The Inexplicable Mystery Into Expository Essay Examples Topics Revealed

The Inexplicable Mystery Into Expository Essay Examples Topics Revealed The Most Popular Expository Essay Examples Topics In reality, you can find a complete collection of special topics for only a few dollars. Put simply, it's a guide on the best way to do something. From its name, you can guess that you ought to have a crystal clear picture of a specific thing so as to give your reader with a crystal clear and concise explanation. Please be aware that the above list is only an example for you to get a better comprehension of an expository essay, don't hesitate to invent something of your own! As you have shaped understanding of the subject and produced a type of draft, you can begin writing. Our writing service is the very best on the marketplace. If you would like to simplify the procedure, you can try activities like listing, clustering, freewriting, and questioning. As soon as you've chosen one subject from the reach of expository essay topics, it's time to get started writing. There isn't anything like a very good expository essay example! An essay is only a string of thoughts which have been put in order to earn a coherent idea. The trick to writing successful expository essays is to select a topic that's related to your interest and has the potential to generate plenty of interest in the audience. The majority of the moment, expository essays are presented by offering a wide variety of topics and methods to bring up the idea. The New Angle On Expository Essay Examples Topics Just Released What racism is and the way to address it. There is no lack of tactics to compose expository essays. The only thing we recommend to do before you begin working on your expository essay is to make a suitable outline. Thus, if you believe that you're incapable of writing a fantastic paper, then the most suitable choice is going to be to ask professionals to do. To begin with, a brief explanation of the game needs to be written. So, here are a number of parts of advice to earn the procedure for composing an ideal expository essay simpler. Nonetheless, it's wise to be aware of what makes a great expository paper before you embark on the writing process. Starting off with a substantial occurrence, discovery, or study will provide you with more points in factual research also. Yes, the method looks energy-sapping. You may always have a look at expository essay examples and have a better comprehension of how the entire writing process is about. If you're going to compose an expository essay, be ready to devote much time hitting books. Think about a book you've read and really enjoyed. Expounding ideas is an ambitious task even for experienced writers, but it's an important skill for anybody's career. After you've decided on an expository essay topic, you will likely need several suggestions about how to organize the procedure for writing. Details of Expository Essay Examples Topics Should you need some help to locate a fantastic topic for your expository essay assignment, you can utilize EssayTopicGenerator.com. If this is the case, you might have a very good beginning to your expository essay. There are many methods to organize your essay. When you're assigned to compose an expository essay, the very first thing you should know is the way to write it. The topic needs to be suitable for your essay type. There are lots of expository essay topics to pick from. You must be very careful when choosing an essay topic. There are lots of essay types, and at times the topic itself is as essential as the form of the essay you're assigned. An expository essay is a part of academic writing aimed to supply explanations of various things. While it should be clear and concise, it can also be lively and engaging. Pick the one that you liek to compose an ideal expository essay! Therefore, the expository essay is an academic paper that is intended to explain something, to convey a specific message. Research your topic, even if you believe you know it well. What a thesis cannot be is your private belief. It is not a mere fact or statement.

Early Christian Reader By Athanasius About St. Antony

Early Christian Reader is a collection of three primary articles written by Athanasius about St. Antony, an Egyptian by race who was raised a Christian but didn t fully accept Christ until later in his life; St. Augustine a North African who strayed away from Christianity until his sin filled conscience led him back to Jesus and strengthened his faith; and St. Patrick who was born in Britain but taken away to Ireland by slave-traders because he turned away from God where he escaped and later served as the Bishop of Ireland for many years. Each of them, like many people today, had to go through struggles and temptations before truly experiencing the presence of God. St. Antony grew up going to church and learning the bible merely for the pleasure and obedience of his parents, not for his own interest. After the death of his parents what Antony heard from the gospel led him to becoming a priest; during his priesthood he fasted and practiced isolation in the Egyptian desert. While in h e desert he stayed in a tomb and fought with the devil many times, â€Å"The demons...were changed into the forms of beasts and reptiles...struck and wounded by them, Antony s body was subject to yet more pain..he groaned because of the pain he felt in his body†(7). This shows not only the mental pain but also the physical pain Satan put Antony through in order to belittle his faith in God. Through all the pain Antony went through his faith in God became stronger, â€Å"He stood up and prayed, and heShow MoreRelatedThe Development of Female Ascetics in the Early Church1809 Words   |  7 PagesThe Development of Female Ascetics in the Early Church INTRODUCTION Christian ascetics in the fourth and fifth centuries were pioneers in working out what must be done by people who find the ordinary human concerns of household and city an intolerable distraction from their commitment to God. They experimented with styles and structures; tried out and competed with each other’s techniques for strengthening the soul against harmful desires and demonic attack; and shared and analyzed their experience

The Roman Military Essay Research Paper The free essay sample

The Roman Military Essay, Research Paper The strength of the Roman armed forces was the twine that held the Roman Empire together for every bit long as it lasted. The armed forces was made up of purely disciplined work forces whom were ready and willing to function their emperor. The Hosts Outward visual aspect was highly of import to the Romans and the first thing that new recruits learned was to process in perfect signifier. Once they knew how to process they were so assigned to the hosts in which they would stay for the following 20 old ages of service. ( the book ) The hosts were made up of between 5000 and 5500 work forces. In a host there were 10 Cohorts and in those Cohorts there were 6 Centuries. Auxiliary military personnels, although non normally counted as portion of a host, were portion of a host and could raise the figure of work forces from around 5000 to 6000. We will write a custom essay sample on The Roman Military Essay Research Paper The or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The figure of hosts active in the imperium was systematically between 25 and 33. ( cyberspace, hypertext transfer protocol: //museum.simplenet.com/rome/military/military.htm ) The mean twelvemonth for aides to function was 25 old ages or less. After about 20 old ages in the hosts they? graduated? to a seasoned cohort, and continued service at that place for about 5 old ages. The soldiers who completed their 25 old ages of military service to Rome were given a? sheepskin? made of bronze. It was really a record of their service throughout the old ages and a transcript was kept in soldier? s files in Rome. ( the book ) Equipment and Supplies Soldiers were forced to populate like polo-necks, transporting their? places? ( collapsible shelters and such ) along humor h them in conflict. Their equipment was besides a fuss, but protected them good in conflict. It consisted of mainly helmets and shields. They besides carried personal equipment such as places, belts, over garments, etc. A soldier had to transport his arms and heavy weapon with him every bit good. He had lances, pilums, and expresswaies to be heaved at enemies. Pilums are spear like arms that would be thrown at enemies in an effort to pierce them through their shields. Gladiuses ( blades ) and Pugios ( stickers ) were the common manus held arms. The Gladius was the perfect arm for the hosts because of their light weight and manoeuvrability. The Pugio was non merely a arm of war, but besides had many common intents. It served as a dorsum up for the Gladius. Soldiers besides had so called? missiles? and they were bolts and rock shooting objects. Although all these arms seem so troublesome and ancient, they did assist to spread out and maintain together the Roman Empire for a twosome hun dred old ages. ( cyberspace, hypertext transfer protocol: //museum.simplenet.com/rome/military/military/weapons.htm and www.ncl.ac.uk/~nantiq/arma/contents/contsl.htm ) Bibliography Text 1. Adkins, Lesley and Roy. Handbook to Life in Ancient Rome. Oxford University Press, New York: 1994. 2. The Book. Internet 1. hypertext transfer protocol: //www.ncl.ac.uk/~nantiq/arma/contents/contsl.htm, March 10, 1999. 2. hypertext transfer protocol: //museum.simplenet.com/rome/military/military.htm, March 13, 1999 3. hypertext transfer protocol: //museum.simplenet.com/rome/military/weapons.htm, March 13, 1999

