Self-Awareness Exercises and Reflection Essay Example

Self-Awareness Exercises and Reflection Essay Self-Awareness Exercises and Reflection Name: Institution: Self-Awareness Exercises and Reflection We will write a custom essay sample on Self-Awareness Exercises and Reflection specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Self-Awareness Exercises and Reflection specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Self-Awareness Exercises and Reflection specifically for you FOR ONLY $16.38 $13.9/page Hire Writer With respect to this self-awareness exercise, the variable eligible for empirical observation is emotional regulation. Emotional regulation involves the management of emotion. As such, emotional regulation refers to the capability of an individual to act in response to the present needs by allowing or delaying unprompted retorts in an unobjectionable manner when required. In summary, Gross John (2003) delineate emotional regulation as the capacity of a person to manage emotions irrespective of the existing situation. As such, this variable is considerably dependent on the ability of an individual to enact complete control and thus preventing the occurrence of impulsive actions and decisions that are regrettable. Alternately, emotional regulation incorporates instigating, restraining or altering the conduct or state of a person within a particular situation. Typically, individuals experience diverse situations that warrant unprompted emotional reactions towards the respective stimuli (Koole, 2010). As such, if individuals were to exude unprecedented reactions based on the different stimuli that comprise their surroundings, then the aspect of interaction within society would erode. Thus, emotional regulation is significant since it enables persons to establish interaction through different communication patterns irrespective of the diverse stimuli (Heilman et al, 2010). Nonetheless, emotional regulation contributes significant positive and negative influences around persons. People who exhibit significant degrees of emotional regulation usually necessitate positive influence among other individuals (Kensinger, 2009). This is because such persons are capable of performing actions while suppressing any unwanted behavior. According to Stefanopoulou et al (2007), such individuals focus on the work allocated and do not engage in actions that can influence the persons around them negatively. Accordingly, persons with negligible emotional regulation levels exude negati ve impact among the people around them based on their inability to suppress emotions (Martin Delgado, 2011). As such, in order to provide empirical observation regarding emotional regulation, two factors, which include Cognitive Reappraisal and Suppression, gain consideration (McRae, Ciesielski Gross, 2012). Foremost, Ochsner Gross (2005) assert that cognitive reappraisal allows persons to alter the emotions they experience, the intensity of the emotions based on the experience and the situations in which they experience the emotions. The second factor, Suppression, involves masking authentic emotions with irrespective of the emotional intensity of a particular situation (Richards Gross, 2000). In the assessment, my score regarding the cognitive reappraisal factor was 6. This indicates that my ability to use cognitive reappraisal within emotional regulation is considerable considering that high scores illustrate greater exploitation of the factor. As such, the survey illustrates that the manner in which I regulate my emotions influences my communication positively with the team. Cognitiv e reappraisal allows a person to reappraise emotional stimuli in a dissimilar manner, which will either augment or moderate the intensity of the sentimental rejoinder educed due to the stimuli (Steinberger, Payne Kensinger, 2011). In this particular case, upon the receipt of failure regarding a certain project within my group, my use of cognitive reappraisal will allow me to reconsider the situation in a different manner by viewing as another opportunity to improve the group’s techniques (Curseu, Boros Oerlemans, 2012). As such, the skill will affect my communication style positively with the group since it will enable me to proceed with motivating the members of the team when assigned to another project. However, my score in exuding Suppression was 4.50, which was a low score. The score proved that I do not possess the ability to hide my emotions in emotionally intense and risky situations, which can affect the way I communicate with my team members. References Curseu, P. L., Boros, S., Oerlemans, L. A. G. (February 01, 2012). Task and relationship conflict in short-term and long-term groups: The critical role of emotion regulation. International Journal of Conflict Management, 23, 1, 97-107. Gross, J. J., John, O. P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85, 2, 348–362. Gyurak, A., Gross, J., Etkin, A. (January 01, 2011). Explicit and implicit emotion regulation: A dual-process framework. Cognition Emotion, 25, 3, 400-412. Heilman, R. M., Crisan, L. G., Houser, D., Miclea, M., Miu, A. C. (January 01, 2010). Emotion regulation and decision making under risk and uncertainty. Emotion, 10, 2, 257-265. Kensinger, E. (January 01, 2009). Remembering the Details: Effects of Emotion. Emotion Review, 1, 2, 99-113. Koole, S. L. (January 01, 2010). The psychology of emotion regulation: an integrative review. Psychology Press, 4, 23, 4-41. Martin, L. N., Delgado, M. R. (January 01, 2011). The neural basis of positive and negative emotion regulation: implications for decision-making. Attention and Performance: Proceedings of a Symposium, 23, 311. McRae, K., Ciesielski, B., Gross, J. J. (January 01, 2012). Unpacking cognitive reappraisal: Goals, tactics, and outcomes. Emotion, 12, 2, 250-255. Ochsner, K. N., Gross, J. J. (January 01, 2005). The cognitive control of emotion. Trends in Cognitive Sciences, 9, 5, 242-9. Richards, J. M., Gross, J. J. (January 01, 2000). Emotion regulation and memory: the cognitive costs of keeping one’s cool. Journal of Personality and Social Psychology, 79, 3, 410-24. Stefanopoulou, E., Argyropoulos, S., Frangou, S. (2007). Time course of emotional responses: The effects of subjective ratings of emotional intensity and voluntary suppression. European Psychiatry, 22, 317. Steinberger, A., Payne, J. D., Kensinger, E. A. (January 01, 2011). The effect of cognitive reappraisal on the emotional memory trade-off. Cognition Emotion, 25, 7, 1237-45.

