was analysed using descriptive statistics, the paired t -test and the Wilcoxon signed rank test. Once again, it might have been of valu e to combine qualitative with quantitative measures, in order to gain an understanding of the participants’ experience of stress; qualitative methods allow researchers to overcome the assumptions inherent in fixed- choice questionnaires, although these also have their value for example, in relation to information about prevalence (Cummings and Galambos 2004). All 42 participants completed the pre measures( although only 32 started the programme and 27 completed it) together with the post measures. It would have been interesting to identify why almost half of the original sample did not complete the programme; whether workload and/ or stress issues contributed to this level of attrition. However it was suggested that quite intensive time commitment was required to complete the programme which might have been an inhibitory factor and there could be implications for redesigning the programme so that it can be accessed more flexibly by participants. Responses were not broken down into professional groups- this also might have yielded some important differences. In relation to the Occupational Stress Indicator, comparing pre and post scores indicated that there was a general decrease in many sources of stress. Interestingly lower means at post measures were observed for the ‘job satisfaction’ subscale which indicated reduced satisfaction. The researchers suggest that this could be due to increased knowledge and expectations as a result of the learning intervention; whether this development could be a source of stress in itself is not speculated upon even though different studies have reported a relationship between stress and reduced job satisfaction (Koslowsky 1998). Scores for the Healthcare- related work pressure scale all show a lowering of item means at post measure. Overall the researchers concluded that the learning intervention brought about positive changes in relation to the work- related stress of the participants; in some cases the i mpact was significant. It is suggested that the ways in which educational interventions can bring about change is by enabling participants to gain knowledge and skills within the ‘safe’ environment of the classroom. A positive outcome of this study is that the learning pack has been modified, following feedback from the pre and post measures together with evaluations from the participants, and is now in use. Ewers et al (2002) evaluated the effect of Psychosocial Intervention Training (PSI), using a controlled experiment, in reducing burnout rates in mental health nurses working in secure units, having identified that this group is particularly at risk of developing clinical burnout syndrome. The hypothesis was that if nurses gained a better understanding of clients’ illnesses and develop more skills to be able to help clients, then they would experience lower levels of burnout within their clinical roles. A self- selecting sample of 20 volunteered to do the PSI course, but these met pre- set inclusion criteria and represented all grades of staff and all wards. 10 subjects were allocated to the experimental PSI group and 10 to the waiting list control group. Baseline measures of knowledge were taken, using a 30- item multiple choice questionnaire which had been used in previous studies; of attitudes, using a measure developed by one of the researchers and of burnout, using the Mas lach Burnout Inventory. It was not clarified whether the attitude measure had been tested for reliability and validity, whereas the other two measures are tried and tested. The experimental group received 20 days of PSI training. On completion of the course all subjects were asked to complete the measure of knowledge, attitudes and burnout. The facilitator had previously received advanced training in PSIs. The course includes both practical and theoretical assessment components and a minimum attendance of 80% was required. The data was analysed using Fisher Exact tests and t tests. The results showed that there was a significant difference in the knowledge scores for each group, with an increase in the knowledge of the experimental group. The same applied to the measurement of attitudes, which it is assumed (although not made clear by the authors) refers to an increase in positive attitudes for the experimental group. Again, the same applied to the burnout measure; this time the res ults are expressed more clearly in that the experimental group had moved in a positive direction along the subscales measured by the Maslach Burnout Inventory. The limitations of this study are that the results might not be generalisable to other units; as only one unit was involved in the study wherein specific factors might exist that contribute to the development of burnout. As with the previous study, the self- selecting nature of the participants might indicate that they were more highly motivated and more responsive to change. However, while acknowledging the methodological weaknesses, the researchers conclude that the significantly positive changes in knowledge, attitudes and burnout measures of participants within the experimental group are indicative of the value of educational interventions in