There Are Two Main Reasons Why The Neo-Assyrian Empire Became So Power

There are two main reasons why the Neo-Assyrian Empire became so powerful between 934 ? 610 B.C. First, through this era, the power of Assyria was largely dependant on the success of its army (Saggs, 1962). Winer (1961) states that the Assyrian military perfected the art of war. During this time period, some 180 punitive expeditions or campaigns were launched against foreign foes, rebellious vassals or other anti-Assyrian groups (Olmstead, 1923). Second, the Assyrians developed an efficient and effective administrative system with which to maintain, supply and expand their empire. In Assyria, warfare was a way of life (Saggs, 1962) and its government was run as a military state (Winer, 1961). Early wars had been like raids; undertaken to obtain booty, settle disputes over land and water rights, or fought for military notoriety. During the second Assyrian Empire, war became a part of the state policy. The raid was replaced by a detailed and carefully planned scheme of conquest (Sayce, 1899). The Assyrian Empire maintained a powerful standing army, not only to satisfy its imperialistic appetite, but also to safeguard the King against potential rebellious provincial governors. Sayce (1899) writes that nothing was spared to make the army as effective as possible. Army discipline was raised to the highest pitch of perfection, and its weapons and uniforms constantly underwent improvements (Sayce, 1899). Part of the army was composed of mercenaries, while another part was recruited by conscription (Sayce, 1899). Almost every male citizen had to bear arms. Only the essential services of bankers, carpenters, merchants and metal workers could, under special favour of the government expect to be occasionally made exempt from military service (Trueman, 1964). The army was directly commanded by the King, or at times, his commander-in-chief, the Tartannu (Sayce, 1899). The main force of the army consisted of light and heavily armoured infantry. Both units were equipped with bows, pikes and swords. The army also contained a mobile contingent of cavalry that featured mounted archers and lancers. Slingers, archers on foot and chariots driven by three-man crews were further components of the main army. Also attached to the army were units of the King's staff officers, intelligence personnel, interpreters and scribes. Engineers accompanied the army to build bridges, boats, rafts, roads, and to construct ramps for use during a siege. Breasted (1944) states Assyrian forces were the first large armies to be extensively equipped with iron weapons. Assyrians were especially skilled in besieging cities, using battering rams to break down enemy walls. Siege towers on wheels were further used to pummel enemy cities. During its military campaigns, the Assyrians had an effective transport and supply system in place to provide for its army. The Assyrian commissariat carefully calculated everything from daily rations for its troops to the hay and straw needed to feed its horses. While captured enemy supplies were often used to feed the troops during military forays, the Assyrians also proved to be adept military planners to ensure that its army was well provisioned if such supplies were not available. A powerful army allowed the Assyrians to control the trade routes that ran from Iran and beyond to the west. Trueman (1964) states that because of Assyria's strategic position on the Fertile Crescent, only constant warfare or an empire prepared for war could maintain these east-west trade highways. Under the reign of Asasnirai II, a system of fortified posts was constructed to protect these trade routes. This practice was continued through the New-Assyrian era. Much of the military and administration efficiency of the Assyrian army rested upon a strong communication and intelligence system. After a revolt was put down, a garrison of Assyrian troops was maintained in the area. These troops were not only expected to maintain the status quo, but also to report on the possibility of any further anti-Assyrian activity. Intelligence reports of any suspected activity were passed back to the capital for evaluation. If these reports indicated an impending attack of more significant numbers than these outposts could handle, then a larger more powerful Assyrian force would be sent to address the problem. Once a revolt was put down, Assyrian justice would be quick, punitive and severe. Under Tiglath III, the Assyrian practice of deporting rebellious people to other parts

Science Terms and Definitions You Should Know

Science Terms and Definitions You Should Know Scientific experiments involve variables, controls, a hypothesis, and a host of other concepts and terms that may be confusing. This is a glossary of important science experiment terms and definitions. Glossary of Science Terms Central Limit Theorem: states that with a large enough sample, the sample mean will be normally distributed. A normally distributed sample mean is necessary to apply the t test, so if you are planning to perform a statistical analysis of experimental data, its important to have a sufficiently large sample. Conclusion: determination of whether the hypothesis should be accepted or rejected. Control Group: test subjects randomly assigned to not receive the experimental treatment. Control Variable: any variable that does not change during an experiment. Also known as constant variable Data:  (singular: datum) facts, numbers, or values obtained in an experiment. Dependent Variable: the variable that responds to the independent variable. The dependent variable is the one being measured in the experiment. Also known as the dependent measure, responding variable double-blind: neither the researcher nor the subject knows whether the subject is receiving the treatment or a placebo. Blinding helps reduce biased results. Empty Control Group: a type of control group which does not receive any treatment, including a placebo. Experimental Group: test subjects randomly assigned to receive the experimental treatment. Extraneous Variable: extra variables (not the independent, dependent, or control variable) that may influence an experiment, but are not accounted for or measured or are beyond control. Examples may include factors you consider unimportant at the time of  an experiment, such as the manufacturer of the glassware in a reaction or the color of paper used to make a paper airplane. Hypothesis: a prediction of whether the independent variable will have an effect on the dependent variable or a prediction of the nature of the effect.   Independence  or  Independently:  means one factor does not exert influence on another. For example, what one study participant does should not influence what another participant does. They make decisions independently. Independence is critical for a meaningful statistical analysis. Independent Random Assignment: randomly selecting whether a test subject will be in a treatment or control group. Independent Variable: the variable that is manipulated or changed by the researcher. Independent Variable Levels: refers to changing the independent variable from one value to another (e.g., different drug doses, different amounts of time). The different values are called levels. Inferential Statistics: applying statistics (math) to infer characteristics of a population based on a representative sample from the population. Internal Validity: an experiment is said to have internal validity if it can accurately determine whether the independent variable produces an effect. Mean: the average calculated by adding up all the scores and then dividing by the number of scores.   Null Hypothesis: the no difference or no effect hypothesis, which predicts the treatment will not have an effect on the subject. The null hypothesis is useful because it is easier to assess with a statistical analysis than other forms of a hypothesis. Null Results (Nonsignificant Results): results that do not disprove the null hypothesis. Null results dont prove the null hypothesis, because the results may have resulted from a lack of power. Some null results are type 2 errors. p 0.05: This is an indication of how often chance alone could account for the effect of the experimental treatment. A value p 0.05 means that 5 times out of a hundred, you could expect this difference between the two groups, purely by chance. Since the chance of the effect occurring by chance is so small, the researcher may conclude the experimental treatment did indeed have an effect. Note other p or probability values are possible. The 0.05 or 5% limit simply is a common benchmark of statistical significance. Placebo (Placebo Treatment):  a  fake treatment that should have no effect, outside of the power of suggestion. Example: In drug trials, test patients may be given a pill containing the drug or a placebo, which resembles the drug (pill, injection, liquid) but doesnt contain the active ingredient. Population: the entire group the researcher is studying. If the researcher cannot gather data from the population, studying large random samples taken from the population may be used to estimate how the population would respond. Power: the ability to observe differences or avoid making Type 2 errors. Random or Randomness: selected or performed without following any pattern or method. To avoid unintentional bias, researchers often use random number generators or flip coins  to make selections. (learn more) Results: the explanation or interpretation of experimental data. Statistical Significance: observation, based on the application of a statistical test, that a relationship probably is not due to pure chance. The probability is stated (e.g., p 0.05) and the results are said to be statistically significant. Simple Experiment: basic experiment designed to assess whether there are a cause and effect relationship or test a prediction. A fundamental simple experiment may have only one test subject, compared with a controlled experiment, which has at least two groups. Single-blind: when either the experimenter or subject is unaware whether the subject is getting the treatment or a placebo. Blinding the researcher helps prevent bias when the results are analyzed. Blinding the subject prevents the participant from having a biased reaction. T-test: common statistical data analysis applied to experimental data to test a hypothesis. The t-test computes the ratio between the difference between the group means and the standard error of the difference (a measure of the likelihood the group means could differ purely by chance). A rule of thumb is that the results are statistically significant if you observe a difference between the values that are three times larger than the standard error of the difference, but its best to look up the ratio required for significance on a t table. Type I Error (Type 1 error): occurs when you reject the null hypothesis, but it was actually true. If you perform the t-test and set p 0.05, there is less than a 5% chance you could make a Type I error by rejecting the hypothesis based on random fluctuations in the data. Type II Error (Type 2 error): occurs when you accept the null hypothesis, but it was actually false. The experimental conditions had an effect, but the researcher failed to find it statistically significant.