How to Write an Outline in MLA Format

How to Write an Outline in MLA Format How to Write an Outline in MLA Format Lately, there has been a lot of buzz around MLA format or style of writing. MLA stands for Modern Language Association. In the Modern Language Association (MLA) style an outline is not strictly required which means you may choose not to write one. However, you should know that an essay with an outline is better understood and accepted not only by the audience, but also by your instructor when it comes to grading you and acknowledging your work. So, our suggestion is to read this article carefully because it will explain you in details how to write an outline in MLA format. First, of course, you have to choose a thesis and research it well in order to write a good essay of any kind. In Modern Language Association (MLA) format you have to place the thesis above your outline. You can also type the word thesis with capital letters just above it. It will be good if you can state your thesis in one sentence. It has to present the topic and your opinion on it. You can also use comparison or contrast when starting to declare your thesis. It is very important for the MLA outline to provide examples, facts and ideas that support your thesis. So, after you have researched your thesis well, pick the strongest evidence which supports it first and the rest organize depending on its strength. Make a draft of your outline, it will help you reevaluate once more the information you have gathered. You may decide to add or delete something. Drafting an outline is important because it will show on early stage whether you have missed out important ideas and examples or you have used superfluous information. It is the supporting information, ideas and points that will create the main outlook of your essay. They will either make your thesis sound reliable and trustworthy or not. That is why careful research and initial drafting are extremely important. Writing an outline in MLA format, of course, has a few more general specifics. For the main ideas in your outline you must use Roman numbers followed by period, for information that clarifies the main ideas you have to use capital letters. Below come the Arabic numbers, then lower case letters follow and at the end numbers in parenthesis are used. Keep the different sections of your outline as parallel as possible. Below is a sample structure of MLA outline format. How to write an outline in MLA format Thesis: The importance of an extensive research when writing a paper is essential if you want your work to be acknowledged and accepted properly by the audience and the instructor and it is absolutely the good research that will make your paper sound convincingly, trustworthy and will be written in a professional manner. I. Research well the thesis you have chosen A. Find the strongest arguments that will support your thesis B. Find debatable counter arguments C. Think of a personal story that proves your thesis II. Make a draft on your outline A. Revaluate your thesis and arguments for the last time 1. Delete arguments that may sound unconvincingly 2. Organize your arguments by strength B. Check the reliability of the arguments you have chosen for the final time 1. Proofread the outline carefully a. Remove any grammatical or contextual mistakes (1) Read your outline and consider it for one last time There’s also one more type of outlining, although it’s rarely used; it is called a decimal one. It is very similar to the one described above, but the only difference is that it uses only Arabic numbers. For example: 1.0. Research well the thesis you have chosen 1.1. Find the strongest argument that will support your thesis 1.2. Find debatable counter arguments 1.3. Think of personal story that proves your thesis A well structured outline will give your whole essay a feeling of logical organization and coherent attitude. If you have trouble outlining the main topic and subtopic just ask yourself where an idea in question can be added or if it starts a whole new discussion. It is good to try to make all of the entries in the outline parallel. If you have done all of the above, writing not only an outline in MLA format but also the whole essay should be quite easy.

1984 and the Truman Show

island, where there is freedom and harmony within the community. Peter Weir in his film, The Truman Show, presented his version of utopia, a town called Seahaven. This essay will analyze the film as a critique of consumerism. The name of the city itself is, as Smicek points out, an anagram of, â€Å"as heaven,† that seems to, â€Å"replicate a saccharine of 1950 's American suburbia† (33). The main character, Truman, lives in the, â€Å"pastiche of Capra-esque small-town picket-fence America,† the suburban paradise†¦ the books such as 1984 to the recent movie Maze Runner. Many writers have brought up the heavy reliance of technology and how it can become devastating to the human race. The movie The Truman Show tackles the fear of the rise of technology, reality tv shows, and the social implications on Reality TV shows. . The rise of television in the 1950s, over half of Americans owned televisions, brought in new ways to entertain people. One of these ways being Reality Television shows. There was a spike†¦ cave and The Truman show. Allegory of the cave is a theory of Plato, who is a well-known philosopher in human perception. The theory talks about the disputable idea which many do not understand. It inquires (wrong word) readers to imagine and feel the prisoners in a cave all their life facing a blank wall where shadows are projected. The prisoners are chained up and have been there since their childhood. Whereas, in the movie The Truman show by Peter Wein. The movie is about Truman Burbank’s life†¦ The Truman Show The life of Truman Burbank has been broadcast around the world with tremendous success since the day he was born. A star for the mere fact that he exists, Truman has no idea that there are cameras in every corner of his world. he has literally been ON television from the moment of his birth. With the honor of being the first child to be formally adopted by a corporation, Truman has had every moment of his existence captured by television cameras. The Truman Show, a worldwide†¦ Fears and External Obstacles versus Freedom to Leave (The Truman Show 1998) Lauren: Yeah. I know. Look, Truman, I'm not allowed to talk to you. You know. Truman Burbank: Yeah, well, I can understand, I'm a pretty dangerous character. - When Truman met Sylvia first time Everyone in the world has different characteristics and personalities. When many different characters make harmony together, it leads to great wealth in our lives. Not necessarily money, but the quality of life. However,†¦ The Truman Show Critique NSCI 407 October 6, 2014 938077 True-Man? What makes a True-Man? This question can also be inferred as what makes a human being? As I studied in a religious class, human has a free will given by God, meaning we can make our decision based on the circumstances. Here, we should take our attention to an extraordinary life of one man whose name is ironically Truman but is having a difficulty in expressing his free will in film called â€Å"Truman Show†. Truman show represents a life†¦ I recently viewed, The Truman Show, I placed myself in protagonist Truman’s position. Truman’s entire life was public knowledge, from his secret crushes to deep, intimate conversations with friends and family. If I picture all my life being completely public knowledge in a situation where everything is exposed, but at the same time everyone surrounding me is pretending to be oblivious, It would lead to more secrets and lies towards me every day. For example, when Truman is talking to Marlon, his†¦ Adorno and Horkeimer many years ago claimed â€Å"culture today is infecting everything with sameness† (94). The Social Network and The Truman Show are films made 12 years apart focusing on different mediums one being reality television the other being social networking, yet they both contain the same ideologies regarding gender. Both films promote the same ideologies from the base of its makers to the characters within he film. Each film features and is created by white men, while women are shown as†¦ is Christof. In the movie The Truman Show Truman is living in a world where everyone knows his life is shown on worldwide television but him. He lives in a giant dome created by a man named Christof. He is also the director of the Show. He could be looked at as the god of this small world he created because he controls everything that goes on inside the set and he basically rules out Truman and the actor’s lives for them. Even though the viewers enjoy watching the show a lot of the viewers don’t really†¦ In the 1998 film, The Truman Show, featuring Jim Carrey as the main protagonist, it poses philosophical questions pertaining to Plato’s allegory of the cave found in The Republic. The main character of a fictional television show was Truman Burbank who lived in an alternate reality that was actually a television set that he perceived to be real. From his birth, to early childhood, teenage years, and adult life, Truman has been filmed 24 hours a day, seven days a week, through a television broadcast†¦

