Parenting Today Essay Example | Topics and Well Written Essays - 750 words

Parenting Today - Essay Example These parents know the best way of disciplining their children. This is so because they can watch the activities of the children and thus know them better. Punishment methods such as time outs enable the children to reflect on their behavior. Disciplined children are more likely to do well in academics especially when their parents are available at home to assist them. In addition, their availability helps their children deal effectively with any stressful issue that they may have (Brooks, 2011). There is a variety of factors that influence spillover. Work-family spillover occurs when the activities that take place at work affect an individual at home. On the other side, family-work spillover occurs when activities at home affects an individual at work. Job satisfaction results in to positive spillover and thus an individual go to his family with energy and satisfaction (Brooks, 2011). The sections of the population who experience positive spillover are mostly individuals who are satisfied with their positions at work. In addition, parents who spend time with their children experience positive spillover. Many studies have indicated that families enhance positive spillover. The sections of the population that have families thus experience positive spillover. A family composed of a father, a mother and two children can enhance the performance of the parents at work. One child can be very young and in kindergarten. The other child can be approaching adolescent. This family is likely to have a delightful time together, and activities that members can engage in are numerous. The parents will have to teach the young child how to read and write, and this can be satisfying and enjoyable to the parents. They have to advice the older child too on various issues such as changes occurring in his or her body. Such a family is small and thus easy for each of the parents to manage. The parents can also have spare time to discuss their

Summarizing Essay Example | Topics and Well Written Essays - 500 words - 1

Summarizing - Essay Example Religious constitutions are important to these leaders because they act as their guidance. They view themselves as leaders chosen by God. Monarchy could relate its way of leadership to the supreme authority. The leadership is hereditary and remains within the family. The family members are the top organ of the country. These two types of monarchy still exist but differ in their structure. The Arabs drew a common definition to balance this Monarchies. A situation like this could use the word ‘Malik’ to balance. People say; king and Malik is both equal, and they are both important (Gause 96). Arabs have evidence on their royal titles. A person could trace the background of the title by studying the evidence, example, studying the coins (Gause 95). In ancient Arab, people did not like the Kings. Arabs did not want any form of central government. Liqah is the word used to describe people who abide by every rule of the king. Islam draws their hate of kings from the bible. They give the example of the monarchy of Israel, in the book of Hebrews. The case is not the same for all Kings. The Quran depicts David and Solomon as good kings. The only difference of determining which kingdom is good is when one contrasts kingdoms with caliph and caliphate (Gause 79). Malik depicted military leaders. Their authority was secular, where religion had no place (Gause 90). The rule had no laws from the ruler, but rather use of personal thoughts. King, as a title, was improved in terms of imperialism. After improvements, the name king improves and becomes sultan or Persian. Pedishabs self-declare themselves as emperors. They make their own rights and rules. Examples of padishans are the sultan of Turkey and Shah of Persia. The considers them great (Gause 95). Kings were coordinators of the Padishans. The title of king became so small and less influential in Muslim countries. Foreign leaders in the country were kings. Harun al-Rashid was a