reducing the incidence of burnout among mental health nurses working within secure units. Ho (2007) describes a study which explored the value and meaning of a psychodynamic work discussion for mental health nurses, which is described as a method of working, learning and development in professional practice. A work discussion group can enable psychological and emotional containment for mental health nurses which can impact upon the prevention of burnout. While the work discussion group is a means of learning in itself, education about the psychodynamic processes involved is also necessary in order to unlock the potential of the group. A qualitative design was used in order to be able to explore the feelings, experiences and perceptions of the participants, which seems highly appropriate within a study of this kind. Data was collected from a focus group of 6 mental health nurses ranging from staff nurse to ward manager level. This is quite a small sample, however this is often more acceptable within qualitative research as depth rather than breadth of information is being sought. It is generally considered that the ideal composition of a focus group is between 6-12 people, however when the nature of the subject could be emotionally charged or sensitive, it is preferable to limit the size of the group to 5 or 6 (Polit and Beck 2004). The data was analysed using Bulmer’s framework, a technique derived from grounded theory in order to define meaning through focus groups. This article is quite complex but comprehension has been facilitated by the presentation, in tables and boxes, of the categories and themes within which the discussion was structured. The purpose of the focus group (which was not immediately made clear) was not to act as a work discussion group but to explore the potential for its value with mental health nurses, and the group appeared to be generally responsive to the concept. The author concludes that mental health nurses could benefit from this approach, but would need encouragement and education and that the use of the work d iscussion group could be integrated into nurse education. The researcher acknowledges that the potential use of this approach needs to be explored further, with larger samples from a wider area. Lee (2005) evaluated the effectiveness of a stress management training intervention for care assistants working in a residential home for the elderly; many of whom had dementia, having cited research which links caring for people with dementia with work- related stress. The study took place within one residential home. The training consisted of a three- day programme that aimed to create and maintain an effective work environment by managing stress and stressful situations. The researcher provides an outline of the course content but does not state how many participants there were or how she measured the effectiveness of the programme, despite including sections headed ‘methods’ and ‘findings’. She reports that the stress management training reduced the care assistants’ levels of stress and improved their ability to cope with potentially stressful situations. She also concluded that the age or experience of the care assistants did not have an impact o n their stress levels or coping ability, which did not concur with the findings of a different study. This is a poorly written research article; the lack of detail reduces its value. However given the paucity of research related to educational interventions for mental health workers, it still adds to the existing body of knowledge. An interesting development is that the researcher subsequently contacted 21 residential homes and found that only 3 provided training interventions related to stress management. Conclusions An extensive review of the literature has revealed that there are gaps in the literature relating to educational interventions to reduce the incidence of burnout in mental health nurses; this finding is supported in a review by Edwards and Burnard (2003), who concluded that while there is evidence that stress is a problem for mental health nurses, research on interventions to address this, is insufficient. Many articles on this subject are literature reviews, drawing on broad- based research in related areas, with a definite lack of empirical studies, and these reviews have not been included here. It has been necessary to include studies which predict that educational interventions will reduce the incidence of burnout in mental health nurses as well as those which evaluate existing interventions (which are very few). There are implications for further research into this important area. However there are some interesting and valuable conclusions that can be drawn from the existing lit erature. A synthesis of this review of the literature yields the following outcomes: There is a link between emotional labour and burnout, and adopting strategies (including educational) to enable mental health nurses to recognise and deal with emotional labour (including self- awareness and reflective skills) should impact upon the prevention of burnout. Educational interventions aimed at reducing the incidence of burnout should take place both within pre registration programmes and as part of continuing professional development (CPD). Educational interventions are an important part of a comprehensive strategy to reduce the incidence of burnout among mental health nurses. As well as focussing on stress management, educational interventions can also be used to enhance knowledge and skills (relating to for example, risk management and helping skills) which in turn, positively impact upon stress levels and coping skills. A range of educational approaches should be explored in relation to stress management, allowing for innovation and flexibility, to facilitate access for mental health nurses, who may feel inhibited by such factors as shift patterns, workload or lack of resources References Ashkanasy N, Zerbe W and Hartel E. Emotions in the Work Place: Research, Theory, and Practice. Quorum/ Greenwood. 