Tense When Using the Subjunctive Mood of Spanish

Tense When Using the Subjunctive Mood of Spanish Learning not only when to use the subjunctive mood, but which form of the subjunctive to use, can be one of the most difficult parts of learning Spanish verb usage. The rules can appear quite complicated at first, partly because the subjunctive mood is nearly absent in English. But learning the tenses - either in the traditional way of memorizing rules and then applying them or by becoming familiar enough with the language to know what sounds right - is essential to gaining fluency. Four Subjunctive Tenses in Everyday Use In normal usage, Spanish uses the subjunctive mood in a single simple present tense as well as three tenses that can refer real or hypothetical past actions: Present subjunctivePresent perfect subjunctiveImperfect subjunctivePast perfect (or pluperfect) subjunctive Remember that, generally speaking, the subjunctive is used in dependent clauses. Which form of the subjunctive is used depends on two factors: The tense of the verb in the main clauseThe time relationship between the subjunctive verb in the dependent clause and the main verb Although there are exceptions, and the rules of grammar in real life are more fluid than is suggested here, the following list shows the most common (but not only) ways in which the tenses are differentiated: If the main verb is in the present, future, or present perfect tense or the imperative mood, and the dependent (subjunctive) verb refers to action that takes place (whether in actuality or not) at the same time or after the main verb, then the dependent verb should be in the present subjunctive. Example: Espero que comas. (I hope you eat.)If the main verb is in the present, future or present perfect tense or imperative mood, and the dependent (subjunctive) verb refers to action that has been completed (whether in actuality or not), then the dependent verb should be in the present perfect subjunctive. Example: Espero que hayas comido. (I hope you have eaten.)If the main verb is in the preterite, imperfect, past perfect or conditional tense, and the dependent (subjunctive) verb refers to action that takes place (whether in actuality or not) at the same time or after the action of the main verb, then the imperfect subjunctive is used. Example: Esperà © que comieras. (I hoped you ate.)I f the main verb is in the preterite, imperfect, past perfect or conditional tense, and the dependent verb refers to action that has been completed (whether in actuality or not), then the past perfect subjunctive (also called pluperfect subjunctive) is used. Example: Esperà © que hubieras comido. (I hoped you had eaten.) These verbs are often the equivalent of English verbs taking the form of had participle. Note that in many cases there are various ways of translating the sentence to English. For example, espero que comas also could be translated as I hope that you will eat. Because there is no future subjunctive in everyday use, verbs in the present subjunctive form often are translated into English using the future tense. Dudo que me compres recuerdos, I doubt you will buy souvenirs for me. Another Analysis of Subjunctive Tenses Heres another way to look at the sequence of verb tenses: If the main verb is in a present or future tense, use either the present subjunctive or present perfect subjunctive, depending on whether the subjunctive verb refers to action (or presumed action) that has been completed.If the main verb is in a past or conditional tense, use either the imperfect or past perfect subjunctive, depending on whether the subjunctive verb refers to action has has been completed (or presumably completed) at the time of the action in the main verb. These tenses can seem confusing at first. But as you learn the language they will become second nature. To learn more about this topic explained in a different way, see the lesson on the sequence of tenses. Sample Sentences Using the Subjunctive Tenses  ¿Por quà © preferimos que Siri sea una mujer? (Why do we prefer that Siri be a woman?) Both the main verb, preferemos, and the dependent verb, sea (from ser) are in the present tense. The dependent verb refers to an action that takes place in the present. No estoy feliz que el presidente haya ganado la eleccià ³n. (I am not happy that that the president has won the election.) The present perfect subjunctive is used because the election is a completed action. Sus amigos consolaron a Pablo luego de que à ©l perdiera el juego. (His friends consoled Pablo after he lost the game.) Because the main verb is in the preterite and its action clearly took place after the action in the dependent clause, the imperfect tense is used to refer to the completed action. La doctora negà ³ que hubiera comprado un apartamento en ese edificio. (The doctor denied she had bought an apartment in that building.) The action of the dependent verb took place (or didnt) at an indefinite time, and the main verb is in the preterite, so the pluperfect is used.

Repeat Purchases, High and Low Involvement, Organizational Purchasing Assignment

Repeat Purchases, High and Low Involvement, Organizational Purchasing and Consumer Satisfaction - Assignment Example Under business theory, there is always the threat of substitutes in a market, which means that other competing companies will often develop innovations that are similar to an existing product. One can take into consideration a technology brand such as a CD player. Substitute products in the market for this product include mobile smart phones that can sustain music selections or even Apple iPod. If the marketer is unable to get repeat purchases, then there is always the risk of defection to competing substitute products that will, over time, erode profitability. Additionally, establishment of brand loyalty is very important not only to ensure revenues from customer sales but also to outperform competition with similar product offerings and ensure that the life cycle of the product can be sustained. Under the product life cycle model, products move through an introductory stage, a growth stage, a maturity stage and a decline stage depending on how long the marketer can sustain demand f or this product. When a product reaches the decline stage, as consumers no longer demand the product in high volumes, cash management and inventory control become a major strategic problem (Dooley, 2005). By being able to promote a desire to make repeat purchases, it has the ability to extend the life cycle of the product which gives the business opportunities to avoid restructuring its operations and marketing strategies, which can be very costly to the organization. Marketers can prompt repeat purchases in several ways. First, they can use psychographic segmentation and targeting strategies to create long-term connections with the consumer lifestyle, attitudes and behaviors. Some products are not easily differentiated because they have benefits and functions similar to other competing products. Therefore, they use positioning strategies to emphasize one unique characteristic that is different from competing products to let consumers know how the product can enhance their lives, su ch as focusing on premium ingredients in a food product. If the marketer illustrates to the consumer that its product has long-term benefits to enhance the lifestyle and it is promoted more effectively than competing products, there is a much greater chance that the consumer demand for the product will be sustained. For example, some companies will use celebrity endorsements as a means of promoting more interest in a product, using credible and attractive role models that fit the lifestyle characteristics of the target market. Under social learning theory in psychology, celebrity endorsements often promote repeat purchases when such lifestyle connections have been made (Pornpitakpan, 2003). High Involvement and Low Involvement Buying candy from the supermarket in the convenience section near the register represents very low involvement purchase decision-making. When making this decision, there was very little thought about what would be an appropriate product due to two specific fac tors. First, the time frame allowed while the checkout clerk is ringing up the product is very short and therefore, in order to get the product to the register in the allotted amount of time, a rapid decision must be made. Secondly, whether the buyer was hungry or not determines the size, flavor and ultimate choice of the candy product. A fast decision based on fast nutrition needs determines the volume of time selecting the product. A high involvement decision includes shopping for a new flat screen television set. I wanted to have specific features, resolution and was very focused on price as decision-making criteria in this high involvement purchase. During this decision-making process, I compared prices