Long Bone Fractures in Children: IN Fentanyl Treatment

Long Bone Fractures in Children: IN Fentanyl Treatment Introduction The clichà © that states children are just small adults is certainly not true in the case of long bone fractures. A childs experience of long bone fractures is dramatically different from that of an adult on account of their rapidly developing physiology (Wood et al 2003). This rapid development results in biochemical and physiological differences between a childs and an adults skeleton, the mechanisms of fracture and healing, are an important component of their treatment needs and consequently crucial part of emergency care management (Bonadio et al 2001). In addition, children, from infancy through to adolescence, have common fracture patterns related to their stage of development. The structural differences between the bones of a child and an adult enable childrens bones to endure greater forces and to heal quicker a childs remodeling potential supports full recovery with limited or no long term side effects from long bone fractures (Lane et al 1998). Injuries of all types are the second leading cause of hospitalization among children younger than 15 years (Landin 1997). Musculoskeletal trauma, although rarely fatal, accounts for 10% to 25% of all childhood injuries (McDonnell 1997, Landin 1997, Lane et al 1998). Boys have a 40% risk and girls a 25% risk of incurring a fracture before the age of 16 years (Landin 1997, Ritsema et al 2007). The most common site of fracture is the distal forearm which accounts for 50% of paediatric fractures. The rates of fracture increases with age as children grow; peaking in early adolescence. Fortunately, most fractures in children are minor greenstick and torus fractures constitute approximately 50% of all fractures in children (Landin 1997, Lane et al 1998, Gasc Depalokos1999, Richards et al 2006) and only 20% require reduction. Thus, the management of paediatric fractures is often straightforward. Without exception children will experience pain at the time of injury, attending the accident and emergency department and during recovery. The most common pain management strategies involve a multi-modal approach that includes both pharmacological and non-pharmacological components delivered via the least invasive technique (Worlock et al 2000). In practice this includes oral medication, such as oramorph, paracetamol, and NSAIDs, inhaled entonox, intranasal diamorphine (IND) or intravenous opioid where necessary and distraction with age appropriate devices, such as interactive books, bubbles, music and computer games in older children. Notably, IND is currently embraced as the key route of opioid delivery for children attending AED with fracture pain in the UK British Association for Accident and Emergency Medicine (BAAM E 2002). Parents and guardians of children frequently seek care in AED for the relief of pain from traumatic injuries and as a result the field of emergency medicine has assumed a leadership role in paediatric pain management. However, despite this the literature suggests the provision of pain relief for children attending AED remains suboptimal when compared to adults with the same injuries. Further discrepancies are reported between paediatric accident and emergency departments (PAED) and district general accident and emergency departments (DGAED) (Emergency Triage 2004). One reason suggested for these differences is the geographic distribution of specialised services, which are predominantly located in large cities where they are affiliated with universities. However, a recent audit by the British Association for Emergency Medicine (BAAEM 2005) of their guideline for the management of pain in children shows inconsistencies in provision of analgesia particularly for fracture pain throughout the country with no measurable difference between PAED and DGAED. A key feature of this guideline is the algorithm which advocates the use of IN diamorphine for acute moderate to severe pain in children over the age of one year (see appendix 1). The whole topic of analgesia in the paediatric population is complex and still imperfect especially in acute moderate to severe pain requiring urgent treatment in the emergency department (Schechter et al 2002). The road to pain free suffering is still paved with impediments such as failure of pain recognition and methods of delivery of analgesia (Murat et al 2003). Oral administration can be inadequate in an emergency situation with particular limitations in potential choice of drug and delay in gastric absorption and gastric emptying. Intramuscular (IM) and intravenous (IV) administration can be distressing to children and have been shown to influence future response to painful procedures (Gidron et al 1995, McGrath et al 2000, Fitzgerald et al 2005, Walker et al 2007). Rectal administration has limited acceptability given unpredictability of onset together with occasional problems of consent (Mitchell et al. 1995). By contrast, the efficacy and safety of the IN route has been well documented for desmopression acetate (DDAVP), insulin, antihistamines, midazolam and calcitonin (Jewkes et al 2004, Loryman et al 2006). In contrast, intranasal administration has a number of advantages. It is technically straightforward, socially acceptable and demonstrably effective. The nasal mucosa is richly vascular and administration by this route avoids the first-pass metabolism phenomenon Summary Studies in the 1990s such as Yearly Ellis (1992) have also demonstrated the efficacy of administration of intranasal medication via a nasal spray rather than drops in adults, although the efficacy of this application in the paediatric population remains to be proven. Intranasal administration is possibly the ideal route of analgesic administration in children. Currently, within the accident and emergency department (AED) of Bristol Royal Hospital for Children (BRHC) intranasal diamorphine is used as the first rescue analgesia in the paediatric population presenting with acute moderate to severe pain, most frequently in patients with long bone fractures who do not require intravenous access for resuscitation. Diamorphine is a semi synthetic derivative of morphine with a number of properties that render it a desirable analgesic agent for administration via the nasal route. It is a weak base with a pKa of 7.83 and is water soluble allowing high concentration to be administered in small volume (Rook et al 2006). Unfortunately the legal use of diamorphine is limited to two European countries i.e. United Kingdom (UK) and Sweden. Furthermore periodic problems with its availability during the past few years (with further shortfalls in availability predicted by the NHS purchasing and supply agency) have resulted in an alternative efficacious analgesia being sought for this population. Fentanyl, however, is a short rapidly acting opiate has several qualities that render it useful as an IN analgesia and a potential candidate to replace IN diamorphine in the AED for acute facture pain management in children. It has a very high lipid solubility, potency and diffusion fraction, and unlike diamorphine it is not a prodrug and does not cause histamine release (Reynolds et al 1999). Assessment of a patients pain experience is not directly accessible to others, collecting and analyzing information about the processes of pain relief and pain prevention is not straightforward and presents significant challenges to health care professionals. In children, this task is further complicated by their varied stages of physical and cognitive development. Recent research by Bruce Frank (2004) however, has shown that the ability to measure pain in the paediatric population has improved dramatically and that today there now exists a plethora of age appropriate pain assessment tools for acute pain in children ranging from pre-term infants to adolescents, the majority claiming validity (strength and robustness) and reliability (consistency). However, most clinical research into pain management strategies continue to rely on the gold standard self report and visual analogy score tools (mostly 0-10) (Chalkiadis 2001, Walker et al 2007). Although these tools are reliable they are not always adapted appropriately for a childs stage of development. Childrens understanding of pain and their ability to describe pain change with increasing age in a developmental pattern consistent with the characteristics of Piagets preoperational, concrete operational and formal operational stages in cognitive development (Smith et al 2003). The quality or int ensity of the pain can be difficult to determine in children, as most tools rely upon a patients relative judgment between the intensity of present pain versus a patients worst pain experience (Murray et al 1996). These tools can therefore be unreliable where a childs age of development means they have limited or no memory of pain experience. Stevens et al (2002) recently described a conflict of understanding that resulted in a study bias and an insignificant reported power of (p=0.6). In the study an 8 year old boy had chosen the VAS (0-10) but frequently reported his score as 10, although he understood the increasing value of the scoring system further questioning identified he perceived 10 of 10 to be a good score and 0 of 10 to be poor. The boy was at a stage of development that limited his understanding of less is more. This case highlights the importance of utilizing a pain assessment technique that reliably accounts for a childs age of development. A preliminary search of literature suggests there is currently exists limited research to support for the use of intranasal diamorphine or intranasal fentanyl for the management of acute pain in long bone fracture in children as evidenced based medicine. Despite this lack of evidence it remains a key strategy within paediatric AED for the pain management of long bone fractures and is anecdotally reported as a gold standard for paediatric pain management. Therefore; its lack of availability could profoundly compromise pain management for this population. Thus, this extended literature review will examine the efficacy of intranasal fentanyl as an alternative to intranasal diamorphine for traumatic fracture pain in children attending accident and emergency departments. However, in these days of evidence based medicine, it clearly needs to be established beyond all reasonable doubt. In view of that only research into paediatrics will be included increasing the credibility of its applicat ion to practice. SEARCH STRATEGY A range of complimentary search techniques were used to capture key research including a systematic electronic literature search of the Cochrane library, Embase, CINAHL, Proquest, Medline, PubMed since 1990 up to 2009 (this has to be to year of submission). The scope of the search was extended beyond the recognised five years of current research so as to include the empirical work into the development of IN analgesia in children. Key words used included the following: pain, acute pain management, intranasal diamorphine, intranasal fentanyl, procedural, accident and emergency, emergency department, child, pediatric, paediatric, child and fracture pain, as well as various combinations. In addition, in order to ensure the completeness of the search, an internet search was completed using the Google search engine, IASP, Pain Journal, Paediatric Nursing, BAAEM, NICE, Medline, EBM; the RCN was also utilised. Backward chaining of references found was also performed to ensure all relevant papers were identified. Although this review identified twenty seven citations it should be noted that historically there are fewer Randomised Controlled Trials (RCT) in children compared to adults possibly due to problems gaining ethical approval and consent. Additionally even experienced researchers will be unable to find all relevant papers and much research is not submitted for publication. The studies identified were divided into the three modalities of IN route, IN diamorphine and IN fentanyl with the majority presenting evidence for the IN route. All papers were critiqued using a tool published by the Learning and Development Department within the Public Health Resource Unit of the NHS (www.phru.nhs.uk/casp). The tool facilitated critiquing different forms of quantitative research and is based on work by Sackett (1986), Sackett et al (1996) and Phillips et al (2008) (see appendix 2). The results of the critique process for each paper and level of evidence applied in line with the modalities they address informed understanding of current practice and development of a research proposal. STRUCTURE OF THE LITERATURE REVIEW This literature review will focus on determining whether IN fentanyl is an effective alternative to IN diamorphine for the management of long bone fracture pain in children attending an AED. The scope of the literature review considers literature from 1990 onwards although occasionally earlier research has been referenced. Given the limited available evidence on the topic the following review structure has been selected. Chapters 1, 2 3 will present the evidence sourced on each theme intranasal route, intranasal diamorphine and intranasal fentanyl with a short summary to conclude each chapter. Chapter 4 will present an in-depth discussion and conclusion on the utility of the evidence, its application to practice and the requirement for a multi-centred comparative randomised control trial to improve the credibility of the evidence base for this field of treatment. Finally chapter 5 will present a research proposal for a comparative study of these modalities. Intranasal (IN) route of medication delivery in children. Nasal administration of drugs has been reported as having several significant advantages over current practice which are predominately oral, IM, IV and rectal (Williams Rowbotham 1998). It is emerging as a low-tech, inexpensive and non-invasive first line method for managing either pain or other medical problems (Wolf et al 2006). Nasal medication delivery takes a middle path between slow onset oral medications and invasive, highly skilled delivery of intravenous medications. The nose has a very rich vascular supply, IN facilitates direct absorption to the systemic blood supply due to increased bio-availability of the drug by missing first pass metabolism, It avoids the potentially technically difficult of sterile intravenous access, is essentially painless and is considered acceptable to children when compared to other routes of administration (Shelly Paech 2006) (see table 1). a theory which will be considered when reviewing the studies within this chapter Therefore suggesting th e IN route will result in therapeutic drug levels, effective treatment of seizures and pain without the need to give an injection or a pill, furthermore; it is quite inexpensive, an advantage in this era of increasingly expensive medical technology (Shelly Paech 2006). Additionally given the complexity of the developing child and the known consequence of poorly managed pain on the future responses to pain the IN route does, if it is as efficacious and as safe as suggested offer one of the most acceptable, definitive forms of analgesia delivery in children. The degree of accuracy of the previous statements will be established within this chapter by critically reviewing the 16 studies identified on IN medications other than intranasal diamorphine or intranasal fentanyl in the paediatric population (see table 2) as these agents are considered individually in later chapters. The rigour of the studies will be addressed within this chapter and reflect the level of evidence applied according to Sackett (1986) criteria (see appendix 3). Most studies reviewed were randomised clinical trials and in some cases compared against a placebo Conversely, this does not concur with the trials discussed earlier (Lahat et al 1998, Al-rakaf et al 2001, Fisgin et al 2002, Mahmoudian and Zadeh 2004 and Holsti et al 2007) where significant dosing was applied or in Wilson et al (2004) who retrospectively studied 30 children age 2-16 years receiving 0.3mg/kg at 5mg/1ml INM and 13 patients receiving rectal 0.2mg/kg diazepam for seizures. The authors report equal efficacy for both routes. Success of these agents was considered on cessation of seizures, no reported complication and not needing to attend A+E. A total of 27/30 families who had used INM found it effective and easy to use. Although 20/24 (83%) who had previously used rectal diazepam still preferred it mostly due to the coughing and the volume of liquid administered via the IN route. Given it is generally considered that the optimum IN dose as stated above is 0.1- 0.2 ml per nostril, all but the studies discussed so far were using drug concentration and dosing regimes whic h resulted in large volumes of liquid being dripped in to the nasal cavity. This is particularly poignant in Wilson et al (2003) who compared buccal to IN midazolam in 53 children aged 3-12 years experiencing seizures lasting > 5 minutes attending AED. A key feature of this study is the mean age of the children (age 9 years), mean weight (24kg) the study drug concentration as with previous studies was of 5mg /ml. IN dosing was at a dose of 0.3mg/kg. Given these figure the average dose would have been 7.2mg = a volume of 1.4ml being administered. Since the comparative route of administration for this study was buccal there is a possibility that part of the IN dose was buccally absorbed therefore creating a flaw in this study methodology, raising questions over why this comparative route was chosen and suggesting the only real conclusion to be taken from this particular study is buccal midazolam is effective and safe in children. Furthermore although this is described as a blind RCT and the authors claim the time to cessation of seizure was quicker for the INM group 2.43 (SD 1.67) to 3.52 (SD 2.14) for buccal route there is little detail on the blinding process or data collection procedure suggesting the rigour of the study maybe flawed therefore the efficacy and safety claimed for the IN route should not be embraced without further study. On the other hand Fisgin et al (2002) and Hardord et al (2004) compared the INM with rectal diazepam. In Fisgin et al (2002) in an unblinded RCT equivalence study the authors compared INM with rectal Diazepam to ascertain the safety and efficacy of INM for the development of a clinical protocol in the management of prolonged seizure in children attending the AED. Forty five infants and children age 1 month -13years experiencing prolonged seizures > 10 minutes were either given INM 0.2mg/kg or rectal diazepam 0.3mg/kg. The authors report proven efficacy (p Intranasal Diamorphine (IND) The delivery of opioids via the IN route is perhaps one of the most valuable indications for IN medication delivery. Acute pain is a frequent experience for children whether attending an AED, hospital and hospice setting (Hamer et al 1997). Furthermore it is not unusual for them to experience frequent episodes of breakthrough pain which requires additional support from fast acting analgesic agents. Owing to the developmental and physiological difference in the paediatric population there is a need for a variety of effective treatment option from which to select and individualise the patients therapy to meet their needs. IN opioid is simply one such option available which may be useful in children. It has been suggested that the delivery of medications via the IN route results in rapid absorption with medication levels within the cerebral spinal fluid (CSF) being comparable with (IV) administration (Chien and Chang 1997). Diamorphine hydrochloride is a semi-synthetic derivative of morphine. It is extremely hydrophilic, which makes it ideal to use when preparing in high concentrations in solution, thus allowing high doses to be administered in smaller volumes via the intranasal route (Kendall Latter 2003). However, this route of administration can be a painful process as reported by adults (Henry et al 1998). Despite this the intranasal route is considered more acceptable to children and their parents and is thought to lessen the opioid side effect profile seen in IV administration (Stoker et al 2008). This concept has been well recognised throughout the UK and many centres already use intranasal diamorphine for acute pain in children, following the guidelines by the British Association for Accident and Emergency Medicine Clinical Effectiveness Committee (2002) (BAAEM). Although the administration of intranasal diamorphine is now a first line choice for moderate to severe acute pain for children atten ding AED, as is the case within our institution, there is very limited research to substantiate this practice although as noted above it has been readily accepted by the BAAEM for acute pain management in children and very successfully used within our institution A recent shortage of diamorphine evoked the search for an equally effective and acceptable alternative. Early research in animals and adults reported pharmacokinetics of nebulised inhalation and intranasal administration of diamorphine as detected morphine in plasma at six minutes (Masters et al 1988, Kendall 2001). Despite the age of this research and the fact that the later study was in adults, it is still quoted as creditable evidence to support this practice in paediatrics. However the legitimacy of this should be questioned, due to children not being just small adults but have physiological differences intrinsic to their age and stage of development which may affect the bodys absorption and level of toxicity in different ways to adults. The extensive literature search highlighted four randomized controlled trials (RCT) that demonstrate IND to be clinically superior to intramuscular morphine and inferior to IV morphine particularly in the management of acute pain in children, a case study of an 8 year old boy and clinical audit of IND for pain relief in children attending AED (see table 3). The key methodology in the RCTs by Wilson et al (1997), Kendall et al (2001), Brennan et al (2004) and Brennan et al (2005) suggest these are superiority studies where the authors hypothesised improved pain management with the IND when compared to a variety of routes. The rigour of the studies will be discussed later in the chapter. Although while the critiquing process takes place it is fundamentally accepted that RCT are considered level 1 or 2 evidence as opposed to case study or audits at Level 3b and therefore generally sourced to Latest published clinical evidence to support the use IND in the paediatric population is presented in an audit by Gahir Ranson (2006) of 54 children whose care was managed by the use of an integrated care pathway for acute pain management while attending the local AED. This integrated care pathway focused strongly on the use of IND. Data collection was on a one page performa and included consent, date, patient demographic, pain score and side effect profile. Data collection was retrospective and data analysis illustrated limited recording of side effect profile but improved pain scores. However only 60% of patients have this information documented so data collection was difficult. Despite this lack of hard evidence no clinical incident, including the side effect profiles, were reported. Thus suggesting the practice of IND for acute fracture pain management in children could be safe, effective and more acceptable to children than the more painful alternative of IM or IV administration. However there is limited strength in an audit, other than a review of practice (Bowling Ebrahim 2005) and in this case a key feature for review should be the documentation process in the department as there were facets in the care pathway administration documentation missing. Therefore this audit suggests that IND is safe and effective pain management for children, but this conclusion can not be categorically drawn from the limited data available. The potential outcome of this audit could be education on documentation, to do a more rigours prospective audit of practice. Unfortunately at this point it only offers an insight to their clinical practice which is favourable for this agent and route. Albeit as noted before IND has improved childrens pain management and over all experience of acute care in our PAED additionally as with the results of the audit we have experienced no side effects or complications, further highlighting the importance of seeking an alternative to IND which offers equally efficacy. Intranasal Fentanyl (INF) Monitoring of the usual observations and pain scoring in the child was recorded prior to the administration of fentanyl (20 micrograms for 3-7 year olds and 40 micrograms for 8-16 yrs) and continued at 5 minute intervals for the 30 minute period. Additional doses of fentanyl (20  µg) were available if required at 5 minute intervals. Pain assessment was achieved with two validated pain assessment tools, the visual analogue scale (VAS) in older children and the Wong-Baker Faces (WBF) for younger children. Both are reliable and known to support consistency in pain assessment. Though there was no mention of training for those assessing this primary end point using these tools in the paper therefore this should be considered in the overview of the standard of evidence produced by this study. Additionally although forty five patients were randomized following consent unfortunately no details on the randomization process was disclosed in the paper either. This may not be significant, but when reviewing the credibility of the authors claims these obvious omissions could be responsible for a flaw in this study and remains to be established. On the other hand, the methodology that has been disclosed in the paper appears sound as it addresses key areas of sample calculation (power of the study) as a superiority study with the sub groups size adequate to detect a significant difference (Greenhalgh 2004); demographics, blinding of the drugs, assessors and appropriate statistical analysis of the data therefore supporting the validity of the results claimed and the application of the results to the age of patient targeted that this literature review is aiming to find an analgesic alternative to IND for. The results concluded by Borland et al (2002), are a reduction in pain score at 10 minutes to 44.6 mm (95% confidence interval) 36.2-53.1 mm from 62.3 mm 53.2-69.4 mm (95% confidence interval) at assessment using the VAS and 2.2 (95% confidence interval 1.3-3.1) at 10 minutes from 4.0 (95% confidence interval 3.3-4.7) at assessment in 16 children using WBS. Visual analogue pain scores demonstrated clinically significant reductions in pain scores by 5 minutes that persisted throughout the entire study (up to 30 minutes) for both INF and IV morphine. The second primary end point of this study (side effect profile) showed no significant change in physiological parameter of the childrens pulse or respiratory rate, blood pressure or oxygen saturations, interestingly the side affect profile chosen for monitoring such as pulse and blood pressure are not considered to be one of the primary side affects of morphine, however nausea and vomiting which are was not assessed. Ultimately, there wer e no negative side-effects and the sizeable reduction in pain scores (compared to baseline assessments) was accomplished in children using INF by 10 minutes and maintained throughout the 30 minute period with the mean INF dose at 1.5 µg/kg and ranging from 0.5-3.4  µg/kg. Interestingly 35.5% of children in the INF group only required one dose. Given the clinical equivalency of these two agents and routes the authors conclusion that INF offers the benefits of a simple painless technique for treating acute pain is substantiated. These benefits suggest that the IN route could be a valuable technique not only in an AED but also for breakthrough pain by offering a fast onset of pain control in moderate to severe painful conditions. It could also provide pain relief and allow topical anaesthetics to take effect on the skin prior to IV establishment. Therefore this may be a suitable alternative to IND. A similar and more recent double blinded RCT trial by Saunders et al (2007) claimed efficacy of a larger dosing regimen with a mean dose of 2 µg/kg INF (50 µg/ml) for pain reductions in paediatric orthopaedic trauma compared with IVM at 0.1mg/kg in 60 3-12 year old children. This study reports positive outcome for INF following both patients and carers reporting very effective pain management and satisfaction using this treatment method. However there is little information in the paper of methodology and results are given in percentages rather than a P value or NTT which should be expected in a rigorous creditable RCT of two agents (Bowling Ebrahim 2005) reducing the level of evidence applied to the paper to L3. Even supposing the results are an accurate reflection of the efficacy and safety of INF, particularly the fact that no significant difference in pain score or side effect profile and INF is a way forward, the lack of detail the randomisation process and analysis of data in the study methodology merely implies that these results maybe flawed. Interestingly given the concentration of fentanyl 50 µg/ ml a dosing volume for a 25kg child would have required one ml = 0.5ml per-nostril therefore suggesting some of the administration may have been oral rather than IN and present the issues of bad taste which is put forward as a possible study limitation by the authors. Then again there are no complications or reports on taste presented in the results and the authors conclusion on the efficacy of INF for acute pain management in children may be founded. However, without sourcing more details from the authors it cannot be considered evidence to inform this dissertations aims but merely an ex ample of poor research or appropriate omission by publishers. Further suggesting there remains a requirement for more research on the topic within double blind, equivalence, RCT focused on INF efficacy and dosing with sound methodology that is transparent in publication to answer the dissertation question. Conversely an older and more rigorous study which also looked at dose related analgesic effect between routes of administration is by Manjushree et al (2002). The authors demonstrated the clinical efficacy of INF in a cohort of 32 children (aged 4-8 yrs) in a postoperative situation and with a double blind level 1 RCT. The study design gives the impression of sound methodology as blinding, assessment and analysis of data was appropriate and available for scrutiny in the paper, particularly the analysis of both nonparametric and nominal data. The only weakness is possibly the sample size of 32 patients. Although the authors performed a power calculation which identified 40 patients to show a significant affect, they only recruited 32 patients, furthermore, this appears to be an equivalency study where the authors hypothesised INF would be equal to and not inferior to IVF therefore would have needed a larger sample to de