Critique of a research paper qualitative in nature Assignment

Critique of a research paper qualitative in nature - Assignment Example The sample sizes of GPs and care home professionals were 3 and 8 respectively. Sample sizes of care home residents and family members were 23 and 2 respectively. On introspection from an academic researchers’ point of view, these sample sizes leave some ambiguity regarding the procedure adopted in selecting the sample. The researcher has not clarified which scientific method of sampling was adopted in selecting this sample. This raises a doubt about the authenticity and validity of this study. One definition of validity in research is that â€Å"we have reached the goal of validity when our statements or conclusions about empirical reality are correct† (Engel and Schutt, 2005, p.18). This research exercise is ambivalent, when considered from the angle of â€Å"measurement validity, generalizability, and causal validity,† which are the three aspects of validity as far as social science research is concerned (Engel and Schutt, 2005, p.19). This is so because no pro per measurement has been made by this research exercise, it has very limited generalizability because of the erratic sampling and also the cause of change has not been properly identified in terms of dependent variables other than the adoption of LES. There could be locally specific and institution-specific causal factors. Another matter of concern is that the sample size seems to be too small to be in agreement with the existing social science research norms. It has been observed, â€Å"you would need a very large sample in order to have a chance of finding an impact of social work† (Gorard, 2003, p.61). Though this notion has been somewhat changed after approval for qualitative research with smaller sample sizes grew, the extremely small sample size (with no consistency while selecting respondents from each category) in this research limits its scope of application to the narrow geographical area in which it is conducted. And it has to be reminded, â€Å"by convention, [â € ¦] thirty comprises the magic number for the allowable minimum sample size† (Seidman, Seidman and Abeyesekere, 2001, p.174). In this research, it can be seen that no sample from any of the categories of respondents chosen by the researcher meets this criteria. The researcher has said that, the â€Å"interviews were [†¦] open-ended and required participants to reflect on their general experiences of GPs and the ease of accessing support, and comment on any improvements to the service† (Briggs, 2011, p.6). Though open-ended questions are more suitable for small sample sizes, it has to be remembered, â€Å"open-ended questions are far more difficult to code† (McNabb, 2010, p.118). The researcher in this particular study has not given any information on the data collection procedure and also the coding of the data thus collected. This has badly affected the credibility of this study. At the same time, the research has fulfilled the ethical conditions require d in such a venture, by following the â€Å"established procedures† as prescribed by the British Sociological Association (Briggs, 2011, p.6). The researcher has maintained transparency by admitting that the â€Å"review [that was carried out] was not commissioned as research and therefore ethical approval was not required† (Briggs, 2011, p

Reaction of a article Essay Example | Topics and Well Written Essays - 500 words

Reaction of a article - Essay Example The photograph shows how the two splashes drunkenly barefoot through a fountain of Parisian in the late 1930’s. But the author’s Aunt seems careless with her life despite enjoying it. It is clear that the author was trying to bring out the aspect of imagery in his piece of writing. What he does is to capture the attention of the readers and drive them in the world of fantasies. He opens up his narration with the following line: â€Å"As I walked down the darkened hallway of the Hospice (278).† This suggests that the environment around him seemed scarily and with a lot of tension. However, the other imagery used is during the time when the author’s aunt got drunk, in a cocktail bar, and came home at a time when the author was preparing to take a date. The Author helps her to get into bed and she barely recognized him, let alone knowing where she was. He weeps as he bends over to kiss her cheek and whisper to her saying how important she was to him and how much he loved her. I did not like the quality of words used by the Author. Many of the words used are difficult to understand and, therefore, making it hard to follow the storyline. For instance, he uses the words â€Å"anti- climatic feeling.† After visiting his sick aunt at the hospital, he says that he wanted to avoid this kind of feeling that one gets around Christmas. I do not get the connection between the anti-climatic feeling, which he says to avoid, and his visit to the hospital. However, the author was successful in making me feel emotionally attached to his story. He describes his Aunt in a manner that brings empathy. We find that after the husband to his Aunt dies, she becomes hopeless with life and started taking excessive alcohol and illegal drugs. At times she would get drunk and fail to recognize the author; her nephew. The author says â€Å"she turned towards me and opened her eyes.

Creative Writing Essay Example for Free

Creative Writing Essay He didn’t look anything like I’d expected. That was when I realised something was wrong. Bad thoughts were rushing through my head at a million miles an hour. I could hear and see nothing for miles except for his dark outline. Confusion and worry was all I could think and I could feel myself shaking. The footsteps were getting louder so I slowly backed away, trying not to make it obvious. Why had I agreed to this, it had been spur of the moment when I’d been upset over that stupid boy from math class. I should have known better than to be so stupid. Then he realised what was happening ‘Sweetie it’s fine. Don’t move I’ll look after you.’ his voice was deep but somehow reassuring. For a second it calmed me down. He sounded so nice, had I jumped to conclusions? Maybe he was just worried about the age gap. I started to walk towards him and he got a beer out of his bag. ‘Have some of this darling.’ He offered it to me but that was one thing I knew to reject. I wasn’t going to be even stupider and drink alcohol in this situation. He turned towards the car and signaled for me to follow. Slowly I trailed behind with my feet scuffling along the floor as I considered my options. I was scared but I didn’t want to believe he would be horrible after how well we had got on before we had met. So I followed him along the path towards what I supposed was his car at the end of the street. I felt in my pocket, my phone was there safely, it would all be fine. I can look after myself I remember thinking. If only I had known. When I reached the car we both got in, with not a word uttered from either of us. He started the car and I plucked up the courage to ask where we were going. ‘Wouldn’t you like to know’ he laughed. He revved the car and off we went through the streets. My heart started to beat faster and faster, it was out of control. I started to shake. My conscience kicked in. Stop Amber, Take control. ‘Please I don’t think this is a good idea, I want to go home’ I stuttered quietly. He laughed in my face. ‘Please, Please.’ I shouted louder but he wasn’t listening. We carried on driving. I noticed where we were driving to; it was towards the abandoned warehouse on the edge of town. I was angry with myself especially for agreeing to meet in the middle of no where, that should have been the first sign of something not being right. Who would have wanted to meet there unless they weren’t who they said they were. What shall I do? How do I get out of here? So many thoughts were swirling round my head. Then the car stopped. He started to get closer, his hand was moving down my thigh and his face was getting closer and closer to mine. I tried to move away but I could feel his warm breath on my face. He had his hand clenched tightly onto my arm so I couldn’t move. I kicked and he grabbed me even harder. I could feel his sweaty hand moving up my skirt and under my tights. I couldn’t talk, I was frozen with fear. Then I don’t know what came over me but suddenly I wasn’t scared anymore. I spat as hard as I could in his face. His shock made him pull back, this was my chance to get out. I hit him as hard as my arms would let me, moved back and then kicked him in the face. I saw his hand move towards the lock button on the car. As quick as I could I pushed the door open and fell to the street floor. Grabbing my bag I got up and ran as fast as my legs could go. I could hear shouting and screaming from behind but I daren’t look back. He was running after me, I could hear his feet pounding against the street floor. I felt a hand grab my shoulder and push me against the floor. ‘I think she’s waking up’ I heard people whispering around me. Slowly I opened my eyes and above me I could see what seemed to be a doctor and a man dressed in a suit. ‘Amber, are you okay? Do you remember what happened the other day?’ The other day? Last thing I remember was lying on the street floor looking into those dark brown eyes. Then I looked to the side and I could faintly make out the body of a man asleep on a bed next to me. As they saw me look over they started to draw the curtain around him but not before I saw them. Handcuffs locking him to the bed. It was him.