2000. p. 16 Barling J. Drowning not waving: burnout and mental health nursing. Contemporary Nurse. 11(2-3) 2001 pp. 247-59. Brotheridge C and Grandey Emotional Labour and Burnout: comparing two perspectives of ‘people work’. Journal of Vocational Behaviour. 60 pp. 17-39. Burnard P Practical counselling and helping. Routledge. 1999. p. 115 Coffey M . Stress and burnout in forensic community mental health nurses: an investigation of its causes and effects. Journal of Psychiatric and Mental Health Nursing 6(6) 1999. p. 433 Cummings S and Galambos C. Diversity and Aging in the Social Environment. Haworth press. 2004. p. 157. Duquette A, Kerouac S, Sandhu BK, Beaudet L. Factors related to nursing burnout: a review of empirical knowledge. Issues in Mental Health Nursing. 15(4) 1994 pp.337-58. Ewers P, Bradshaw T, McGovern J and Ewers B. Does training in psychosocial interventions reduce burnout rates in forensic nurses? Journal of Advanced Nursing 2002 37(5) pp. 470-476. Malach-Pines A. The Burnout Measure, Short Version. International Journal of Stress Management. Volume 12(1) 2005. pp. 78-88 Mann S and Cowburn J. Emotional labour and stress within mental health nursing. Journal of Psychiatric Mental Health Nursing. 12(2) 2000 pp.154-162, Nolan P, Dallender J, Soares J, Thomsen S and Arnetz B. Violence in mental health care: the experiences of mental health nurses and psychiatrists. Journal of Advanced Nursing 30(4) 1999. p. 934 Nolan P and Smojkis M. The mental health of Nurses in the UK. Advances in Psychiatric Treatment. 9. 2003. pp. 374-379. Prosser D, Johnson S, Kuipers E, Dunn G, Szmukler G, Reid Y, Bebbington P and Thornicroft G Mental health, burnout and job satisfaction in a longitudinal study of mental health staff. Social Psychiatry and Psychiatric Epidemiology. 34 (6). 1999. pp. 295-300. Sharkey S and Sharples A. The impact on work-related stress of mental health teams following team-based learning on clinical risk management. Journal of Psychiatric Mental Health Nursing. 2003 10(1) pp. 73-81 Sim J and Wright C. Research in Health Care: Concepts, Designs and Methods. Nelson Thornes 2000. p. 359. Smeeth L. Improving the response rates to questionnaires. BMJ 324 2002 pp. 1168-1169 Taormina R and Law C. Approaches to preventing burnout: the effects of personal stress management and organizational socialization. Journal of Nursing Management 8(2) 2000, pp. 89-99 Telford R and Faulkner A. Learning about service user involvement in mental health research. Journal of Mental Health. 13(6) pp. 549- 559. Thompson T. Handbook of health communication. Lawrence Erlbaum Associates. 2003. p. 356. Thomsen S, Soares, J, Nolan P, Dallender J and Arnetz B. Feelings of Professional Fulfilment and Exhaustion in Mental Health Personnel: The Importance of Organisational and Individual Factors. Psychotherapy and Psychosomatics 68 1999 pp.157-164 Turner L, Callaghan P, Eales S and Park A. Evaluating the introduction of a pilot clien

Determination of coefficient of expansion of air

Determination of coefficient of expansion of air INTRODUCTION This experiment is based on investigating the coefficient of expansion of air using a simple laboratory set up; the stopper flask method, where pressure is constant throughout the experiment. The increase in volume of a gas is directly proportional its temperature increase and is expressed as a fractional changed in dimensions per unit temperature change. Air will easily expand when it is heated and contract when it is cooled. The aim of the experiment was to: * Determine the coefficient of expansion of air using a stoppered flask method. The flask was stoppered and a thick tube allowed interactions with the outside. The flask was heated in a beaker (with water) and then transferred immediately to cold water where the cold water was allowed to enter and air within the flask decreased. The initial and final volumes of air and water was calculated (directly or indirectly whichever appropriate) and the coefficient was calculated from these. The experiment in its design allowed the calculation of the coefficient of expansion of air to be 3.22 * 10-3 K-1. This was calculated at a temperature of 24oC and pressure of 1 atm, which gives a good approximation compared to the theoretical value of 3.37 * 10-3 at a temperature of 24 oC (297 K). THEORY Dooley (1919) indicates that gases are said to be perfectly elastic because they have no elastic limit and expand and contract alike under the action of heat. That is to say, every substance when in the gaseous state and not near