Jacques-Louis David :: essays research papers fc

Caricature Paper Jacques-Louis David: Gouvernement Anglois (The English Government) Introduction:   Ã‚  Ã‚  Ã‚  Ã‚  As one can expect from the very nature of political and social revolutions, there were some very unhappy people during the French revolution. The question here is why the French citizens of this time so upset were and was their discontent so great that a revolution could be justified? Furthermore, who and what will be the ultimate vehicle to bring the necessary political, social and economic dreams to realization?   Ã‚  Ã‚  Ã‚  Ã‚  The French Revolution in began in 1789 and ended in 1799, this was a time in which democrats and republicans overthrew the absolute monarchy and the Roman Catholic Church was forced to make drastic changes (Doyle, 1999). The French Revolution ended an archaic social and political system established in France characterised by a feudal system under the control of a powerful absolute monarchy and the unquestioned power of the Catholic Church (Slevin, 2003).   Ã‚  Ã‚  Ã‚  Ã‚  Those unhappy citizens who overthrew the absolute monarchy and the church belonged to a group known the bourgeoisie. This group was defined under the â€Å"Popular Movement† was constituted by angry peasants and wage-earners that had come under the influence of the rational ideas of the Enlightenment (Slevin, 2003). The bourgeoisie of this time was justifiably angered by many societal afflictions such as: †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Unequal taxation between classes (some in the form of labor, known at that time as seigneurial taxes) (Doyle, 1999). †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Famine †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The irrational concepts of absolutism and powers of the church as a result of Enlightenment thought †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The power of a privileged clergy and nobility   Ã‚  Ã‚  Ã‚  Ã‚  As you can see there were many reasons for the discontent of the French bourgeois at this time, not only were they unfairly taxed, but they had very little voice in the government that was allowing many of its citizens to starve to death; something had to be done.   Ã‚  Ã‚  Ã‚  Ã‚   The Birth of a Revolution:   Ã‚  Ã‚  Ã‚  Ã‚  The theme of the French Revolution was Liberty, Equality and Fraternity and came as a result of Enlightenment rationale. The bourgeoisie of the time believed in the freedom of the individual and wanted to see the actualization of real democracy and laissez-faire economy in France (Slevin, 2003). One man, by the name of Jacques-Louis David was a strong believer in these liberal and humanistic values. David was a not only an artist, but a social reform visionary with the courage to stand up for what he believed in and the ability to bring about a change for all of those suffering under the iniquities of the pre-Revolutionary French Government.