Greek Cypriot Leaders :: History

Greek Cypriot Leaders What is the Cyprus question? Let us hear the answer from the Greek Cypriot and Greek leaders themselves: "I have struggled for the union of Cyprus with Greece, and Enosis will always be my deep national aspiration as it is the aspiration of all Greek Cypriots. My national creed has never changed and my career as a national leader has shown no inconsistency or contradiction. I have accepted independence instead of Enosis because certain external conditions and factors have not allowed a free choice." (Makarios told Le Point on 19 February 1973) How did they intend to achieve it? "Unless this Turkish community forming part of the Turkish race which has been the terrible enemy of Hellenism is expelled, the duty of the heroes of EOKA can never be considered as terminated" (Makarios declared on 4 September 1963) - The present Greek Cypriot leader, Glafkos Clerides in his memoirs entitled "Cyprus: My Deposition" described the Cyprus question as a conflict between "the Greek Cypriot preoccupation... that Cyprus should be a Greek Cypriot stale with protected Turkish Cypriot minority" and "the Turkish preoccupation ... to defeat any such effort and maintain the partnership concept ". - "Just as the Greek Cypriot preoccupation was that Cyprus should be a Creek Cypriot state, with a protected Turkish Cypriot minority, the Turkish preoccupation was !o defeat any such effort and to maintain the partnership concept, which in their opinion the Zurich Agreement created between the two communities. The conflict, therefore, was a conflict of principle and for that principle both sides were prepared to go on arguing and even, if need be, to fight, rather . The same principle is still in conflict, even today, though a federal solution has been accepted - and though a federation is nothing more than a constitutional partnership of the component states, provinces or cantons which make up the federation." (From Mr Glafkos Clerides's memoirs "My Deposition" Vol. 3, page 105.) How the UN, the US and other Related Counties' Officials See Cyprus Question: - The UN secretary-general, in his report to the Security Council dated 8 March 1990 (S/21183), described Cyprus as "the common home of the Greek Cypriot community and of the Turkish Cypriot community. Their relationship is not one of majority and minority, but one of two communities in the State of Cyprus. " This description was also reflected in the UN Set of Ideas endorsed by the Security Council.