its point of liquefaction has the same coefficient of expansion, this coefficient being 1/273 of its volume for each degree Centigrade. He further goes on to say that since a gas contracts 1/273 part of its volume when its temperature is lowered 1 ° C, such a rate of contraction would theoretically reduce its volume to zero at a temperature of 273 ° C. Since all gases reach their liquefying point before this low temperature is attained, however, no such contraction exists. At the same time, it may be said that if heat is considered as a motion of the molecules of a substance, that motion is to be considered as having ceased when the temperature has reached 273 ° C. This is the expansion coefficient of an ideal gas. GAY LUSSACS LAW Madan (2008: 81) indicates that the coefficient of expansion of a substance at any given temperature, t, is the small fraction of its volume by which one cubic centimeter of the substance will increase when heated from to. * Gases are affected by changes of temperature in the same general way as liquids and solids, expanding when heated and contracting when cooled. * For a given change in temperature, they change in volume to a far greater extent than either liquids or solids. * All gases, at temperatures considerably above their liquefying points, have practically the same coefficient of expansion. This was first observed by Gay Lussac and Charles, and is a very remarkable one, and a great contrast to what has been noticed in the case of solids and liquids, each of which has its own special coefficient of expansion, often differing widely from those of others. EXPANSION AGAINST CONSTANT PRESSURE Atkins (2006: p35) indicates that: By definition: At constant pressure: This indicates that the work done is actually the difference between the final and initial volumes multiplied a unit of pressure (which is constant). Once can say therefore that a gas expands (independent of pressure) but dependant on temperature as given by: METHOD Method as per hand out, however, a small beaker with water was used to heat the flask and atmospheric pressure was used instead of reading the barometric height (which was not available). MATERIALS/APPARATUS  · Conical Flask (100 mL)  · Rubber Stopper  · Metal Clip  · Short Glass Tube  · Heater  · Beakers (500 mL) 2  · Thick Walled Rubber Tube  · Thermometer (0 100oC)  · Electric Balance Weight of flask + fittings 136.4 + 0.1 g Weight of flask + fitting + water sucked in 168.6 + 0.1 g Weight of water sucked in 032.2 + 0.1 g Weight of flask + fittings + full water 279.8 + 0.1 g Weight of full water 143.4 + 0.1 g Temperature of boiling water 103.0 + 0.1 oC Temperature of cold water 024.0 + 0.1 oC Atmospheric Pressure 1.00 atm Volume of gas @ 103.0 oC 143.4 + 0.1 cm3 Volume of gas @ 24.0 oC 111.2 + 0.1 cm3 DISCUSSION The experiment investigated the coefficient of expansion of air. This value was found to be 3.22 * 10-3 experimentally. One would infer, at first glance, that the volume of air initially would have been the volume of the flask (100 mL), as the volume of a gas is the actual volume of the container. But why was the mass of the beaker found (filled with cold water)? Was it to give a better estimation of the volume of the air? By finding the volume using the density of water, it was found to be 143.2 cm3 which is a large difference compared to the 100 mL of the flask. Then one realized that the flask was filled to the top close to the stopper itself, and therefore assuming that the volume of air was 100mL would have been a grave mistake and calculating the volume by density was the best and accurate method to use. The experiment relies on the fact that the volume of a substance, in this case, air, is dependent on the temperature of the system. The flask (opened) was heated in boiling water, this was indirect heating of the flask, it allowed the inside of the flask to be dry and consequently allowed the air to be dry. In addition, by heating the flask in boiling water, the temperature of the air inside the flask increased as well (according to the zeroth law of thermodynamics), indicating that there will be some form of thermal equilibrium. At this point, the initial volume and temperature of the air will be obtained. The tube was closed with a clip and placed in the water at a lower temperature. The question that arises at this point is why was the clip closed? A logical assumption is that to disallow further interaction between the atmospheric air (at a lower temperature) and the flasks air (at a higher temperature), also one can say that because of the temperature gradient, their will want to escape and in so doing create a thermal equilibrium between the two. The water was allowed to enter, to replace the air and thus the volume of air decreased. This method was unique in its design that it used a backward approach. Rather than obtaining the expansion of air from a lower to a higher temperature, it measured the contraction of the air from a higher to a lower temperature. In the end, the initial and final volumes and temperatures of the air being considered were obtained, and thus the coefficient was able to be calculated. SIGNIFICANCE OF EXPANSION COEFFICIENT The value ascertained experimentally was 3.22 * 10-3. This can be termed a fractional change as it is very