Public Enemy's Can't truss it Research Paper Example | Topics and Well Written Essays - 1250 words

Public Enemy's Can't truss it - Research Paper Example Chuck D. one of the Public Enemy in an interview with Melody Maker in the year 1991 gave an insight to the song meaning or rather what their song was addressing by saying, the song was about how the corporate world of today had perfected the demoralizing act of slavery. In addition, he talked on how they cannot control what they create in the music industry and because of the presence of the media, they can neither control on how they run their lives or their state of mind-what they are thinking. Furthermore, that the various circumstances that they do not have power over force them to limit their working and restricts them from having ownership on any property or business. Consequently, there will be lack of jobs while the greater forces he identified as the white people had jobs because they owned businesses. He goes on to explain how the white people have put in place various institutions that that provides lessons on how to live in America when the blacks did not have any institu tions to teach them. He argues that the only institution that the blacks could turn to is their families but that too could not help as they were subjected to slavery. Chuck D finally remarked that the song was about the ongoing cost of the black holocaust which people choose to ignore while the others such as the Jewish holocaust was being addressed (Lemelle, p38). By the use of the term holocaust Chuck D referred to the systematic, bureaucratic, state-sponsored persecution and murder of the blacks who tried to stand up and make a change by denying them their rights. This has changed ever since through the years as an increasing number of rappers have taken control of their marketing and business opportunities. They have grown so opportunistic that by mentioning a product on their lyrics they would be paid. A good example is Jay-Z on his 2000 track â€Å"give it to me† where he gives a rap placement to Motorola, using a line in the lyrics â€Å"Motorola, two way page

Petrucio commands Essay Example for Free

Petrucio commands Essay Biancas suitors and the general people who lived in Padua spoke of her badly because of what they had heard and did not know the real person. Because of the lack of relationship with Kate that they had they would have not been able to do anything. The difference is family and friends wanted her to stop being so horrid and fiendish but hey didnt actually do anything about it. Petrucio on the other hand had tactics and wanted to tae Kate because he liked her, and they were married. The fact that someone for once was taking interest in Kate and not Bianca made Kate feel special and as if she had something or someone to change for. The fact that Kate knew someone cared started to change her thinking. Kates character is one that would play along with a game, which was trying to trick her but be able to make him think that she was being real. However by the end Kate realises she likes Petrucio and wants to be a proper wife to him, because hes the first person to have actually cared about her. She has not just given up but she has actually found someone who cares for her that she actually likes. Some would say that this theory is not true because of her behaviour toward him on their first meeting but she behaved in the same manor she does to everyone as a result of the expectations upon her.. Petrucio however responds in a way that would only cause Kate more annoyance. Petrucio does not run off and cast Kate off as a helpless cause he notices something special about her. Petrucio forces Kate to marry him but in all truthfulness Kate need not of married him as she could have just ran off, but instead it seems part of Kate wanted to marry Petrucio. Even when they are married Kate begins to listen to Petrucio more than she had done anyone else. She still argues but not in the same way. She doesnt hold up as much of a fight against Petrucio she never does even when he says they are to be married. At their own wedding reception she eventually gives in to him demanding they take their leave with minimal arguments. Even though her sister is left to show off in Kates embarrassment. Kate is treated badly on the journey, even denied food and rest but because Petrucio reckons nothing to be good enough for Kate. Again this is Petrucio showing his caring attitude. Kate argues civilly as Petrucio throws her food on the floor. Although Kate is hungry she doesnt want to show it to Petrucio. A true showing of her untouched spirit, as she begs Grumio for food, not wanting to appear weakened by the way he ahs treated her. A battle is taking place in Kates mind since they met, Kate likes Petrucio but doesnt want to give in to him. She wants to be civil and live a happy normal life but wants to do it in a way, which she still has, her pride. It is as Petrucio says to Kates family when he is forcing her into marriage, Tis bargaind twixt us twain, being alone, that she shall still be curst in company. Although at the time they had not agreed it this is secretly what Kate wants. She has to find away that she will still appear strong to her family whilst at the same time she wants to show off to them. Shes a married woman and is expected to be dignified, but then it will just appear that Petrucio was right and that he can tame anything and that he has had his way with her. Kate realises that to be happy she ahs to find a good balance between the two. She cant completely disregard the person that she is but she cant carry on the ways he is she needs to find a compromise. The first time we see her psychological game plan come into action is on the road to Padua to visit her family. Petrucio starts to speak about the sun and the moon. Instead of arguing Kate does the complete opposite of what is expected, instead of gradually changing which would indeed make her look weak she jumps from one extreme to the other and agrees with whatever Petrucio thinks. However her manor is cleverly sarcastic, Petrucio cant believe it and tests Kate once more when Vincentio appears, asking her to say hello to the lady. Kate takes part in his game and Petrucio feels confident that his tactics are working whilst Kate slowly thinks my games working. They are both playing each other at the same game. Kate eventually instead of becoming normal from being horrible goes form really nice to normal. She simply wants to show off to her parents and be happy with her marriage. Kate has to let Petrucio know now that she can be nice and will be but he has to give a little back. Whilst Petrucio think shes tamed shes not she has just learnt to find a compromise after all its what she actually wants. Kate has been badly behaved and angry simply because no one cared enough for her. Kate shows Petrucio in her speech and all her family just ho he is. People who have written it off as a piece of dramatic irony or her giving up were simply wrong and underestimating Kates intelligence and character. Her speech was to show to Petrucio thats eh will find a compromise with him and that they will be all right. When Petrucio commands Kate to come, normally Kate would have flown in up in arms shouting and creaming but instead she came because thats what no one expected she was proving them all wrong and putting them all to shame. She had the chance to show up her sister and to look better than her.

Monetary Policy :: essays papers

Monetary Policy Summary The recent tax cuts and interest rate cuts have helped put the economy back on track. He says that the strong growth of the U.S. economy in recent months is neither an illusion nor an accident, but it reflects good monetary and fiscal policy over the past year. He says that there has been a key surge in consumer spending, and that the main reason for that surge was the enactment of the tax cut in early 2001. He also stated that the repeated reductions by the Fed in short-term interest rates supported the expansionary effect of the tax cut. Even though the interest rate reductions were not enough to prevent the recession that began in March of last year, the lower interest rates did stimulate consumer spending through a variety of channels. Analysis This article is also a good example of how the aggregate demand curve can be shifted by the determinant of monetary policy. Please refer again back to article #4, which explains the principle of the aggregate demand curve. By definition, Monetary Policy is a policy influencing the economy through changes in the banking system’s reserves that influence the money supply and credit availability in the economy. The purpose of monetary policy is to improve the economy by either increasing or decreasing the real income (or GDP) of the U.S. economy so that the economy is running at its potential. The Federal Reserve (The Fed) is responsible for conducting monetary policy for the United States Economy. There are three ways that the Fed conducts monetary policy: 1) Changing the reserve requirement. 2) Executing open market operations (buying and selling bonds). 3) Changing the discount rate. This article talks about the Fed decreasing the discount rate to stimulate the economy. The discount rate is the rate of interest the Fed charges for loans it makes to banks. An increase in the discount or interest rates makes it more expensive for banks to borrow from the Fed. A discount rate decrease makes it less expensive for banks to borrow. This article is talking about how the Fed decreased the discount rate making it easier for banks to borrow, increasing the money supply. The decrease in the discount rate increases the money supply because it lowers the bank=s costs and allows it to borrow more money from the Fed.