Qualitative research Essay

PREPARING A CASE STUDY: A Guide for Designing and Conducting a Case Study for Evaluation Input By Palena Neale, PhD, Senior Evaluation Associate Shyam Thapa, PhD, Senior Monitoring and Evaluation Advisor Carolyn Boyce, MA, Evaluation Associate May 2006 P AT H F I N D E R I N T E R N AT I O N A L T O O L S E R I E S Monitoring and Evaluation – 1 PREPARING A CASE STUDY: A Guide for Designing and Conducting a Case Study for Evaluation Input By Palena Neale, PhD, Senior Evaluation Associate Shyam Thapa, PhD, Senior Monitoring and Evaluation Advisor Carolyn Boyce, MA, Evaluation Associate. May 2006 Acknowledgements The authors would like to thank the following Pathfinder employees and partners for their technical inputs into this document: Emmanuel Boadi (Pathfinder/Ghana), Anne Palmer (Futures Group International), Ugo Daniels (African Youth Alliance (AYA)), Veronique Dupont (Pathfinder/Extending Service Delivery (ESD)), Cathy Solter, Lauren Dunnington, and Shannon Pryor (Pathfinder headquarters). Jenny Wilder and Mary Burket are also thanked for their inputs and assistance in editing and producing this document. 2 PATHFINDER INTERNATIONAL: WRITING A CASE STUDY. What is a Case Study? A case study is a story about something unique, special, or interesting—stories can be about individuals, organizations, processes, programs, neighborhoods, institutions, and even events. 1 The case study gives the story behind the result by capturing what happened to bring it about, and can be a good opportunity to highlight a project’s success, or to bring attention to a particular challenge or difficulty in a project. Cases2 might be selected because they are highly effective, not effective, representative, typical, or of special interest. A few examples of case study topics are provided below—the case studies would describe what happened when, to whom, and with what consequences in each case. Case Study Examples Shifting Attitudes of Youth-Serving Service Providers Uniqueness/Point of Interest Your program was able to change service providers’ attitudes towards dealing with Adolescent Sexual and Reproductive Health (ASRH) needs in an environment where provider’s attitudes have been a barrier to young people accessing SRH services. Your program was effective in introducing YFS to the MOH and in institutionalizing an YFS curriculum in a setting where the MOH did not provide YFS. Your program was able to integrate HIV prevention in several FBO service delivery points in an environment that normally does not include or welcome HIV prevention activities. Your program built the leadership capacity of youth to advocate, promote, and participate in decision making around ASRH. This transpired in a setting that did not include ASRH on the agenda nor encourage youth participation in general or in decision making in particular. Integrating Youth-Friendly Services (YFS) in the Ministry of Health (MOH) Integrating HIV Prevention in Faith-Based Organization (FBO) Health Services Delivery. Developing Youth Leadership in Tanzania 1 2 Yin, Robert K. (2003). Case Study Research: Design and Methods. Thousand Oakds: Sage Publications. Case refers to the unit of analysis or topic chosen for study (i. e. , the individual, organization, or program). PATHFINDER INTERNATIONAL: WRITING A CASE STUDY 3 When is a Case Study Appropriate? Case studies are appropriate when there is a unique or interesting story to be told. Case studies are often used to provide context to other data (such as outcome data), offering a more complete picture of what happened in the program and why. What are the Advantages and Limitations of a Case Study? The primary advantage of a case study is that it provides much more detailed information than what is available through other methods, such as surveys. Case studies also allow one to present data collected from multiple methods (i. e. , surveys, interviews, document review, and observation) to provide the complete story. There are a few limitations and pitfalls however, each of which is described below. Can be lengthy: Because they provide detailed information about the case in narrative form, it may be difficult to hold a reader’s interest if too lengthy. In writing the case study, care should be taken to provide the rich information in a digestible manner. Concern that case studies lack rigor: Case studies have been viewed in the evaluation and research fields as less rigorous than surveys or other methods. Reasons for this include the fact that qualitative research in general is still considered unscientific by some and in many cases, case study researchers have not been systematic in their data collection or have allowed bias in their findings. In conducting and writing case studies, all involved should use care in being systematic in their data collection and take steps to ensure validity3 and reliability4 in the study. Not generalizable: A common complaint about case studies is that it is difficult to generalize from one case to another. But case studies have also been prone to overgeneralization, which comes from selecting a few examples and assuming without evidence that they are typical or representative of the population. Yin, a prominent researcher, advises case study analysts to generalize findings to theories, as a scientist generalizes from experimental results to theories. 5 3 4 Validity refers to the degree to which a study accurately reflects or assesses the specific concept that the researcher is attempting to measure. Reliability is the extent to which an experiment, test, or any measuring procedure yields the same result on repeated trials. 5 Yin, Robert K. (2003). Case Study Research: Design and Methods. Thousand Oaks: Sage Publications. 4 PATHFINDER INTERNATIONAL: WRITING A CASE STUDY. What is the Process for Conducting a Case Study? The process for conducting case study research follows the same general process as is followed for other research: plan, collect data, analyze data, and disseminate findings. More detailed steps are given below. 1. Plan †¢ Identify stakeholders who will be involved. †¢ Brainstorm a case study topic, considering types of cases and why they are unique or of interest. †¢ Identify what information is needed and from whom (see â€Å"What are Potential Sources of Information? † and â€Å"What are the Elements of a Case Study? †). †¢ Identify any documents needed for review. †¢ List stakeholders to be interviewed or surveyed (national, facility, and beneficiary levels) and determine sample if necessary. †¢ Ensure research will follow international and national ethical research standards, including review by ethical research committees. For more information, please see the International Ethical Guidelines for Biomedical Research Involving Human Subjects, available at http://www. cioms. ch/frame_guidelines_nov_2002. htm. 2. Develop Instruments †¢ Develop interview/survey protocols—the rules that guide the administration and implementation of the interview/survey. Put simply, these are the instructions that are followed to ensure consistency across interviews/surveys, and thus increase the reliability of the findings. The following instructions for the should be included in the protocol: †¢ What to say to interviewees when setting up the interview/survey; †¢ What to say to interviewees when beginning the interview/survey, including ensuring informed consent of the respondent (see Appendix 1 for an example); †¢ What to say to respondent in concluding the interview; †¢ What to do during the interview (Example: Take notes? Audiotape? Both?); and †¢ What to do following the interview (Example: Fill in notes? Check audiotape for clarity? Summarize key information for each? Submit written findings? ). †¢ Develop an interview guide/survey that lists the questions or issues to be explored and includes an informed consent form. Please note that you will likely need interview guides/surveys for each group of stakeholders, as questions may differ. †¢ Where necessary, translate guides into local languages and test translation. PATHFINDER INTERNATIONAL: WRITING A CASE STUDY 5 3. Train Data Collectors †¢ Identify and train data collectors (if necessary). (See â€Å"Training Tips for Data Collectors†6. ) Where necessary, use interviewers that speak the local language. Training Tips for Data Collectors Staff, youth program participants, or professional interviewers may be involved in data collection. Regardless of what experience data collectors have, training should include: †¢ An introduction to the evaluation objectives, †¢ A review of data collection techniques, †¢ A thorough review of the data collection items and instruments, †¢ Practice in the use of the instruments, †¢ Skill-building exercises on interviewing and interpersonal communication, and †¢ Discussion of ethical issues. 4. Collect Data †¢ Gather all relevant documents. †¢ Set up interviews/surveys with stakeholders (be sure to explain the purpose, why the stakeholder has been chosen, and the expected duration). †¢ Seek informed consent of each respondent (written or documented oral). Re-explain purpose of interview, why the stakeholder has been chosen, expected duration of, whether and how the information will be kept confidential, and the use of a note taker/tape recorder. †¢ If the respondent has consented, conduct the interview/survey. 5. Analyze Data †¢ Review all relevant documents. †¢ Review all interview/survey data. 6. Disseminate Findings †¢ Write report (see â€Å"What are the Elements of a Case Study? †). †¢ Solicit feedback. †¢ Revise †¢ Disseminate 6 Adamchak, S. , et. al. (2000). A Guide to Monitoring and Evaluating Adolescent Reproductive Health Programs. Available at http://www. pathfind. org/site/PageServer? pagename=Publications_FOCUS_Guides_and_Tools. 6 PATHFINDER INTERNATIONAL: WRITING A CASE STUDY What are Potential Sources of Information? Case studies typically rely on multiple sources of information and methods to provide as complete a picture as possible. Information sources could include: †¢ Project documents (including meeting minutes) †¢ Project reports, including quarterly reports, midterm reviews †¢ Monitoring visits †¢ Mystery client reports †¢ Facility assessment reports †¢ Interviews †¢ Questionnaire/survey results †¢ Evaluation reports †¢ Observation †¢ Other What are the Elements of a Case Study? Case studies do not have set elements that need to be included; the elements of each will vary depending on the case or story chosen, the data collected, and the purpose (for example, to illustrate a best case versus a typical case). However, case studies typically describe a program or intervention put in place to address a particular problem. Therefore, we provide the following elements and example on which you might draw: 1. The Problem i. Identify the problem ii. Explain why the problem is important iii. How was the problem identified? iv. Was the process for identifying the problem effective? 