small (0.001th of a value 3.22). It can be inferred that this fractional change affects the volume of the sample when a rise in temperature occurs. It means therefore, that for every change in temperature from to to (t+1)o, the volume of air in one cm3 of air will increase by 3.22 * 10-3 at 1 atm (experimental condition). A small value of ÃŽÂ ±, indicated by Atkins (2006) implies that it responds weakly to changes in temperature i.e. the air responds weakly to changes in temperature which is important in life itself, as air responding strongly to temperature changes would be hazardous to our health, and may even result in cardiac arrests with sudden decreases in temperature (during winter time in north America and Europe among other places) and where there are heat surges. COMPARING EXPERIMENTAL AND THEORETICAL EXPANSION COEFFICIENT The theoretical value of the expansion coefficient should be, since. The deviation is (3.37 * 10-3- 3.22 * 10-3) = 1.5 * 10-2. This deviation represented almost 4.66% of the theoretical value! What can account for this deviation? It all leads to experimental errors, since pressure is constant. Obviously, by looking at the formula, the process of obtaining the final and initial volumes and temperatures will have an effect on the expansion coefficient. The volume of water sucked in may not have been at maximum due to hindrances in the tubing attached to the flask, or the water was not allowed to go in as fast as it should. Also, one can consider that the density of water used to calculate the volume of air after the water had been sucked in may have been different and hence affected the calculated the volume). All of these can contribute uncertainties to the coefficient of expansion and can be used to explain the difference observed. SOURCES OF ERRORS * The difference between the experimental and established values is therefore attributed to factors such as temperature, volume, and the accuracy at which these values were obtained as described above. * The density of water probably affected the results when it was used to calculate the final volume of air and initial volumes of air. * Within the limits of experimental error, the value ascertained was close to the theoretical value with only about 5% deviation. * The volumes and temperatures had uncertainties of + n, where n represented the volume and temperature. The final result of the coefficient had an uncertainty of 0.41%. LIMITATIONS * The method did not allow the calculations of the volumes and temperatures directly but indirectly. A direct method, if possible, would have contributed to a more accurate value of the coefficient of expansion. * The experiments were not repeated to ascertain different values of the volumes and temperatures. Averaging the values would have allowed a more accurate value of the temperatures and volumes and by extension the coefficient of expansion. ASSUMPTIONS * It was assumed that air was ideal in nature and followed the ideal gas equation. Introduction of van der waals coefficient would have proved to be more tedious in calculating the coefficient of expansion of air. * It was assumed that the volume of dry air in the flask was the volume of the water in cm3. As mentioned previously, the water was filled to the top of the flask (close to the stopper), and assuming 100mL would have been grossly inadequate contributing to more uncertainties and thus a more inaccurate value of the expansion coefficient. * It was assumed that rate at which the temperature and volume decreased when the flask was placed in the water allowed the expansion coefficient to be ascertained. This was very important, as it implied that the temperature affected the expansion and or contraction of air and water which ultimately enabled the calculation of the coefficient. CONCLUSION With reference to the aim, it can be concluded that the experiment in its design allowed the calculation of the coefficient of expansion of air to be 3.22 * 10-3 K-1. This was calculated at a temperature of 24oC and pressure of 1 atm. BIBLIOGRAPHY Anand, A and Negi, S. A Textbook of Physical Chemistry. USA: John Wiley Sons, 1985. Atkins, Peter and De Paula, Julio. 2006. Physical Chemistry 8th Edition. USA : W. H Freeman Company, 2006. Castellan and Gilbert. 1983. Physical Chemistry 3rd Edition. Massachusetts: Addison Wesley Publishing Company, 1983. Chirlian and L.E. Chemistry 103 Home Page. Department of Chemistry 103. [Online] [Cited: November 7, 2009.] http://www.brynmawr.edu/Acads/Chem/Chem103lc/chem103.html. Daley, Henry and OMalley, Robert. 1988. Problems in Chemistry 2nd Edition. USA: CRC, 1988. Dooley, William. Applied Science for Metal Workers. USA: Kessinger Publishing, LLC, 2008. Flowers and James. 2004. Cracking the MCAT with CD-ROM. USA: Princeton Review, 2004. Haven, Mary, Tetrault, Gregory A and Schenken, Jerald R. 1994. Laboratory Instrumentation 4th Edition. USA: Wiley, 1994. Kaufman, Myron. 2002. Principles of thermodynamics . USA: CRC, 2002. Lide, David. 1993. Handbook of Chemistry and Physics 74th Edition. USA: CRC, 1993. Madan, G.H. An Elementary Treatise on Heat. USA: Law Press, 2008. Mortimer, Roger. 2008. Physical Chemistry 3rd Edition. Canada: Elsevier Academic Press, 2008. Orme, T. A. An Introduction to the Science of Heat. USA: BiblioLife, 2008.