Macbeth Dreams Visions and Hallucinations Rereading

The influence of Dreams, Visions and Hallucinations in Macbeth and other Literary Texts â€Å"The realities of the world affected me as visions, and as visions only, while the wild ideas of the land of dreams became, in turn,—not the material of my every-day existence–but in very deed that existence utterly and solely in itself. † —- Edgar Allan Poe Uncanny encounters with visions and hallucinations blur the presumed constraints of time and space. The ‘phantasms’ or sensory impressions incited by diurnal experiences which are unrealized in normal consciousness, gets holistically unveiled through conjuration of dreams.Referring to one of the foremost exponents of ‘weird’ literature Howard Phillips Lovecraft, definite emotions of pain and pleasure were associated to phenomena whose cause and effect could be discerned by men but those beyond his power of comprehension were marvellously interpreted as supernatural ploys thus, sowing t he seeds of awe among a race possessing limited experience. The process of dreaming aided in constructing the notion of an unreal or spiritual world towards which man’s natural response was fear and hence, man’s hereditary essence became saturated with superstitions.Though the territory of the unknown has diminished in the present times, a physiological fixation in our nervous tissues makes the inherent associations, clinging around objects and processes once mysterious (but now explainable), become operative even when the conscious mind has been purged of all wonder. The appearance of the three Weird sisters at the inception of Shakespeare’s timeless play, Macbeth, excites a sense of awe coupled with a subtle dread due to contact with unknown spheres and forces and their re-appearance in the third scene after the King’s order establishes the influence of ‘supernatural soliciting’.The role of imagination is indispensible since, the deadly out comes stemmed from imaginings of a sensitive mind and even the exposure of the crime happens due to the hallucination of the criminal which provides the turning point of the play. While Holinshed’s Macbeth was merely a brave warrior turned cruel murderer, Shakespeare’s Macbeth has an overtly fertile imagination which plays dual roles; when kindled with hope, it impels him to stifle the voice of his conscience for engaging in a heinous crime and also, increases the anguish of guilt when plagued with fear. Aristotle’s tragic hero has the crowning virtue† or magnanimity (derived from the Greek word, megalospuchia) as a consequence of which, he knows no pettiness or restrictions and fearlessly pursues his passions. That Macbeth effectively slips into the role of an Aristotelian tragic hero becomes predictable early in the play in Act I, Scene 3 from his reaction to the prediction of the Weird Sisters which immediately gives rise to a â€Å"horrid image† which while, unsettling him propels him to play and replay the prophecies in his mind till he starts to believe in their future possibility and is driven towards their attainment.Contradictorily, Banquo is guided by reason and though the third witch predicts â€Å"Thou shalt get kings†, he prevents himself from taking any drastic step – â€Å"Oftentimes to win us to our harm, / The instruments of darkness tell us truths†¦. † The disparity in personality of the different characters is ruled by the varied degrees of imaginativeness which originate from the varying proportions of humours in each person. According to the Greek scientists Hipp ocrates and Galen, a person’s character was influenced by a blending of four fluids or ‘humours’-black bile, phlegm, yellow bile and blood which ruled the body.Later, the Elizabethans applied this ideology in medical treatment and associated each humour with one of the four temperaments-melancholic (ex cess of black bile), phlegmatic (surplus of phlegm), choleric (predominance of yellow bile) and sanguine (superfluity of blood). Unbalance in proportion of any one of the humours perturbs psychological poise, aggravates the inherent hamartia or tragic flaw in the character while making the mind more sensitive to the impressions of visions and hallucinations.Anderson describes choleric individuals as â€Å"easily provoked, given to treachery, vehement in action; fierce in assailing but inconstant in sustaining assault; inclined to envy, pride, prodigality, and wrath. † In Act 1, Scene 5, Lady Macbeth is faced simultaneously with two revelations- a letter from Macbeth disclosing the witches’ prophecy of kingship and the news of King Duncan’s arrival conveyed by a messenger following which she delivers her famous soliloquy where she calls upon the familiar spirits to change her temperament to choleric. Choler could be intrinsic, or the effects of astrology, diet or even time of the day.With her desires that â€Å"no compunctious visitings of nature† thwart her purpose, she unwittingly implies the cessation of her periodic menstrual flow and the â€Å"murth’ring ministers† are called upon to replace the nutritive fluid in her breasts with â€Å"gall† or choler. According to Malleus Maleficarum, the Devil’s power is greatest where human sexuality is concerned and â€Å"all witchcraft comes from carnal lust, which is in women insatiable†, hence, the Weird Sisters who have been unsexed themselves and are known to sport beards defeminises Lady Macbeth, turning her thus, into the fourth witch.Since, she feels that her husband is too full of the â€Å"milk of human kindness† and in spite of being ambitious, he lacks the choleric illness necessary to drive him to his purpose, she embraces biological and subsequently, psychological unsexing in order to impart to her husband by persuasion the choleric dr ive the supernatural spirits have bestowed on her and thus the tangible world of action and the surreal world becomes interlinked.Annihilating Macbeth’s qualms regarding the murder of the sanguine Duncan by provoking in his mind fantastic images of kingship, she relieves him of his melancholy temperament. While choler keeps the body vitalized, corrupt choler results in evil passions and dreadful dreams which accounts for Macbeth’s murder of reason and consequent inability to distinguish between the real and the illusory before Duncan’s murder.The illusionary significance of the dagger (floating before Macbeth) is that it is â€Å"air-drawn† consigns it to the dominion of the witches (â€Å"they made themselves air†; â€Å"they vanished/into the air†; â€Å"infected be the air whereon they ride†). Again, Macbeth’s auditory hallucinations preceding the commitment of the murder which involves the continual knocking on the gate (or his own conscience) in the porter scene and the ominous whispering â€Å"Sleep no more! Macbeth does murder sleep†¦ coupled with the spectre of Banquo (visible solely to Macbeth) implies that conscientious nagging is still alive and he has still not been able to gain command over corrupting choler. However, after a few consequent murders, Macbeth attains immunity to fear (the quality of a seasoned warrior) and a stoic control while Lady Macbeth, who had chided him for his weakness earlier, degenerates. By perversion of humours, she succumbs to insanity whose symptoms include sleepwalking. Michel Foucault notes in â€Å"Madness and Civilization† that madness in literature and art appears around the late 1400s.While it was sometimes used in the theatre as a device for entertaining the audiences, madness, often conflated with foolery, had â€Å"still other powers: the punishment it inflicts multiplies by nature insofar as, by punishing itself, it unveils the truth. † This is certainly the case in Shakespeare, whose fools, madmen, and madwomen all â€Å"[remind] each man of his truth. †Left to their imaginings, the insane might revert to more vivid mental pictures, as when Lady Macbeth in her somnambulism, reproaches her