2. Steps taken to address the problem 3. Results 4. Challenges and how they were met 5. Beyond Results 6. Lessons Learned. PATHFINDER INTERNATIONAL: WRITING A CASE STUDY 7 1. The Problem: It is essential to identify what the problem was. Specifically: i. Identify the problem. For example, certain FBO leadership was opposed to including HIV prevention activities within their programming. Specifically, they felt that prevention activities would promote sex among youth and thereby increase the incidence of HIV. In addition, the FBO felt that the promotion of condoms as a form of prevention was morally wrong. ii. Explain why the problem is important. Following the same example, to provide a comprehensive response to HIV/AIDS, prevention activities are an important part of HIV programming, in addition to care and support. Addressing moral and religious concerns and objections of FBO leaders in order to incorporate this component greatly expands the prevention effort and offers a greater breadth and depth in HIV programming. iii. How was the problem identified? It is likely that program staff will have an idea of what general problems exist. For example, YFS is not integrated in the MOH, FBOs do not include prevention activities, youth involvement does not occur, etc. What was likely missing and required exploration were the details around this general problem. In the case of working with FBOs, an initial project planning meeting was held to discuss the specifics behind the problem. It was revealed during this process that certain FBOs who conducted care and support activities did not offer prevention activities, specifically condom promotion. The primary reason given was religious objections; another reason identified but not explicitly stated was stigma. iv. Was the process for identifying the problem effective? After additional one-on-one discussions with FBO leaders, it was determined that the leaders had concerns based on moral and religious grounds regarding prevention efforts, particularly promoting condoms. Furthermore, discussions revealed that a number of leaders had limited and/or erroneous information regarding transmission and prevention options. 8 PATHFINDER INTERNATIONAL: WRITING A CASE STUDY 2. Steps Undertaken to Address the Problem: What was done (activities/ interventions/ inputs), where, by whom, for whom? In the case of integrating prevention in FBOs, an illustrative outline of steps undertaken to address the problem is given below: What was done? Phase 1: Sensitization Sensitization of leadership: activities included reviewing FBO policies and bylaws by program staff in order to demonstrate to leadership that there were no constitutional objections to prevention activities. Project staff engaged liberal FBO leaders to supply quotes from the Bible to build their evidence-based argument to convince other leaders that there was in fact no biblical basis for the preclusion of prevention activities. Sensitization of facility managers: meet with managers to discuss leadership approval and present evidence-based arguments on why integration activities can be included. Sensitization of community: work with groups to explain that these activities have been approved by the FBO leadership and where they can go to receive services. Phase 2: Integration Facility assessments Selected facilities Project Staff, FBO representatives Local Implementing Partners (IPs) Project Staff, Facility Managers Contractor FBOs, Project Staff Facility Staff District/ National Project Staff FBO leaders Where? By Whom? For Whom? Facilities Project Staff Facility Managers Community catchment areas Project Staff Community members Training of service providers Selected facilities Conduct staff orientations Facilities Facility Staff Physical infrastructure improved Phase 3: Outreach Identify peers that you want to work with Training Provide Tools Supervision Phase 4: M&E Reassessments Facilities Facility Selected facilities Facilities Facility Staff IPs Project Peer supervisors Beneficiaries Peers Peers Peers Sample of selected facilities Project Staff, Facility Management, Youth Trained mystery clients Project Staff, Peer Supervisors. Facility, Project Staff Mystery client interviews Monitoring visits Facilities Facilities, Peers Facility staff, Project Staff PATHFINDER INTERNATIONAL: WRITING A CASE STUDY 9 3. Results: What were the results of your intervention, particularly the significant or unique results? For example: your activities resulted in the FBO including HIV prevention activities in their programming, which contributed to an increase in condom distribution. Or, your activities resulted in youth-serving service providers adopting a youth-friendly attitude which contributed to improved services and an increase in youth visits. Church leadership may have made a commitment and modified policies to include ASRH activities, leadership talking about the issues publicly. Facility managers may make financial commitments to refurbishments, training, etc. 4. Challenges and how they were met: This focuses on what challenges or difficulties you encountered and what you did to overcome them. One of the challenges in working with FBOs may have been dealing with Catholic FBOs and your response could have been to negotiate with them to include certain prevention activities like abstinence, and/or providing a referral point to youth who may want to get information about condoms. Another possible challenge is that not all FBOs who you had hoped to work with were willing to come on board and this required additional attention. 5. Beyond Results: Are the results mentioned above sustainable? Why or why not? For example, an integrated approach to programming (which included a strong policy and advocacy component) created an enabling policy environment with strong stakeholder support that can be nurtured and leveraged beyond the project duration. 6. Lessons Learned: What lessons were learned: programmatic, technical, financial, process, etc.? For example, the experience showed that it was imperative for project staff to have a very solid understanding of government policies to speak to these issues with key stakeholders. In addition, it was important to have a good understanding of the various religious beliefs in addition to their respective policies and by-laws for developing and delivering advocacy arguments. How are Case Studies Presented? Case studies are flexible in that they can be presented in a number of ways—there is no specific format to follow. However, like all evaluation results, justification and methodology of the study should be provided, as well as any supporting information (i. e. , copies of instruments and guides used in the study). Case studies may stand alone or be included in a larger evaluation report. If presented as a stand-alone report, the following report outline is suggested: 1. Introduction and Justification 2. Methodology a. How was the process carried out? (Describe the process of selecting the case and data collection sources, as well as how data was collected. ) b. What assumptions are there (if any)? 10 PATHFINDER INTERNATIONAL: WRITING A CASE STUDY 3. 4. 5. 6. 7. 8. 9. 10. c. Are there any limitations with this method? d. What instruments were used to collect data? (You may want to include some or all in the appendix. ) e. What sample(s) is/are being used? f. Over which period of time was this data collected? The Problem The Steps Taken to Address the Problem The Results The Challenges and How They were Met Beyond Results Lessons Learned Conclusion Appendices Where Can More Information on Case Studies be Found? Information on Case Study Research Adamchak, S. , et. al. (2000). A Guide to Monitoring and Evaluating Adolescent Reproductive Health Programs. Available at http://www. pathfind. org/pf/pubs/focus/guidesandtools/PDF/Part%20II. pdf. Patton, Michael Q. (2002). Qualitative Research & Evaluation Methods. Thousand Oaks: Sage Publications. Stake, Robert E. (1995). The Art of Case Study Research. Thousand Oaks: Sage Publications. United States General Accounting Office, Program Evaluation and Methodology Division. (1987). Case Study Evaluations. Available at http://161. 203. 16. 4/t2pbat22/132683. pdf. Yin, Robert K. (2003). Case Study Research: Design and Methods. London: Sage Publications. Examples of Case Studies Cornwall, A. and Welbourn, A. (2002). Realizing Rights: Transforming Approaches to Sexual and Reproductive Well-Being. London: Zed Books. Population Council. Quality/Calidad/Qualite series. Available at http://www. popcouncil. org/publications/qcq/default. htm. SRI International. (2001). The Organization of Learning in Community Technology Centers: Learning with Technology in Six Communities. Available at http://www. americaconnects. net/research/SRI_case_study_report. pdf. PATHFINDER INTERNATIONAL: WRITING A CASE STUDY 11 Appendix 1: Sample Informed Consent Form Key Components: †¢ Thank you †¢ Your name †¢ Purpose †¢ Confidentiality †¢ Duration †¢ How interview will be conducted †¢ Opportunity for questions †¢ Signature of consent I want to thank you for taking the time to meet with me today. My name is ________________________ and I would like to talk to you about your experiences participating in the African Youth Alliance (AYA) project. Specifically, as one of the components of our overall program evaluation we are assessing program effectiveness in order to capture lessons that can be used in future interventions. The interview should take less than an hour. I will be taping the session because I don’t want to miss any of your comments. Although I will be taking some notes during the session, I can’t possibly write fast enough to get it all down. Because we’re on tape, please be sure to speak up so that we don’t miss your comments. All responses will be kept confidential. This means that your interview responses will only be shared with research team members and we will ensure that any information we include in our report does not identify you as the respondent. Remember, you don’t have to talk about anything you don’t want to and you may end the interview at any time. Are there any questions about what I have just explained? Are you willing to participate in this interview? __________________ Interviewee __________________ Witness __________ Date ______________________________________ Legal guardian (if interviewee is under 18) 12 PATHFINDER INTERNATIONAL: SAMPLE INFORMED CONSENT FORM Pathfinder International 9 Galen Street, Suite 217 Watertown, MA 02472 USA Tel: 617-924-7200 Email: Information@pathfind. org 05/06/500.