A comparison of Robert Frost’s life and his writings

  Literary works are considered in part as a reflection of the life or parts of the life of an author. Indeed, literary writers expose a part of them with the words that they pen and share with the world.The poet and his/her works stand side by side as individual entities that both share similarities, or even differences, with each other, and yet the poem is not the author, and the author is not the poem; they are separate from each other, the one a part and product of the other but both entirely separate from each other.Because of this, it is interesting to investigate the presence of certain parallelisms, or certain opposites or contradictions, between the author and his life compared to the ethos of the literary works that a certain author has produced collectively, during his or her lifetime.One of the significant personalities in the long list of American poets and literary writers is Robert Lee Frost, or simply Robert Frost. Frost, a four-time recipient of the Pulitzer Prize, has contributed immensely to the collection of American poetry and literary writing, resulting to his earning the stature that makes Frost an ideal target for the analysis that this paper wishes to pursue.Investigating how professional literary critiques, analysts as well as other people who referenced Robert Frost or his works via the review reliable and credible literature leads to the idea that Frost’s works and what it stands for, what it means, and how it affects the audience are closely similar and related to Frost and how he lived his life, and it is in the pursuit of establishing this point is the endeavor to which this paper is dedicated to.The real and rural life  Frost was born in San Francisco, California on March 26, 1874, passing away 88 years later on January 29, 1963 in Boston, Massachusetts. He left behind American literature which he highly influenced and altered by adding his own works and his own writing style in the annals of American literary writing. In the pursuit of finding points of comparison that can establish common or contrasting points between the life of Frost and his writings, a cursory investigation of Frost’s life and his writings would reveal that commonality in particular is not very difficult to establish.Most of Frost’s writings was about the present time (at the time he was writing a particular piece), adding to the overall style of Frost which is generally realistic in nature. Frost wrote literary materials that reflect the life during his time, and in a way, the fictional works of Frost – his characters, his society or community – all reflects or imitates at least a part of Frost’s real life and aspects of his personality. This is a very important aspect of similarity comparison which this paper points firstly in this paper.Frost’s usual reference to rural life or the portrayal of rural life in his many different literary works was a reflection of Frost’s leanin gs towards the rural life, which was not very easy for Frost to completely attain since Frost, during his lifetime, spent much time in the city.Because of his penchant for the rural life, Frost’s depiction and tales of rural life in his many works reflect the similarities that Frost experienced in real life, especially about Frost’s rural life in both his young and mature years. In the early years of his marriage with Elinor Miriam White, Frost worked as a farmer, tending to the Derry, New Hampshire farm that his father bought for them to use to get started on their married life.

Global Citizenship Essay

  As far as we know, many people throughout the world face different issues such as global warmth, pollution of environment, gap between wealth and poverty, discrimination, suffering of HIV/AIDS and so on. Therefore, more and more people are attracted to join in one community and solve global problems together. Nowadays, many people can be considered as citizens of our planet, or as Global Citizens. The main goal of Global Citizens is to create such conditions and solutions to problems in order to make the world around them a better place. All of them tend to have some specific qualities. I know enough people, who possess them and inspire me more to be a Global Citizen. Initially, I consider myself as a part of Global Community and as a Global Citizen because I try to help people that need it. For me, being a Global Citizen means not only enjoying our rights, but also bearing responsibilities and taking care for surrounding people and environment beyond one’s nation or terri tory, in order to create a virtuous society in the world. Open-mindedness and willingness to commit good deals are the main qualities, which Global Citizen should have. Every person has different types of personality, some of them can make good teachers, some good creators, other good workers, and so on. Although they have different qualities and abilities, they are part of one community and take some responsibilities for surrounding people for making the world little bit better. Therefore, they can be considered as Global Citizens. They are joined by qualities such as kindness, love to every single person on the world, motivation to hard work, and responsibility for humankind. In addition, Global Citizens should have perseverance because the mission of being responsible for human beings faces many obstacles. Accordingly, Global Citizens should wish to improve lives of others and possess kindness, responsibility, and persistence. Global Citizens are not isolated from the world and t hink not only about themselves. People start to be such Citizens when they start to commit good deal toward strangers, who need help. No matter if they act alone or in teams, they are still Global Citizens. Read more:  The person I admire the most is my friend essay   I have met many people that act as Global citizens. For instance, I know people, who deal with children that have oncologic diseases, or people, who take some activities to decrease the level of HIV/AIDS sufferers, or people that engaged in charity, or other that engaged in special communities, which deal with different issues in society. I, firstly, admire with my grandmother,  who have small business, but always take time and money to engage in charity for orphanage. In spite of facts that she is retired and care about her children and grandchildren, she still work hard, has patience, and has desire to help other people, to make their lives better. This example proves that anyone can take even little action toward better humanity’s life and unintentionally become a Global Citizen. I believe, I will follow my grandmother’s example because from my childhood I am kind, responsible and strive to help people. I always wished, nobody should be upset. Therefore, when I saw sad person, I approached to him/her, tried to understand situation and attempted to help. Later on, I become part of different communities such as School Parliament, International Organization â€Å"Dance4Life†, Students’ Community â€Å"Enactus†, and some others. Most of my time I spent in School Parliament, so I will tell more about its activities. This little school organization took responsibilities for almost all events in school and some activities outside it. We regularly took part in charity for orphanage, support disabled people of our school, entertained people that had oncologic diseases, and conducted some events. We helped one family to collect some amount of money to child’s operation by selling some ribbons and conducting few times charity events. It was one of the biggest deals that we did in school time ourselves. After pupil’s operation, his parents thanked us and appreciated our activities. Thus, as studying in high school w e started to participate in solving some problems outside of our lives, to help others, to improve surrounding people’s lives and performed as Global Citizens. Thereby, everybody can become a Global Citizen despite age, gender, and region. To be a Global Citizen means to take actions and fulfil some duties in order to improve someone’s life. Global Citizenship should not be focused on scale of an action because helping people starts from little steps, from helping even one unknown person. Therefore, most of people, who are helping others that need a support, can be considered as Global Citizens. The majority of these human beings understand that they somehow may effect on people, who live on the other side of the Earth. Thus, they think broadly and care about surrounding people and nature.