husband â€Å"Fie, my lord, fie, a soldier, and afeard? and instructs him, â€Å"Wash your hands, put on your nightgown; look not so pale! †Music intensifies imagination and in Orson Well’s sleepwalking scene, Lady Macbeth’s voice moves from its usual low tones to a high-pitched sing-song, impersonating that of the witches as they cast their spells, again uncannily bridging the chasm of the supernatural and the real. . Macbeth’s ascending choleric ambition incites his oedipal hubris and he, with the same anxiety which impelled Oedipus to know the Oracle of Delphi, seeks knowledge of the security of his ill-acquired kingship.The three apparitions which the Witches summon before Macbeth compri sing â€Å"an armed head†, â€Å"a bloody child† and â€Å"child crowned with a tree in his hand† accompanied with the foretelling –â€Å"none of woman born shall harm Macbeth â€Å"or â€Å"Macbeth shall never vanquish’d be until Great Birnam wood to high Dunsinane Hill shall come against him† and lastly, the show of a line of eight kings with Banquo at the end, unsettles Macbeth. On his quest to know more, the Witches perform a mad dance and disappear engulfing him in a greater perplexity of the fleeting panoramas and deceiving predictions.Macbeth’s dilemma concerning whether to trust the apparitions or not echoes the eternal debate regarding whether illusions can be treated as banes or boons. While Biblical injunctions state that the dreams or visions which promise truth in actuality are like wind and shadow, â€Å"deceptorium† and â€Å"vanuum†, Gregory believes in the usefulness of certain dreams. Again, Aristotel ian works reinforced the growing tendency to associate dreams with psychological and somatic processes, dismissing the divine or supernatural origin of dreams, confining them to the mundane realm.In 13th and 14th centuries, writers continued to argue that dreams come from varied sources- internal and external, divine, mundane and demonic, and the dream remained strongly associated with the intermediate psychic realm of imagination, bridging body and mind, the physical and the abstract. The conclusion was reached that dreams of psychosomatic, diabolic and divine nature were possible and the psychologist Jean de la Rochelle emphasized the dream’s duplicity according to which if he dream arose due to the operation of the spiritual essence that is devil, it is called illusion. Similarly, if the dream was triggered by a good spiritual substance, it was known as a revelation. In Macbeth’s case, it is conceived then that the illusions outnumbered the revelations leading him g radually to his downfall-his â€Å"bad angel† fires his â€Å"good one out†. Macbeth’s vision and hallucinations have influenced myriads of later literary works including Harry Potter and the Order of Phoenix, the fifth book in the series by Rowling.Not only does the notion of disclosure of the prophecy by Professor Trelawney claiming that neither could live while the other survived reverberates the theme of the Witches’ prophecies central to the play, throughout the book, Harry continues to have perturbing dreams. Through Harry’s psychic connection with Voldemort, he has the premonition in which he sees himself transfigured into a snake about to attack Arthur Weasley, his friend Ron’s father which propels him to raise an alarm thus saving a life.While this vision, though inadvertent, acts as a boon, later, partially due to Harry’s failure at Occlumency( the art of compartmentalizing one’s emotions and thoughts), Voldemort take s the role of the evil Witches, invading his mind and creating the illusion of his godfather, Sirius Black’s imminent danger. Harry’s belief in the hallucination in this case, ushers further peril, resulting in the loss of Black’s life.Even in the genre of graphic novels, the first dialogue of the protagonist Vendetta in Alan Moore’s â€Å"V for Vendetta†, is borrowed from Macbeth, â€Å"â€Å"The multiplying villainies of nature do swarm upon him† and proceeds to explore the common theme of hallucinations. For reshaping Evey’s character and to purge her of the weaknesses preventing her from becoming ruthless albeit for a greater cause (and consequently, V’s rightful partner and successor in the commitment of murders), the anarchist Vendetta whose role is similar to that of Lady Macbeth’s makes her go through a hoax ordeal when she starts believing what she is made to see.Again, Eric Finch, the head of  The Nose  Ã¢ €” the regular police force, travels to the abandoned site of Larkhill, where he takes  LSD and the introduction of hallucinogens to artificially induce visions propagates the idea how the notion of hallucination has developed in literary history. Finch’s  hallucinations show him his past life, where he was the lover of a black woman who was sent to the concentration camps for her race. His delusions also make him act as a prisoner of Larkhill who is soon freed, like V, giving him an intuitive understanding of himself. To-morrow, and to-morrow, and to-morrow† proves the illusory movement of time-backward or forward, for Macbeth, who is caught in the sameness of any day. Tomorrow merges with today and acts as if it is today rendering a reverie-like appearance to the play- â€Å"All that we see or seem/ Is but a dream within a dream†¦ †(Poe) Though the debate regarding the beneficence or derogatory effect of hallucinations and visions remains unresolve d, the importance of life being negated as a â€Å"poor player†, the titanic significance of dreams, induced from traceable and untraceable sources, gains the limelight.Lovecraft’s theory of cosmicism stating that human life, interest, emotions have no validity or significance in the cosmos-at-large is at par with Shakespeare’s nihilistic observation through Macbeth, â€Å"Life is but a walking shadow†¦. † Macbeth’s humaneness has already undergone irreversible plunder, driven by the overwhelming impression of the Witches’ prophecies, so that he is incapable of feeling much sorrow at the news of his loyal partner’s death, he has lived in, through and for his fantastic imaginings. â€Å"Sometimes I believe that this less material life is our truer life, and that our vain presence on the terraqueous globe is itself the secondary or merely virtual phenomenon. †- â€Å"Beyond the Walls of Sleep†, H. P. Lovecraft (2196 w ords) Works Cited: Arnold, Aerol: â€Å"The Recapitulation Dream in Richard III and Macbeth. † Shakespeare Quarterly, Vol. 6, No. (Winter, 1955), pp. 51-62, JSTOR Bella, Tenijoy La: â€Å"A Strange Infirmity†: Lady Macbeth’s Amenorrhea. Shakespeare Quarterly, Vol. 31, No. 3 (Autumn, 1980), pp. 381-386, JSTOR Crawford, A. W. : â€Å"The Apparitions in Macbeth. † Modern Language Notes, Vol. 39, No. 6 (Jun. , 1924), pp. 345-350, JSTOR Fahey, Caitlin Jeanne: â€Å"Altogether governed by humours: The Four Temperaments in Shakespeare† Favila, Marina: â€Å"Mortal Thoughts and Magical Thinking in Macbeth. † Modern Philology, Vol. 9, No. 1 (Aug. , 2001), pp. 1-25, JSTOR Foucault, Michael: Madness and Civilization Grossvogel, David I. : â€Å"When the Stain Won’t Wash: Polanski’s Macbeth. † Diacritics, Vol. 2, No. 2 (Summer, 1972), pp. 46-51 JSTOR Kramer, Heinrich and Sprenger, James: The Malleus Maleficarum Kruger, Steven F. : D reaming in the Middle Ages Leonard, Kendra Preston: Shakespeare, Madness and Music Lovecraft, H. P. : Supernatural Horror in Literature – – – H. P. Lovecraft goes to the MoviesMoore, Alan and Lloyd, David: V for Vendetta Moschovakis, Nick: Macbeth New Critical Essays Parker, Barbara L. : â€Å"The Great Illusion. † The Sewanee Review, Vol. 78, No. 3 (Summer, 1970), pp. 476-487, JSTOR Paul, Henry N: â€Å"Macbeth’s Imagination†- Bloom’s Macbeth through the Ages Poe, Edgar Allan: Benerice – – – : A Dream within a Dream Rowling, J. K. : Harry Potter and the Order of Phoenix Wain, John: Macbeth, a Casebook Welles, Orson dir. , Macbeth, Republic Pictures, 1948. Film.