atomic bombing :: essays research papers

Nuclear war was brought about through the invention of the atomic bomb. The atomic bomb was first thought of in 1939. The Manhattan Project was devoted to researching and constructing the bomb (Serendipity: Manhattan Project para.1). Six years and 2 billion dollars later the Manhattan Project produced the first atomic bomb in history (Serendipity: Manhattan Project para.5). The bomb was tested in northern New Mexico on July 16th, 1945. The creators of the bomb watched the first detonation. One creator quoted from the Bhavad Gita saying, â€Å" I am become death, the destroyer of worlds.† The testing of the bomb in New Mexico was the first detonation, however it was not the last (Serendipity: Manhattan Project para.10). The atomic bomb was again set off in Hiroshima on August 4th, 1945. This time the bomb was used in warfare (Serendipity: Detonation para.1). Two aspects of these bombings were the injuries to the people caused by the bomb and the long-term effect the bombing ha d on the culture. There were three main kinds of injuries caused by the bombing: burns, mechanical, and radiation. The burns were due to the flash radiation of heat. The mechanical injuries were caused by debris in the air thrown by falling buildings, etc. the radiation injuries were from the gamma rays produced from the nuclear bomb itself (Avalon: Characteristics of Injuries para.1). Without exact numbers it is hard for experts to determine the actual death rate caused by each injury. Most would say that that majority of the deaths were caused by either radiation or mechanical injuries (Avalon: Characteristics of Injuries para.2). Two different kinds of burn were reported after the bomb, flame burn and flash burn (Avalon: Burns para.1). People that had any sort of protection or shielding around them were protected from flash burns (Avalon: Burns para.4). Japanese experts estimate that burns caused at least 50 percent of the deaths in Hiroshima. They say that most burn victims died instantly (Avalon: Burns para.5). The second form of injury due to the bomb was referred to as mechanical injuries. These injuries were cause by flying objects, falling buildings, crumbling walls, etc. People that were injured from these things experienced fractures, lacerations, concussions, abrasions, etc (Avalon: Burns para.1). The third and most talked about injury caused by the bombing were the radiation affects on the human body. Most people were expected to experience the affect of radiation seconds after the bombing.

The Impact of Performance Enhancing Drugs on Sports Essay -- Steroids

The Impact of Performance Enhancing Drugs on Sports One of the major issues in the news recently has been the use of performance enhancing substances in sports. This topic has been the subject of many front-page headlines in many publications, from sports magazines to newspapers. A recent scandal involving a San Francisco Bay Area laboratory, BALCO Laboratories, has brought this issue to the forefront, and it's really gotten a lot of attention because this case has led to a 42 count federal indictment by the U.S. Attorney General.[1] Another question can be asked as well: Should these performance-enhancing substances be allowed in sports? First of all, what exactly are performance-enhancing substances? They are just what they are called: substances that are used for enhancing performance. The use of these substances is of particular concern to agencies that govern sports, especially amateur sports. Some examples of performance enhancers that are used are anabolic steroids, stimulants, diuretics, and other alternatives. Steroids are chemicals that are typically produced by the human body as a way to regulate various bodily functions. Anabolic versions are used to increase muscle mass and endurance.[2] Unfortunately, steroid and drug use in sports is nothing new. Until 2003, the most famous case of steroid use probably occurred at the 1988 Olympic Games. Some of you may remember the 100-meter race between U.S. athlete Carl Lewis and Canadian athlete Ben Johnson. After the race had been run, with Johnson emerging as the winner, a drug test was taken by Johnson and it came out positive for steroids, meaning that he would have to forfeit his gold medal.[3] Another famous, and more recent, example occurred in 1... ...Chemist, 2003, ESPN 29 Feb 2004, http://espn.go.com/gen/news/2003/1112/1659917.html [11] Ashley 22. [12] ?U.S.: Drug Ring Aided Top Jocks,? San Francisco Chronicle 13 Feb 2004:A1 [13] ?Drugs Involved In BALCO Case,? San Francisco Chronicle 13 Feb 2004:A23. Both drugs named here are covered by this endnote. [14] ?Drugs Involved In BALCO Case,? San Francisco Chronicle 13 Feb 2004:A23. [15] United States Anti-Doping Agency. Guide to Prohibited Substances and Prohibited Methods of Doping. 2004. http://www.usantidoping.org/files/USADA_Guide.pdf [16] Rachels, John. ?The Elements of Moral Philosophy.? p. 92 [17] Rachels 108. [18] Kowalski 13. [19] Rachels 202. [20] Rachels 121. Also see Foundations of the Metaphysics of Morals by Immanuel Kant, 1875. [21] Rachels 173-4. [22] Rachels 174. [23] Schnirring 16. [24] Schnirring 16.