Medical advancements in World War Two Essay

World War II brought death and destruction upon the world. On the other hand, it also opened doors for pioneering developments that commonly occur during such situations of high adversity. Some of the most important advancements took place in the field of medicine when the world was embroiled in World War II. As Dr. Ralph Major states, â€Å"An army is a vast laboratory of medical research where disease and injuries are seen on a far larger scale than in peacetime. Many improvements in the treatment of infections have come from experiences on the battlefield† (Major 52). Devastation in the war left countless soldiers and civilians with life threatening injuries and diseases. This devastation and destruction, led to the innovation of the three most important medicines in history namely Penicillin, Blood plasma and Sulfanilamide. These three innovations in the field of medicine helped save thousands of soldiers in World War II and are considered to be the most important medical advancements in the war. â€Å"Penicillin fought for the soldier as bravely as the soldier fought for his country† (www.lib.niu.edu). Out of the three innovations in medicine during World War II, penicillin undoubtedly was the most important. Penicillin was invented by Dr. Alexander Fleming in 1928 and was crucial in saving lives of soldiers on D-Day where stockpiles of penicillin were gathered in depots of England and were on hand in time for the Allied invasion of Germany (Rowland 32) . Operation Overload was the pivotal point of World War II because that was when the Allies took the offensive and attacked the German stronghold of Normandy Beach. It was estimated that 3000 lives were saved on that day with the use of Penicillin and by the time the war ended that number turned out to be over two million (www.historylearningsite.co.uk). These figures clearly show how useful penicillin was during the period of the war. Penicillin however was first seen in action in the Battle of Britain where air raids by the Luftwaffe left many civilians and soldiers wounded and the doctors needed more effective ways to treat burns (www.lib.niu.edu). Penicillin was needed in large numbers as it was the only way Britain could save their soldiers and civilians. Penicillin was also the first broad spectrum antibiotic ever created. It was first broad spectrum antibiotic because it cured various diseases such as: â€Å"hemolytic, streptococcus, gonorrhea, syphilis and it was a wonderful antibiotic for wounds and burns†Ã‚  (www.historystudycenter.com). All these diseases could be cured with the use of penicillin and displays how penicillin outnumbered any other medical advancement during World War II in the number of diseases it cured. Soldiers also felt more confident having penicillin in their pockets as they knew that no disease could affect them as long as they had penicillin. This passionate bond could be observed through posters from World War II saying â€Å"Thanks to Penicillin†¦He Will Come Home!!† which was used as propaganda in an attempt to diminish the fear of going to war on the home front (www.mcatmaster.com). Penicillin had motivated civilians to get involved in the war effort and was rightly called the war’s ‘wonder drug’ (www.abc.net/au). Penicillin had motivated the medical industry to expand and an accidental discovery more than sixty years ago in the laboratory of Alexander Fleming helped save countless lives during World War II. Blood Plasma was also an important medical advancement during World War II as when war was raged in Europe, blood was needed for the wounded troops and plasma was used to transfer blood to the wounded soldiers. It was invented by Dr. Charles Drew in 1938; he discovered it by separating the plasma from the whole blood and then refrigerating them separately (home.att.net/steinert.htm). They could then be combined up to a week later for a blood transfusion (www.history.amedd/army). Blood plasma could replace whole blood and this discovery played a major role in World War II where many countries experienced extreme casualties with a lot of bleeding, resulting in the huge losses of blood. Plasma was used to transfer blood as it served to keep satisfactory blood pressure and supply critical proteins and globulins (antibodies) to the wounded soldiers (www.usaaf.net/wwii). There were many uses of Plasma on the battlefield and on the whole, it helped keep a proper balance in the body which ma kes it one of the best innovations in medical history. The pressing demand for blood on the battlefields led to Britain organizing the International Transfusion Association in 1940 which collected blood (people donated blood) and turned it into blood plasma. This program collected, processed and transported 14,500 units of plasma to the allied armies and it was all done within five months (home.att.net/wwii.htm). Dr. Drew was an important member of the group and his scientific research helped revolutionize blood plasma  transfusion so that blood plasma could readily be given to wounded soldiers on the battlefield, which dramatically improved opportunities to save lives. Blood plasma could also be dried which made it very easy to transport, pack, store and the soldiers could also carry it around in their pockets (www.history.amedd/army). As mentioned in the ‘United States office of war’ newsreel â€Å"Soldiers in Normandy got the best medical care science could offer and plasma cheated death in cases of many soldiers† (www.concise.britannica.com). Soldiers received the most modern medical treatments on D-day in Normandy beach and blood transfusion of soldiers was sometimes done just behind the fighting army lines. Planes carried almost a ton of Plasma on that day to the beach which helped save approximately 900 soldiers (www.concise.britannica.com). All these miracles had been performed by blood plasma during WWII which offered the victims of war a glimmer of hope and saved massive amounts of people at Normandy Beach, truly making it a panacea that improved several aspects of life. â€Å"The Nazis discovered it. The allies won the war with it†¦This incredible discovery was Sulpha† (www.asm.org). Sulpha drugs or Sulfanilamide greatly affected the mortality rates during World War II, especially for the Allies and helped save thousands of soldiers and many important people. One of them was Winston Churchill who was the British premier in 1943. He had caught a fatal disease called contracted pneumonia and was on the verge of death. His physician had to give him M + B 693 sulfanamide to cure him and â€Å"there is little doubt that the novel Sulfa drug defeated the pneumonia and probably saved his life† (www.asm.org). His recovery was very important to the Allies as that was the time they were making plans for D-Day in which Britain had a major role. Approximately 140,000 allied soldiers carried a package of Sulfa powder (Sulfanilamide) on D-Day in their medical pouches and they were also taught how to immediately sprinkle sulfa powder on any open wound to prevent infection (elibrary.bigchalk.com). This evidence illustrates how important sulfanilamide was to every soldier in the war and all the countries were quick to realize its importance. At an outbreak of Meningitis in the French Foreign Legion in Nigeria, while sulfanilamide was available, there was an eleven percent mortality rate. But after the supply was exhausted, mortality climbed up to seventy five percent (Margotta 58). The mortality rates in  World War II would have been much higher if it were not for sulfanilamide and this incident is a clear depiction of what would have happened. In the United States in the early thirty’s, about hundred thousand people died annually of pneumonia, blood poisoning and cerebrospinal meningitis. Gonorrhea had afflicted some twelve million Americans which became a serious issue for the United States government (www.pubs.acs/org). These numbers however, decreased dramatically by the early 1940’s and much of the credit goes to Gerhard Domagk and his team of chemists who developed the very first sulfa drugs that could treat the diseases (mentioned earlier) and also opened up the door to modern medicines (www.pubs.acs/org). Sulfa drugs preceded penicillin by almost ten years as they first developed in 1932, so â€Å"they carried the main therapeutic burden in both military and civilian medicine during the war† (elibrary.bigchalk.com). They also proved extraordinarily fruitful as starting points for new drugs or classes of drugs, both for bacterial infections and for a number of important non-infectious diseases. The initial breakthrough in the 1930’s of sulfa drugs research is the stem today in the current search for the effective treatments for AIDS making it a truly revolutionary antibiotic. So, therefore Penicillin, Blood Plasma and Sulfanilamide were considered the most important medical innovations during World War II because of the tremendous impact they had in the war and the countless number of lives they saved. All of the medical advancements in World War Two went on to benefit society after the war had ended. Whether such developments would have occurred at the same pace in peace time will never be known. But the one very interesting thing here is that, medical advancements take place at such a rapid pace mainly because of a major war and the problem of the great number of casualties due to a major war is solved by medicine. Therefore, war and medicine are fatal partners and are very closely related but are not the same thing, as war causes the problems and medicine solves them. Citations/ ReferencesBooksMargotta, Roberto. History of Medicine. Britain: Hamlyn, 1996. Major, Ralph Hermon. Fatal Partners: War and disease. 3rd. London: Doran &Company, 1941. Rowland, John. The Penicillin Man: The story of Alexander Fleming. EightImpression. London: Lutherworth Press, 1969. WebsitesDixon, Bernard. â€Å"Sulfa’s True Signicance.† 11 Nov 2006. 26 May 2007. Kiefer, David. â€Å"Miracle Medicines.† Today’s Chemist at Work. AmericanChemical Society. 26 May 2007. Kendrick, Douglas. â€Å"Plasma equipment and Packaging.† Medical department U.SArmy. 06 June 2006. 26 May 2007. Mailer, John. â€Å"Penicillin: Medicine’s Wartime.† Illinois Periodicals Online atNorthern Illinois University. Illinois Periodicals Online. 26 May 2007. Nanney, James. â€Å"Aeromedical Evacuation.† The U.S army Air Force In WWII. 26 May 2007. Steinert, David. â€Å"The History of WWII medicine.† World War II: Combat Medic. 04 May 2002. 26 May 2007. Torok, Dr. Simon. â€Å"Maker of the Miracle Mould.† Howard Florey: The story. 26 May 2007. Trueman, Chris. â€Å"Medicine and World War Two.† WWII. 26 May 2007. DatabasesRoff, Sue. â€Å"The Technology of healing: A century of Medicne.† History StudyCenter. 2003. Helicon. 26 May 2007†³Sulfa Drug.† eLibrary. 12 Jan 2005. Encyclopedia Britannica. 26 May 2007. Primary SourcesWorld War II Poster. â€Å"Thanks to Penicillin†¦ He Will Come Home!!†U.S. Office of War Information newsreel. â€Å"Penicillin and plasma save lives.†Normandy, June-July 1944. National Archives, Washington, D.C.