25 questions to ask in a final interview

25 questions to ask in a final interview You’ve learned how to build a resume and cover letter. And you’ve built both docs to smashing success. Then, you jumped over the next big hurdle, which is landing the interview. The interview is going swimmingly. As it comes to a close, you sit there quietly patting yourself on the back. But then the interviewer drops a bomb by asking the one question that you are unprepared for:â€Å"Do you have any other questions for me about the company or the role?†Your mind goes blank, and you start to panic because you can’t think of anything to ask the interviewer. Suddenly, it feels like you’ve gone from hero to zero in the course of a single question.The reason that this occurrence is so relatable is this: most jobseekers prepare for every possible question in an interview except for this one. In a job interview, we all want to sound competent in our skills, informed about our industry, and well-suited for the role.What we as job seekers often forget is th at a job interview is also our chance to decide whether or not the role is the right fit for us. We, as job seekers, get to take a place in the interviewer chair too.Because the aforementioned question above is one that job seekers frequently space on, they often end up walking away with a ton of unanswered questions.Take the time to prepare your questionsBefore you go into an interview, it’s critical that you take the time to review the job ad and review the job duties and the skills the employer is seeking in a candidate. Having these skills and duties fresh in your mind will help you to formulate questions about the role itself that might not have been laid bare in the job ad.Next, look at the company’s website. Go to the About Us page and study it. Here, you will find information about the company’s projects, values, and company culture. This page will provide inspiration for other questions you can ask at your interview.Since interviews can be nerve-wrackin g, don’t be afraid to write out your questions and bring them with you. It’ll show the interviewer that you have taken the time to prepare for the interview.Not sure what to ask? Below, we have compiled a list of 25 questions to ask in your next interview. Don’t ask them all – you’ll be in the interview room for hours if you do – but do select three to five questions to take with you.Is this a new role, or was there someone in the job previously? If the role was previously filled, why did that person move on?  What would a typical day or week look like for your new hire?  What are the working hours, and your expectations for overtime?  How does this position help your department and the larger organization achieve their goals?  Does your department collaborate with other departments? If so, how?  What kind of training will your new hire receive?  What technology will your new employee use on the job?  How will expectations and assignments be communicated in this role?  What do you hope your new hire will be able to accomplish in the first three months?  Over the course of a year, how is success measured in this role?  How would you describe your management style?  How will you as a manager interact with your new hire? Will it be through a weekly one-on-one check-in, or do you have another system?  How do employees receive feedback on their performance?  In your opinion, what is the most fun or creative part of this role?  What would you say are the top three most useful soft skills a person needs to be successful in this role?  What is your background? How did you land in your current role?  How accessible are the company’s senior leaders? In what context do they interact with employees who aren’t their direct reports?  When would you like your new hire to start?  How would you describe the work-life balance for members of your team?  Is there a dress code in your dep artment?  Is there travel involved in this role? If so, how often?  Does the company offer employees any professional development opportunities?  What are the company’s policies on working remotely?  What time do people in this department typically arrive at work?  How would you describe your company culture?  Don’t forget about off-the-cuff questionsWhile it’s critical to have some questions prepped in advance, sometimes the best questions you can ask during an interview are the ones that occur naturally during the conversation. If you really listen to what the interviewer is saying, you’ll find opportunities to ask impressive follow-up questions.Since these questions will be contextual, it’s not possible to list them here, but they will present themselves clearly during your discussion. It’s a good idea to bring a pen and paper to the interview so that you can jot them down as you think of them.If the interview is conversationa l and you have the opportunity to ask your questions during the discussion without derailing the process, do so. Be careful to stay on topic and not to monopolize the interview with irrelevant questions.LiveCareer offers assistance to jobseekers at every step of the journey. Access free  resume templates  and  resume examples, plus a  cover letter builder  and advice on how to answer  interview questions  of all stripes.

Psychology of Guido Orifice in “Life Is Beautiful” Essay Essay Example

Psychology of Guido Orifice in â€Å"Life Is Beautiful† Essay Essay Example Psychology of Guido Orifice in â€Å"Life Is Beautiful† Essay Paper Psychology of Guido Orifice in â€Å"Life Is Beautiful† Essay Paper Essay Topic: Life Is Beautiful Guido Orefice. the chief character from ‘La Vita E Bella. ’ is a really optimistic individual. He works for his uncle in a hotel in Italy. He keeps knocking into a lady. whom he considers to be his princess. Principessa Dora. Guido does many things and takes many hazards merely to see Dora. So they fall in love with each other and acquire married. They have a male child name Joshua. Their life is really great until the Nazis semen and take them all off to a concentration cantonment. On that really same twenty-four hours it is Joshua’s seventh birthday. Guido says that he has planned a birthday surprise and that they are traveling to a fun topographic point to play fun games. Guido tells his boy that he needs to be quiet and make what the guards say while the grownups travel and play games. He besides said that every game they win and for every clip they do something right they get a certain figure of points. The first individual to win 1. 000 points gets a existen t armored combat vehicle. Joshua truly wants it so he does what he is told to. So while Joshua is concealing all the other childs are being gassed and killed. Besides Guido is working really hard so he does non acquire killed and can do his boy happy. He gives up his nutrient and other basic demands to hold his boy think they are playing a game. By the terminal of the war. Guido says they have 940 points ; the Nazis are pitilessly killing the Jews. Guido tell Joshua to conceal in a small box. and non to come out until he comes back or until it is wholly quiet. and that this will acquire him to 1. 000 points and he will him the game. Guido so dresses up as a miss and goes looking for his married woman. A Nazi comes and takes him into an back street and shoots him. Soon the gunfires die down and everyone foliages. Then Joshua comes out of his box and looks about. He sees a big armored combat vehicle coming towards him and is excited because he won the game and got his armored combat vehicle. In the terminal. Joshua is a adult adult male and you hear him say. â€Å"This is my narrative. This was the forfeit my male parent made. This was his gift to me. † Erik Erikson identified eight psychosocial phases during which an individual’s primary end is to fulfill desires associated with congenital societal demands. He hypothesized that from babyhood through maturity. we proceeds through these phases. each of which is related to a different job that needs to be resolved. If the possible job is dealt with successfully it will ensue in a positive personality trait. If non cover with decently he or she may go dying. disquieted. or troubled and develop societal and personality jobs. Guido has gone through every phase with a successful consequence. He has trust. liberty. inaugural. industry. individuality and familiarity. Generativity versus stagnancy is the Phase 7 job. So far. Guido is tilting towards generativity. but it could alter. If Guido had remained alive boulder clay Stage 8. he would hold unity alternatively of desperation. Sigmund Freud hypothesized five psychosexual phases during which a child’s primary end is to fulfill desires associated with unconditioned biological demands. Freud believed that the interactions between parent and kid greatly influenced the child’s societal development and future societal interactions. Guido is presently in the venereal phase. the last phase that lasts from pubescence through maturity. It is the clip when an person has renewed sexual desires that he or she seeks to carry through through relationships. Guido must hold had a job during the unwritten phase so hence he had an unwritten arrested development. Guido loves to speak and do people laugh. that is how we figure that out. Lawrence Kohlberg developed a theory to explicate moral development. His theory had some similar characteristics to the other analysts. He classified moral concluding into 3 degrees. pre-conventional. conventional. and post-conventional. The three degrees are each divided into two phases. Besides. he suggested that everyone progresses through the degrees in order. from lowest to highest. Not many people make it to the higher phases of moral development. Guido is considered to be in Stage 3 because his married woman and his boy steer his moral determinations. Guido can understand the actions and talk of Phase 4 where moral logical thinking is determined most by corroborating Torahs of society. Abraham Maslow was interested in human motives. particularly in how worlds go about taking which biological or societal demands to fulfill. He proposed the hierarchy of demands. It is an go uping order with biological demands at the underside and societal demands at top. This shows that we foremost satisfy our biological demands before societal 1s. Before the Nazis came and took Guido and his household off. Guido was on the highest degree. the degree of Self-Actualization. It involves developing and making our full potency as a alone human being. When he was in the concentration cantonment. his whole hierarchy of demands started all over once more and he was back at degree one. When he was shooting he was still at degree one because he had no protection and injury. Carl Rogers had a personality theory that was frequently called the self-theory because of his accent on the ‘self. ’ Our society besides leads us astray with conditions of worth. As we grow up. our parents. instructors. equals. the media. and others. merely give us what we need when we show we are â€Å"worthy. † instead than merely because we need it. We get a drink when we finish our category. we get something sweet when we finish our veggies. and most significantly. we get love and fondness if and merely if we behave. These actions of merely acquiring positive respect on status are called conditional positive respect. Because we do so necessitate positive respect. these conditions are really powerful. and we bend ourselves into a form determined by a society that may or may non genuinely hold our best involvements at bosom. A good small male child or miss may non be a healthy or happy male child or miss. Over clip. this â€Å"conditioning† leads us to hold conditional positive dignity as good. We begin to wish ourselves merely if we meet up with the criterions others have applied to us. instead than if we are genuinely realizing our potencies. And since these criterions were created without maintaining each person in head. more frequently than non we find ourselves unable to run into them. and hence unable to keep any sense of self-pride. Guido had unconditioned positive respect and unconditioned positive dignity. This is the antonym of what is above. Guido was loved no affair what happened and he loved himself because of that. He did non maintain and high ends and was ever happy and had a high self-pride. The last. and likely the most elaborate analysis of Guido’s personality would be Myers-Briggs. Harmonizing to the Myers-Briggs trial. Guido is an ENFP. This stands for Extrovert. Intuitive. Feeling. and Perceiving. ENFPs want to both aid and be liked and admired by other people. on an person and a human-centered degree. They have a big sum of passionate appeal. They are surpassing. merriment. and truly like people. They are warm. affectionate. and disconcertingly self-generated. However. their attending span can be short. ENFPs are easy intrigued and distracted by new friends and familiarities. burying about the older 1s. ENFPs are pleasant. easygoing. and normally fun to work with. They come up with great thoughts. and are a major plus in brainstorming Sessionss. Follow-through tends to be a job because they get world-weary rapidly. particularly if a newer. more interesting undertaking comes along. They besides tend to be postponers. both about run intoing difficult deadlines and about executing any little. uninteresting undertakings that they’ve been assigned. Guido meets about all of the traits of an ENFP.