Explain how to support children and young people’s self-confidence and self-esteem Essay

It is important to support children’s confidence and self-esteem because it will help them grow into confident adults. Support will add value, faith and confidence and they will be more likely to lead a happy and productive adult life. Self-esteem is a way a child feels about themselves. Everyone has it in different degrees. A child with high self-esteem generally feels good about themselves and feels they have a lot to offer. A child with low or poor self-esteem generally feels worthless and that they have little to contribute. Without positive self-esteem it is highly unlikely that a child would have a full, happy and productive life. The development of self-esteem starts very early in life. For example, when a child learns to walk or talk they feel a sense of having achieved something. Praise and encouragement at this point from parents, or people important in their life, boosts the positive feelings they have about themselves and encourages the child to go on achieving. Love, praise and encouragement are essential elements in helping a child develop a positive self-esteem. Be positive and affirming of the child/young person in all situations. Believe in the child/young person and show it – let them know they are a worthwhile, lovable individual. Give praise and positive feedback – children and young people measure their worth and achievements by what other people think of them. For example, you might say â€Å"Well done, that was hard, and you managed it, clever boy/girl† Reassure them that it’s OK to make mistakes and that it’s all part of growing up. Avoid being too critical – this directly damages confidence. Acknowledge their feelings – and help them express their feelings in words. For example, encourage them to say, â€Å"I’m upset because†¦Ã¢â‚¬  or â€Å"I feel happy when†¦Ã¢â‚¬  Focus on strengths, not weaknesses highlight the things they are good at. Respect the child’s interest’s comment to show you’re listening. Accept that their anxieties are real to them, e.g. fear of monsters in the dark – even if they seem trivial to you, don’t just brush them aside. Encourage independence – encourage them to take chances and try new things. Succeeding gives a huge boost to confidence, and sometimes they will need to learn by their mistakes. Focus on their successes, whatever they can succeed at. Don’t focus on their failures. Help children discover and develop their talents. Finding something that they are good at provides a huge boost to their feelings of self-worth. Make sure your expectations of them are achievable and realistic. A small success boosts self-esteem while failures can chip away at their self-esteem. Make it easier for children to succeed and shine. If you are feeling particularly good about the child tell them. Children often hear negative comments but what you want them to remember and to take forward with them are positive thoughts. Sometimes small group works or just talking at circle time encouraging them to talk about things they enjoy. Help make them feel included in decision making and answer their questions in a thoughtful way

Bonne Chance! Learn French Idioms Like This With Bon

Bonne Chance! Learn French Idioms Like This With Bon The very common French word bon  is an adjective that means good and is used in many idiomatic expressions. Learn how to say tit for tat, cushy job, bright and early  and more with this list of expressions using bon. Remember not to confuse  bon  and its close sibling  bien.  Bon  Ã‚  and bienare often confused, because they have similar meanings and because both can function as adjectives, adverbs, or nouns. Common French Expressions Using Bon bon chat bon rattit for tat la bonne franquette  !informally; potluck quoi bon?whats the use?; why?ah, bon  ?oh yes? ah bonI seeavoir bonne mineto look healthyavoir un bon fromageto have a cushy jobun bon vuedemand notebon anniversairehappy birthdaybon appà ©titenjoy your mealbon aprà ¨s-midihave a nice afternoonbon chien chasse de racelike father, like sonbon chic, bon genre; BCBGLiteral translation: good style, good sortActual meaning:  preppy, posh, prim and properbon courageall the best; keep up the good workbon dà ©barras!good riddance!un bon de caissecash voucherun bon de commandeorder formun bon de livraisondelivery slipun bon de rà ©ductioncouponbon dimanchehave a nice Sundayun bon du Trà ©sorTreasury bondbon grà © mal grà ©like it or not bonjourgood day;  good morning Note Bon matin  does  not  exist as an expression, except among friends inFrench-speaking Canada. You would never say that in France to mean  good morning.You would say  bonjour. bon marchà ©inexpensive; cheap bon matchenjoy the game; have a good gamebon rapport qualità ©-prixgood valuebon retoursafe journey homeBon sang ne saurait mentir.Whats bred in the bone will come out in the flesh.bonsoirgood evening(Note: one word, not bon soir)bon voyagehave a good tripbon week-endhave a good weekendBonne Annà ©e!Happy New Year!Bonne annà ©e et bonne santà ©!Happy New Year!bonne chancegood luckune bonne fourchettea hearty eaterbonne journà ©ehave a nice daybonne nuitgood nightbonne rentrà ©ebest wishes for the new (school) yearbonne routesafe journeybonne santà ©stay well, keep healthybonne soirà ©ehave a nice eveningbonnes vacancesenjoy your vacationLes bons comptes font les bons amis.Dont let money squabbles ruin a friendship.de bon cÅ“urheartilyde bon grà ©willinglyde bon matinbright and earlyen bon à ©tatin good conditionLenfer est pavà © de bonnes intentions.The road to hell is paved with good intentions.Point de nouvelles, bonnes nouvelles.No news is good news.pour de bonfor go od; definitively; really; trulysen tenir bon compteto get off easy

Science Explains Why You Lose Water Weight

Science Explains Why You Lose Water Weight New dieters, especially if theyre eating a low carb diet, see a dramatic initial weight loss ranging from four to 12 pounds in the first week. The initial loss is exciting, but it quickly slows to one or two pounds per week. Youve probably heard this early weight loss is water weight, rather than  fat. Where does water weight come from and why does it drop before fat? Heres the scientific explanation. Key Takeaways: Water Weight Loss On a low carbohydrate diet, the body turns to glycogen as an energy source after it expends glucose. Quick water weight loss occurs when metabolizing glycogen because the process requires water.Eating or drinking excess electrolytes can lead to water retention because the body keeps the water to maintain a set electrolyte balance as part of homeostasis.Dehydration can also lead to water retention. In this situation, the body acts to conserve water when its not being replenished. The Source of Water Weight The early weight loss from a diet can be partly fat, especially if youre exercising and reducing calories, but if youre using more energy than youre replacing as food and drink, the first weight youll lose will be water. Why? Its because the energy source your body turns to once it runs out of its relatively small store ​of ​carbohydrates (sugars) is glycogen. Glycogen is a large molecule made up of a protein core surrounded by glucose subunits. Its  stored in the liver and muscles for use during energy-intensive activities, like running away from danger and supporting the brain when food is scarce. Glycogen can be quickly metabolized to meet the bodys need for glucose, but each gram of glycogen is bound to three to four grams of water. So, if you use up your bodys glycogen stores (as when dieting or with prolonged exercising), a lot of water is released over a short amount of time. It only takes a few days of dieting for glycogen to be expended, so the initial weight loss is dramatic. Loss of water can lead to loss of inches. However, as soon as you eat enough carbohydrates (sugars or starches), your body readily replaces its glycogen stores. This is one reason people often see an initial weight gain immediately after going off a diet, particularly if it was one that restricted carbohydrates. Its not the fat coming back, but you can expect all the water you lost the first couple of days of a diet to return. Other Causes of Water Weight Changes There are many biochemical reactions in the body that affect how much water is stored or released. Natural hormonal fluctuations can have a big impact on water storage. Since the body maintains stable electrolyte levels, losing too much of an electrolyte can leave you dehydrated, while too high of intake can cause you to retain water. Diuretics are chemicals that prompt the release of water. Natural diuretics include any stimulant, such as coffee or tea. These chemicals temporarily alter the natural set point for water retention, causing slight dehydration. Alcohol also acts as a diuretic, potentially causing much greater dehydration because additional water is used to metabolize ethanol. Eating too much sodium (as from salt)  leads to water retention because water is needed to dilute the high level of the electrolyte. Low potassium, another electrolyte, can also cause fluid retention because potassium is used in the mechanism that releases water. Many medications also affect water homeostasis, potentially leading to water weight gain or loss. So do some supplements. For example, dandelion and stinging nettle are natural diuretic herbs. Because water is used for thermoregulation, heavy perspiration, whether it be from exertion or sweating in a sauna, can produce temporary weight loss from dehydration. This weight is immediately replaced after drinking water or other beverages or eating foods that contain water. A surprising cause of water retention is mild dehydration. Because water is critical to so many processes, when its not being replenished at a fast enough rate, conservation mechanisms kick in. Water weight wont be lost until adequate water is being consumed and normal hydration is achieved. After that point, research indicates drinking more water doesnt aid weight loss. Nutrition expert Beth Kitchen (the University of Alabama at Birmingham) conducted research that concluding drinking more water does burn a few more calories, but it wasnt a significant number. Her research also indicated drinking ice-cold water as opposed to room temperature water resulting in an insignificant difference in calories burned and weight lost.