Describe the cultures of the various mound builders- the Ade essays

Describe the cultures of the various mound builders- the Ade essays Burial mounds were especially common during the Middle Woodland period (c.100 B.C.A.D. 400), while temple mounds predominated during the Mississippian period (after A.D. 1000). The greatest concentrations of mounds are found in the Mississippi and Ohio valleys. The term Mound Builders arose when the origin of the monuments was considered mysterious, most European Americans assuming that the Native Americans were too uncivilized for this accomplishment. The Adena culture began near the Ohio River Valley area during the technological period of about 3000 BP. They lasted for a relatively short period of time, from 1000 B.C. to around 1 A.D. This culture is most famous for its practice of burying its dead in large burial mounds and its people have often been termed the "Mound Builders". Most of what we know about this culture comes from examining what was buried with the dead. The culture's main identifying features, the burial mounds, most are conical in shape and vary greatly in size. Many tools have also been found within the burial mounds. Stone hoes, flint blades, projectile points, and stone scrapers are among the most common items found. The typical projectile point was long, straight, and did not differ from the archaic prototype by that much. Axes, or Celts, were also found within the burial complexes. Shells that were found within the burial complex also served a specific function. They used the shells as spoons and ornamental objects. Bone and antler were used to make combs, beads, and gargets. A few copper axes have been found, but most copper artifacts were for ornamental purposes. Tobacco pipes have also been found within the gravesites. The pottery made by the Adena peoples was not buried with the dead. It was made form the grit of crushed limestone, and somewhat plain looking. Designs found on the pottery were usually made from fabric, although some do have a nestled diamond shape pressed in to...

Ground investigation in shallow offshore sites Article

Ground investigation in shallow offshore sites - Article Example t in situ where the installations are to be located, comprehensive data acquisition is required in the entire area affected and far down beneath the sea floor. Such processes that encompass offshore site investigations are varied in nature. They range from analyzing marine geological information, scrutiny of available geophysical data which is used to plan the actual investigations. Such processes that lead to the success of the above mentioned range consist of drilling, sampling as well as in situ testing which in essence includes penetrating into the seabed with the help of high technology drilling vessels. These processes encompass what is generally referred to as Geotechnical investigation. From The period 1985 to 1982 Lunne and Powell (1992) gave a review of developments in offshore investigations. They explored the various technological inventions that marked this period and discus the contributions of such developments to offshore studies with new in situ tests being tried out in the offshore environments, including several examples of field model testing. Lunne and Powell observed the general trend over the last 6-8 years which was the gradual increase in deep water developments. Due to the difficulty of taking undisturbed samples in deep water there has been a tendency to rely more on situ testing. Special geotechnical problems associated with geo-hazard evaluations have also inspired developments within the field of in situ testing. In addition the general competitiveness of the market has been a driver cost efficient solutions. Borings, the most efficient and probably accurate technique of shallow offshore studies come in two main varieties, large-diameter and small-diameter boring. Large-diameter borings Peres involve offshore drilling with large enormous machines that bore extensive areas. They are rarely used due to safety concerns and expense, but are sometimes used to allow a geologist or engineer to visually and manually examine the soil and

Critical Analysis - Southern Discomfort & Waterway Industries Lab Report

Critical Analysis - Southern Discomfort & Waterway Industries - Lab Report Example The company needs to improve its performance and Return on Investments (ROI) to stay in the business. Under these circumstances, the company’s management is faced with only two options: Either to stay on in Oconomo with a substantially reduced operating budget, or to relocate the plant to Mexico where future profit margins are more assured. The primary type of change that needs to be brought about in the Oconomo Plant is a conspicuous transformation in people’s culture, attitudes and approach to work. This has assumed significant connotations, because the plant is now going through a very critical phase where, even its very future existence hangs on a balance. If the management is not in a position to convince the labour to accept lower wage rates, the plant may have to be moved to Mexico, thus endangering the jobs of nearly 520 employees. (Wallace 1996). Jim Malesckowski, President of the company has to deal with the challenging tasks of negotiating with a well organised and strong Labour Union while seeking to introduce changes in the work culture and remuneration of the labor force. The Wisconsin plant could be saved by changing the work culture and ethos of the work force and by convincing them that the reduction in wage rate would be beneficial to the labour force in the long run. The major underlying cause for the Union leaders’ resistance to change stems from the fact that they fear that changes would result in downsizing and lay-offs, or even the use of a person for multiple jobs, in order to gain maximum productivity from him. Fear of job losses or labour exploitation may be the underlying reasons for the Trade Union leaders’ reluctance to allow changes in the organization. The management has sought to dispel this fear by informing the Union about cross-training schemes after which a person would be able to undertake job