Oral Report Tips for Speaking to Your Class

Oral Report Tips for Speaking to Your Class Does the thought of giving an oral report make you queasy? If so, youre not alone. People of all ages and occupations- even those with public speaking experience- feel the same way. The good news is that there are many things you can do to prepare and feel calmer during your talk. Just follow the tips below to gear up for a super performance. Tips for Presenting As with many things in life, delivering an oral report will be much easier if you take time to prepare for it. Preparation will give you confidence and help you focus on what matters when youre finally in the spotlight. Write your report to be heard, not read. There is a difference between words that are meant to be heard in your head and words that are meant to be heard out loud. Youll see this once you begin to practice what youve written, as some sentences will sound choppy or too formal.Practice your report out loud. This is very important. There will be some phrases that you will stumble over, even though they look simple. Read out loud when you practice and make changes to any phrases that stop your flow.On the morning of your report, eat something but dont drink soda. Carbonated beverages will give you dry mouth, and caffeine will affect your nerves and make you jittery. Stick to water or juice instead.Dress appropriately, and in layers. You never know whether the room will be hot or cold. Either could give you the shakes, so prepare for both.Once you stand up, take a moment to gather your thoughts or relax. Dont be afraid to give yourself a silent pause before you begin. Look through your pa per for a moment. If your heart is beating hard, this will give it an opportunity to calm down. If you do this right, it actually looks very professional, too. If you start to speak and your voice is shaky, take a pause. Clear your throat. Take a few relaxing breaths and start again.Focus on someone at the back of the room. This has a calming effect on some speakers. It may feel weird, but it doesnt look weird.Take the stage. Pretend youre a professional on TV. This gives confidence.Prepare an I dont know answer if people will be asking questions. Dont be afraid to say you dont know. You can say something like, That is a great question. Ill look into that.Have a good ending line. Avoid an awkward moment at the end by preparing a strong conclusion. Dont back away, mumbling Well, I guess thats all. Other Advice More generally, you can prepare for an oral report by deeply researching your topic and practicing your speech before a mirror or video camera. Know your topic well. If you feel confident about your knowledge, you will feel confident when it comes time to share that knowledge with others.If possible, make a practice video and watch yourself to see how you sound. Pay attention to your posture and tone of voice. If you have any nervous tics- such as saying um or ah- try to reduce them as much as you can.Dont pick the day of your report to experiment with a new style. It may give you an extra reason to feel nervous in front of a crowd.Walk up to your speaking location early to give your nerves time to calm down.

Identification Process Assignment Example | Topics and Well Written Essays - 250 words

Identification Process - Assignment Example Such behaviors like initiating interactions and engagements to conversations. A schedule of interaction is developed based on the times and the student needs. The social educator and colleagues identify methods for promoting and reinforcing the crucial students’ social interactions (Heller and Albert 1). Educators provide an ongoing support to peers through problem-solving meetings held in every week. Classroom teachers may be included if the peer support interventions are being put into practice during their class period. The purpose of these practices is to provide encouragements for peer involvement and input as well as minimizing the educator’s role in scheduling and identifying interaction strategies. Although an educator conducts the session, peers are actively involved through open discussions and problem solving. A certain format is recommended to assist in organizing each session (Heller and Albert 1).

Marketing Design Innovation Assignment Example | Topics and Well Written Essays - 3000 words

Marketing Design Innovation - Assignment Example ke to the customers can be ascertained as that it provided a refreshing experience to the customers with greater taste along with refreshment (The Coca-Cola Company, 2010). Likewise, Diet Coke is totally free from sugar, which only includes 1 kilocalorie (kcal) for a diet coke of 250 millilitres (ml) consumed by the customers. It has been viewed that the needs of the customers have been frequently changing due to which Coca-Cola has taken the initiative of focusing on products such as Diet Coke and other light products that provide innovative packaging to the customers. Moreover, in order to address the changing requirements of the customers, the company has offered variation in its choices of products to customers that would match their preferences and lifestyle (The Coca-Cola Company, 2012). Diet Coke provides a huge value to the customers as the product has created the awareness of the customers regarding the maintenance of a healthy diet. Diet Coke has been developed in an innovative way and it has been the product that has responded to the trendy requirements of the customers (Bates, 2011). The company i.e. Coca-Cola has understood that through offering the product of Diet Coke, long-term growth can be achieved as it caters the emotional requirements of the customers. Diet Coke has been the product, which has crafted the message of bringing in an evolution within the customers experience that is totally driven towards their preferences and desires. It has been apparent that needs of the customers have been continuously changing and the company has adopted a perfect strategy by introducing Diet Coke in the market as the product tends to address the changing requirements of the customers (Bates, 2011). In the present day context, people have become more conscious about their health maintenance and Diet Coke has been the perfect product, which has been developed considering the aspect of health maintenance for customers. This particular factor has helped in

Chaucer writes a 'feminine kind of romance' ( Burrow). Discuss with Essay

Chaucer writes a 'feminine kind of romance' ( Burrow). Discuss with reference to 3 canterbury tales - Essay Example n the battles and events of the past, such as the battles of Troy, the conquests of Alexander the Great or the chivalric traditions rising out of the Arthurian legend. Among these stories, the primary focus was typically placed upon the action of the story, the battles and the skirmishes that occurred between characters, and the aftermath of such behavior, such as the winning of the lady, the acquisition of worldly fame or the re-enforcement of nobility. However, not all stories followed this basic formula, especially as the written tradition began to grow through the 14th century. As writers began to experiment with various means of recording the stories that had been passed down through the oral tradition as well as working to develop stories of their own, new modes of expression began to emerge. For example, Colin Burrow assertively states that Chaucer wrote a feminine kind of romance. What is a feminine kind of romance and how does this apply to Chaucer? To answer these questions , the following paper will first define the characteristics of the kind of ‘feminine’ romance Burrow was discussing and then analyze three of Chaucer’s Canterbury Tales – the Wife of Bath, the Prioress and the Knight’s Tale – to determine whether this description applies. The concept of the feminine romance has a great deal to do with the underlying structural format of the novel, particularly as it relates to the issues surrounding gender and the differences between the various ways in which the genders relate to others. For example, studies continue to show even today that women place greater emphasis upon the concept of relationships while men place more emphasis upon action.2 It should not be surprising, therefore, to discover that feminine romances, as such, are primarily concerned with the relationships of characters rather than the actions they undertake. This includes a certain focus upon the emotional lives of the characters as opposed to their physical

The Current System at BAAF Essay Example | Topics and Well Written Essays - 1250 words

The Current System at BAAF - Essay Example In addition, the intranet may be configured to provide email access and web forum that will allow geographically distant office employees to coordinate on the product testing approaches and methodologies. This also entails the establishment of a prompt and organized communication interface for employees to locate and discuss issues with the relevant personnel online. In addition, the intranet may be configured to provide email access and web forum that will allow geographically distant office employees to coordinate on the product testing approaches and methodologies. This also entails the establishment of a prompt and organized communication interface for employees to locate and discuss issues with the relevant personnel online.4.4 Moreover, all the policies, manuals, checklists etc. that are required by employees to carry out their responsibilities, can be kept on the intranet; thus allowing easy access and complete information.4.5 This will enable BAAF to reduce their turn around time for product development; that will ultimately benefit customers and will also result in savings of high magnitude to the company, as it is estimated that for every week saved in R&D, the company gains up to  £ 1 million pounds per year. B) EXTRANET AND ITS LIMITATIONS5. Using Extranet to share information between Pharmaceutical companies5.1 It is estimated that if BAAF works in collaboration with different pharmaceutical companies in the market, they might be able to reduce the amount of work by sharing information with other companies; and eliminating the need to do everything themselves.  5.2 In order for that to happen, the company can establish an extranet. Wikipedia compares extranets with intranets by stating that an extranet is similar to an intranet with the difference that intranets are generally limited to the employees while extranets can be accessed by outsiders including customers, suppliers and other authorized parties. The detailed comparison can be seen at < http://en.wikipedia.org/wiki/Intranet>.5.3 However, using extranets to share information over the network has some disadvantages that may prove to be critical to the company’s interests.  

Oedipus the King Essay Example | Topics and Well Written Essays - 500 words - 2

Oedipus the King - Essay Example All this happened because he tried to escape the predictions that he will commit these mistakes. He ran away from his foster parents, thinking that they were his real parents and ran into the horror all by himself. Oedipus represents the basic predicament of human beings trapped in the unknown spheres of their own destiny. In the beginning, he laments the suffering of himself and everyone else in the inflicted city of Thebes, without realizing that the cause for it is his sinful actions: Oedipus can be seen as belonging to the Greek culture which operated on the pragmatic aspects of life which included action at the expense of introspection though the element of piety was a major element in their day-to-day existence. In a broad analysis, it is possible to analyze Oedipus as a Dionysian representation in Greek terms, exhibiting sudden action, excesses, violence, ruthlessness, and so on. The Apollonian representations, on the contrary would depict contemplative action with due emphasis on intelligence over impulse Terry Eagleton, in his Holy Terror (2005) observes how in Sophocles’s Oedipus at Colonus, Oedipus â€Å"is transformed into a tutelary deity, protecting the citizens of Athens from assault† (15) and states that the Dionysian impulse for violence is normally a reaction to â€Å"lack of piety† (16). In Oedipus the King, the question of morality is not strictly the concern of its protagonist, a man of action. He kills Laius where the three roads meet, because he was denied his freedom to proceed further. Even as he was troubled by the need to discover his identity, Oedipus does not try to find out the identity of the people whom he attacked and killed. He did not exhibit any sense of guilt even as he had to narrate this incident to Teiresias, after many years. Even though Oedipus has committed his sins unknowingly, the thoughtless actions from his side are not to be discounted, especially as he was