Chemistry assignment Essay Example | Topics and Well Written Essays - 1750 words

Chemistry assignment - Essay Example Thus we must multiply 3 to get the integers 3 and 4, for Fe and O subscripts respectively. This is the simplest, or empirical, formula because the subscripts are the smallest integers that express ratios of atoms present in the compound. Certain elements appear to violate the rules in electron configuration. The electron configuration of chromium is rather than , as one might have expected. Similarly, the configuration of copper is instead of . This anomalous behavior is largely a consequence of the closeness of the 3d and 4s orbital energies. It frequently occurs when there are enough electrons to lead to precisely half-filled sets of degenerate orbitals (as in chromium) or to completely filled d subshell (as in copper). Increasing the distance from the nucleus decreases the attraction between the electrons and the nucleus. As this attraction decreases, it becomes easier to remove the electron and, thus, lower ionization energy. Element A has the largest atomic number (greatest distance between outer electron and nucleus) because it has the least ionization energy. The ionization energies for an element increase in magnitude as successive electrons are removed. But when the next electron removed is an inner-shell electron, there is a sharp increase in ionization energy. The figure shown below tells us which group elements A-E should be placed. 19. 27.823g of Na2CO3.xH2O crystals were dissolved in water and made up to 1000 cm3 of solution. 25 cm3 of this solution required 48.8 cm3 of 0.1 mol dm-3 HCI for complete neutralisation. Find the value of x in Na2CO3.xH2O using the following steps: 20. 4.00g of lawn sand (a mixture of sand and ammonium sulphate) was weighed into a conical flask, and 25 cm3 of 2.0 mol dm-3 sodium hydroxide solution was pipetted into the same flask. The conical flask was boiled for 20 minutes, after which time all the ammonia had been driven off,

What Is Global Civil Society What Are The Compacting Perspectives On Essay

What Is Global Civil Society What Are The Compacting Perspectives On Global Civil Society - Essay Example According to Keane (2003, 54) the civil society is developing and becoming increasingly visible; though its implications to the age-old political arrangement are not quite clear. The civil society remains a complex expedition of a vague and politically disputed phenomenon. The utter heterogeneity of collections, activities, along with networks that constitute global civil culture nonprofits, trade, social pressure groups, sightseers, academics, performers, cultural recitalists, ethnic as well as linguistic associations, among many others poses the risk of making the expression an explanation of everything and naught. Keane even so insists that this expansive thunder does without a doubt function as a civilization or a ‘civilization of civilization’ having rules along with customs of conduct (Keane, 2003, 56). The author acknowledges, though, that global civil civilization is still an embryonic, open-ended community sphere whose aptitude to become more autonomous, better incorporated into authority institutions, and endowed with collective values determines its significance. Global civil society implies the cluster of civil entities across the world operating parallel to government establishment and governed by a code of conduct primarily based on the respect and the pursuit for common objectives (Kaldor et al, 2006, 43). The global aspect denotes the aspect of beyond borders whereby the organizations operate within established national boundaries. Common objectives, structure and operations acts as the basis of it’s uniformity with similar organizations in other countries is. Hence, civil society is a global movement that describes civil constituents of the same calibre spread all over the world having different titles, names and description but sharing similar characteristics, structures, ideals, concepts and practices. Civil society organizations unite in their pursuit for egalitarian ideals of freedom and emancipation. Just like democracy , the original perception of civil society was as a western conception whose sole aim was to spread western ideals in the rest of the world. In as much as such perspectives will always prevail, civil society has outlived its western connotation and translated into a global civilization movement that is well conversant with respective needs of the countries of operation. The structure and conceptual framework may remain western but the implication, scope and application is more of a global phenomenon. Background Civil society is the field external to family, the state, as well as the market in which people connect to advance universal interests. It is from time to time considered to comprise of the family in addition to the private area and then regarded to as the "third subdivision" of society, dissimilar from government as well as business (Chandler & Baker, 2005, 69). Civil society can be broadly described as the cumulative of non-governmental associations and institutions that re present interests along with will of society or entities and organizations in a civilization, which are autonomous to the government. Sometimes the expression is used in the supplementary general sagacity of "the constituents† such as autonomy of speech, a self-governing judiciary, among others that constitute a democratic culture. The expression entered civic discourse in America in the 1980s. The phrase was, however, previously developed in the 18th century, attributed to Adam Ferguson, the "founder of contemporary sociology", and applied in the designation of his thesis on

Communication in the workplace Case Study Example | Topics and Well Written Essays - 750 words

Communication in the workplace - Case Study Example Communication can be defined as information transfer to receiver from sender under the condition of transmitted message being thoroughly understood by receiver. Business communication can be internal or external but in this study internal organizational communication shall be highlighted. Communication is ever changing and dynamic. It can be categorized into transmission of verbal and non-verbal messages. Trade union is representatives of employees and they should be able to effectively communicate their issues to management. Bad communication between top management and trade union in Maestro Fits has resulted into workplace conflict. The issue started off in 15th November when management had taken decision to close internal restaurant. 30th November had been decided as the closing date. However trade union president sent a letter to top management on 28th requesting shift in the date. The reason behind this was three employees were working there on a part-time basis. Top management replied that trade union would be given responsibility of structuring a business plan for the new restaurant and forming a new worker’s group. Since business plan was not developed by trade union so worker’s group proposed an idea of donating 2 convertible marks by employees per day. A voting poll was organized by trade union where 325 employees supported the donation idea, 188 were against it and 186 employees did not cast any vote. The results were then forwarded to working group stating that trade union shall not insist restaurant formation due to less than 50% of employees in favor of the idea (Ferrante, 2010). On the other hand, top management already had taken decision regarding decrease in employee’s salaries. This decision came into existence on 10th December 2013. The major reason behind this was lack of financial support due to no new business contracts. Trade union strictly opposed this decision. This case study problem clearly reveals

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