I'll attach it Essay Example | Topics and Well Written Essays - 2500 words

I'll attach it - Essay Example The postal services industry was big and booming. Nevertheless, with the materialization of the internet, as well as, related technologies such as email and social media, things have changed significantly. Presently, it is easier to send an email or an instant message via social media than sending handwritten letters. The email and the instant message will be delivered to the intended recipient immediately while the letter may take hours or days to reach the destination depending on the distance between the sender and the recipient. This is just an illustration of the principal alteration of information technology. This paper focuses on the impact of information technology on the healthcare profession. The paper argues that information technology has had a major impact on healthcare as a profession including the nature of healthcare practice, relationship with customers, and management of healthcare information/records. The paper is organized into different sections. The first part gives an introduction into the main topic and the thesis. The second section provides the main discussion. It is organized into different subsections that focus on specific areas. The final section will be the conclusion. The conclusion will restate the thesis and highlight the main points emerging from the main discussion. It will also provide appropriate recommendations. Information technology is a growing field that focuses on computer and telecommunication systems that are used in information management. Information technologies, therefore, include computers, computer systems, telecommunication systems, and other information systems. Apart from computers, other typical information technologies include smartphone, enterprise resource planning systems, Tablets, internet, email, social media, and cloud computing among others. The information technology field is much broader. While these examples of IT (information technology) are used

Oedipus the King Essay Example | Topics and Well Written Essays - 500 words - 2

Oedipus the King - Essay Example All this happened because he tried to escape the predictions that he will commit these mistakes. He ran away from his foster parents, thinking that they were his real parents and ran into the horror all by himself. Oedipus represents the basic predicament of human beings trapped in the unknown spheres of their own destiny. In the beginning, he laments the suffering of himself and everyone else in the inflicted city of Thebes, without realizing that the cause for it is his sinful actions: Oedipus can be seen as belonging to the Greek culture which operated on the pragmatic aspects of life which included action at the expense of introspection though the element of piety was a major element in their day-to-day existence. In a broad analysis, it is possible to analyze Oedipus as a Dionysian representation in Greek terms, exhibiting sudden action, excesses, violence, ruthlessness, and so on. The Apollonian representations, on the contrary would depict contemplative action with due emphasis on intelligence over impulse Terry Eagleton, in his Holy Terror (2005) observes how in Sophocles’s Oedipus at Colonus, Oedipus â€Å"is transformed into a tutelary deity, protecting the citizens of Athens from assault† (15) and states that the Dionysian impulse for violence is normally a reaction to â€Å"lack of piety† (16). In Oedipus the King, the question of morality is not strictly the concern of its protagonist, a man of action. He kills Laius where the three roads meet, because he was denied his freedom to proceed further. Even as he was troubled by the need to discover his identity, Oedipus does not try to find out the identity of the people whom he attacked and killed. He did not exhibit any sense of guilt even as he had to narrate this incident to Teiresias, after many years. Even though Oedipus has committed his sins unknowingly, the thoughtless actions from his side are not to be discounted, especially as he was

Homosexuality Defaces the Bible Essay Example for Free

Homosexuality Defaces the Bible Essay Alright, I’d just like to start by saying thank you to everybody for coming tonight – I really appreciate it – and for being interested in learning more about this subject. I also want to thank College Hill United Methodist for graciously agreeing to host the event. My name is Matthew Vines, I’m 21 years old, and I’m currently a student in college, although I’ve been on leave for most of the last two years in order to study the material that I’ll be presenting tonight. I was born and raised here in Wichita, in a loving Christian home and in a church community that holds to the traditional interpretation of Scripture on this subject. Just to offer a brief outline for this presentation: I’ll start by considering some of the broader issues and divisions that are behind this debate; and then I’ll move to a closer examination of the main biblical texts that are involved in it; and then I’ll offer some concluding remarks. The issue of homosexuality, of the ordination of gay clergy and of the blessing of same-sex unions, has caused tremendous divisions in the church in recent decades, and the church remains substantially divided over the issue today. On the one hand, the most common themes voiced by those who support changing traditional church teaching on homosexuality are those of acceptance, inclusion, and love, while on the other hand, those who oppose these changes express concerns about sexual purity, holiness, and most fundamentally, the place of Scripture in our communities. Are we continuing to uphold the Bible as authoritative, and are we taking biblical teachings seriously, even if they make us uncomfortable? I want to begin tonight by considering the traditional interpretation of Scripture on this subject, in part because its conclusions have a much longer history within the church, and also because I think that many who adhere to that position feel that those who are arguing for a new position haven’t yet put forth theological arguments that are as well-grounded in Scripture as their own, in which case the most biblically sound position should prevail. The traditional interpretation, in summary form, is this: There are six passages in the Bible that refer in some way to same-sex behavior, and they are all negative. Three of them are direct and clear. In the Old Testament, in Leviticus, male same-sex relations are prohibited, and labeled an â€Å"abomination. † And in the New Testament, in Romans, Paul speaks of women â€Å"exchanging natural relations for unnatural ones,† and of men abandoning â€Å"natural relations with women and committing shameful acts with other men. † And so according to the traditional interpretation, both the Old and the New Testament are consistent in their rejection of same-sex relationships. But it’s not just those three verses, as well as three others that I’ll come to later. It’s true that 6 verses isn’t all that many out of Scripture’s 31,000. But not only are they all negative, from the traditional viewpoint, they gain broader meaning and coherence from the opening chapters of Genesis, in which God creates Adam and Eve, male and female. That was the original creation – before the fall, before sin entered the world. That was the way that things were supposed to be. And so according to this view, if someone is gay, then their sexual orientation is a sign of the fall, a sign of human fallenness and brokenness. That was not the way that things were supposed to be. And while having a same-sex orientation is not in and of itself a sin, according to the traditional interpretation, acting upon it is, because the Bible is clear, both in what it negatively prohibits and in what it positively approves. Christians who are gay – those who are only attracted to members of the same sex – are thus called to refrain from acting on those attractions, to deny themselves, to take up their crosses and to follow Christ. And though it may not seem fair to us, God’s ways are higher than our own, and it’s not our role to question, but to obey. Within this framework, gay people have a problem, and that is that they want to have sex with the wrong people. They tend to be viewed as essentially lustful, sexual beings. So while straight people fall in love, get married, and start families, gay people just have sex. But everyone has a sexual orientation – and it isn’t just about sex. Straight people are never really forced to think about their sexual orientation as a distinctive characteristic, but it’s still a part of them, and it affects an enormous amount of their lives. What sexual orientation is for straight people is their capacity for romantic love and self-giving. It’s not just about sexual attraction and behavior. It’s because we have a sexual orientation that we’re able to fall in love with someone, to build a long-term, committed relationship with them, and to form a family. Family is not about sex, but for so many of us, it still depends upon having a companion, a spouse. And that’s true for gay people as well as for straight people. That is what sexual orientation means for them, too. Gay people have the very same capacity for romantic love and self-giving that straight people do. The emotional bond that gay couples share, the quality of love, is identical to that of straight couples. Gay people, like almost all of us, come from families, and they, too, long to build one of their own. But the consequence of the traditional interpretation of the Bible is that, while straight people are told to avoid lust, casual relationships, and promiscuity, gay people are told to avoid romantic relationships entirely. Straight people’s sexuality is seen as a fundamentally good thing, as a gift. It can be used in sinful or irresponsible ways, but it can also be harnessed and oriented toward a loving marriage relationship that will be blessed and celebrated by their community. But gay people, though they are capable of and desire loving relationships that are just as important to them, are told that, for them, even lifelong, committed relationships would be sinful, because their sexual orientation is completely broken. It’s not an issue of lust versus love, or of casual versus committed relationships, because same-sex relationships are intrinsically sinful, no matter the quality and no matter the context. Gay people’s sexual orientation is so broken, so messed up that nothing good can come from it – no morally good, godly relationship could ever come from it. And so they are told that they will never have a romantic bond that will be celebrated by their community; they are told that they will never have a family. Philippians 2:4 tells us to look not only to our own interests, but also to the interests of others. And in Matthew 5, Jesus instructs that if someone makes you go one mile, go with them two miles. And so I’m going to ask you: Would you step into my shoes for a moment, and walk with me just one mile, even if it makes you a bit uncomfortable? I am gay. I didn’t choose to be gay. It’s not something that I would have chosen, not because it’s necessarily a bad thing to be, but because it’s extremely inconvenient, it’s stressful, it’s difficult, and it can often be isolating and lonely – to be different, to feel not understood, to feel not accepted. I grew up in as loving and stable of a family and home as I can imagine. I love my parents, and I have strong relationships with them both. No one ever molested or abused me growing up, and I couldn’t have asked for a more supportive and nurturing childhood than the one that I had. I’ve never been in a relationship, and I’ve always believed in abstinence until marriage. But I also have a deeply-rooted desire to one day be married, to share my life with someone, and to build a family of my own. But according to the traditional interpretation of Scripture, as a Christian, I am uniquely excluded from that possibility for love, for companionship, and for family. But unlike someone who senses a calling from God to celibacy, or unlike a straight person who just can’t find the right partner, I don’t sense a special calling to celibacy, and I may well find someone I grow to love and would like to spend the rest of my life with. But if that were to happen, following the traditional interpretation, if I were to fall in love with someone, and if those feelings were reciprocated, my only choice would be to walk away, to break my heart, and retreat into isolation, alone. And this wouldn’t be just a one-time heartbreak. It would continue throughout my entire life. Whenever I came to know someone whose company I really enjoyed, I would always fear that I might come to like them too much, that I might come to love them. And within the traditional interpretation of Scripture, falling in love is one of the worst things that could happen to a gay person. Because you will necessarily be heartbroken, you will have to run away, and that will happen every single time that you come to care about someone else too much. So while you watch your friends fall in love, get married, and start families, you will always be left out. You will never share in those joys yourself – of a spouse and of children of your own. You will always be alone. Well, that’s certainly sad, some might say, and I’m sorry for that. But you cannot elevate your experience over the authority of Scripture in order to be happy. Christianity isn’t about you being happy. It’s not about your personal fulfillment. Sacrifice and suffering were integral to the life of Christ, and as Christians, we’re called to deny ourselves, to take up our crosses, and to follow Him. This is true. But it assumes that there’s no doubt about the correctness of the traditional interpretation of Scripture on this subject, which I’m about to explore. And already, two major problems have presented themselves with that interpretation. The first problem is this: In Matthew 7, in the Sermon on the Mount, Jesus warns against false teachers, and he offers a principle that can be used to test good teaching from bad teaching. By their fruit, you will recognize them, he says. Every good tree bears good fruit, but a bad tree bears bad fruit. A good tree cannot bear bad fruit, and a bad tree cannot bear good fruit. Good teachings, according to Jesus, have good consequences. That doesn’t mean that following Christian teaching will or should be easy, and in fact, many of Jesus’s commands are not easy at all – turning the other cheek, loving your enemies, laying down your life for your friends. But those are all profound acts of love that both reflect God’s love for us and that powerfully affirm the dignity and worth of human life and of human beings. Good teachings, even when they are very difficult, are not destructive to human dignity. They don’t lead to emotional and spiritual devastation, and to the loss of self-esteem and self-worth. But those have been the consequences for gay people of the traditional teaching on homosexuality. It has not borne good fruit in their lives, and it’s caused them incalculable pain and suffering. If we’re taking Jesus seriously that bad fruit cannot come from a good tree, then that should cause us to question whether the traditional teaching is correct. The second problem that has already presented itself with the traditional interpretation comes from the opening chapters of Genesis, from the account of the creation of Adam and Eve. This story is often cited to argue against the blessing of same-sex unions: in the beginning, God created a man and a woman, and two men or two women would be a deviation from that design. But this biblical story deserves closer attention. In the first two chapters of Genesis, God creates the heavens and the earth, plants, animals, man, and everything in the earth. And He declares everything in creation to be either good or very good – except for one thing. In Genesis 2:18, God says, â€Å"It is not good for the man to be alone. I will make a helper suitable for him. † And yes, the suitable helper or partner that God makes for Adam is Eve, a woman. And a woman is a suitable partner for the vast majority of men – for straight men. But for gay men, that isn’t the case. For them, a woman is not a suitable partner. And in all of the ways that a woman is a suitable partner for straight men—for gay men, it’s another gay man who is a suitable partner. And the same is true for lesbian women. For them, it is another lesbian woman who is a suitable partner. But the necessary consequence of the traditional teaching on homosexuality is that, even though gay people have suitable partners, they must reject them, and they must live alone for their whole lives, without a spouse or a family of their own. We are now declaring good the very first thing in Scripture that God declared not good: for the man to be forced to be alone. And the fruit that this teaching has borne has been deeply wounding and destructive. This is a major problem. By holding to the traditional interpretation, we are now contradicting the Bible’s own teachings: the Bible teaches that it is not good for the man to be forced to be alone, and yet now, we are teaching that it is. Scripture says that good teachings will bear good fruit, but now, the reverse is occurring, and we say it’s not a problem. Something here is off; something is out of place. And it’s because of these problems and these contradictions that more and more Christians have been going back to Scripture and re-examining the 6 verses that have formed the basis for an absolute condemnation of same-sex relationships. Can we go back, can we take a closer look at these verses, and see what we can learn from further study of them? What are these 6 verses? There are three in the Old Testament and three in the New Testament, so I’ll go in order of their appearance in Scripture. In the Old Testament, we have the story of the destruction of Sodom and Gomorrah in Genesis 19 as well as two prohibitions in Leviticus 18 and 20. And in the New Testament, we have a passage by Paul in Romans 1, as well as two Greek terms in 1 Corinthians 6 and 1 Timothy 1. To begin, let’s look at Genesis 19, the destruction of Sodom and Gomorrah. In Genesis 18, God and two angels come in the form of men to visit Abraham and Sarah at their tent alongside the Dead Sea. Abraham and Sarah do not yet realize who they are, but they show them lavish hospitality nonetheless. Halfway through the chapter, God – now beginning to be recognized by Abraham – tells him â€Å"[t]he outcry against Sodom and Gomorrah is so great and their sin so grievous that I will go down and see if what they have done is as bad as the outcry that has reached me. † Abraham’s nephew, Lot, and Lot’s family, live in Sodom, and so Abraham bargains with God, and gets Him to agree not to destroy the city if He finds even 10 righteous people there.

The Process Of Building Social Relationships

The Process Of Building Social Relationships A social relationship is an interaction of two or people, also a social group. They are believed to shape the behavior of individuals in different ways, as the saying goes, show me your friends and I tell you your character. At some point most people especially the women and also research shows that social relationships reduce pain. When women are in a relationship they are happy because they have someone to lean on. Social support is seen as a very important factor for both physical and mental health. Stressful and painful experiences can be reduced through engaging in social relationships as one will get moral support and encouragement thus is able to face the problems easily. Building social relationships begins as early as at birth. That is the relation of the child with the mother and the other family members. The process does not stop there but goes to the society as one grows up and becomes able to decide where he or she wants to belong. In the past building social relationships was much easier because most of the properties were communally owned that is to say that they shared a lot and thus interaction was easy and regular. Newman (2009) observes that the 21st century time is challenging and strange when it comes to deciding the kind of relationships one should have in creating a foundation of ones social life. People may want to be in social relationships due to different reason. For example may be one want to benefit from the other and after getting what he or she wanted it comes to a time to withdraw. All the same it is important to note that building social relationships is very necessary to every individual. When building social relationships one must have the social interaction skills. These are behavior that help one be able to stick to the social relationship because they keep you out of trouble and avoid conflicts. According to Bellini (2006) social skills are behavior that are learned and are socially accepted that help a person to be able to interact with other people without negative responses. He also notes that these skills the building blocks of a successful social relationships. This skills are usually taught by the parent to there children at a tender age. All the same as one grows into an adult basically the very skills are still applicable in building social relationship. Another thing that comes along in building social relationships is the art of being friendly to all. Every day we meet different people with different personalities. It is therefore up to us to be able to fit and interact freely. We should have friendly skills like greeting people when we meet, be able to offer a sit to someone, shake hands, say words like thank you, am sorry, excuse me, please and many other ways that is friendly. Be able to treat people the same way you would want them to treat you. As the saying goes: put yourself in ones shoes. In this way one is able to interact freely without many difficulties thus building social relationships. The factor of age or we can also say peer group also is important in building social relationships. This will help connectivity to be much easier because people of the same age tend to think more alike. Meersman and Tari (2003) observe that communication between people of the same peer group is easy and they refer this to architecture of communication. Here what they simply mean is that the construction of communication in such a social group is well defined. These categories of people include; the children, teenagers, young adults, adults and the old. Social relationships are based in this age set and you find they all act in the same manor. In the various societies that exit today we have social institutions and community organizations that play a major role in building social relationships. The family is usually seen as the most important social institution in the society because this is where one builds the foundation of his or her social life. We have other institutions like; religious institution for example the church, temple, and mosque. The school, hospital, peer groups, community based organizations, and not forgetting the working places. These are places where people from different back grounds meet and get to know each other thus interact. It is therefore important for people to always belong to one or as many as possible of any this groups. We build social relationships to understand the knowledge of the mind. This helps us to continually monitor or check our own behavior and also be able to predict the behavior of those that we interact with. Bellini (2006) notes that the theory of the mind was coined by Permack and Woodruff (1978).this refers to the ability of one to understand and explain the things that are not seen I a person directly. These include feelings, thoughts, beliefs, desire, and intentions. He continues to say that knowledge of the mind is a successful component of building social relationships. In building social relationship the element of trust is necessary. Once an individual decides to get involved with a particular social group it automatically means that he or she trusts the people they are interacting with and they too trust them. This is so because when one gets a problem for example, it will need someone trust worthy to talk to. One who will keep your talk confidential. These kinds of people are the people we interact with daily and we have had enough time together so we are so familiar with them. Language is an aspect that is of value in that people look at in building social relationships. People can only interact well when a common language is used. This enhances good communication and understanding in the group. Gee (2005) also sees language as an important aspect in social relationships. He further notes that in the interaction process people need to use the same social language. Different social groups have different social language. For example, children, adolescents, adults and the old all have different social languages that they use. In building social relationships people also base in there social values. These social values include things like sex, beliefs, roles, and even structures. Depending on these values different social groups are formed. One would want to fit in a group that he or she will feel comfortable and proud to be there. It will help them to be constructive and optimistic. These values also help shape there daily life to there own interest thus happy people. Social relationships are also built basing on the family origin, unconscious motives, ones habits, personality, and relationships and life experiences. For the sake of a social relation lasting there is need to match this concepts to each person. This will ensure stability of the group by avoiding constant movement of members in search of a group where they best fit or that they find suitable to them. Change is inevitable in life and we as human beings should be able to adapt to the daily changes of life. When building social relationships people are expected to witness a lot of change in the social group. It can either be the members or that group itself changes. When this happens it is up to the social group to accept and adjust to the change rather than moving to another new social group. It does not have to be the same through out and that is why the members of a particular social group have to be always flexible. According to Young (1990) the social life of morality is not found in an individual person because it is comprised of a small structure of the self. He instead say that social morality is found in the relationship between individuals and the society. Here is where things like belief, trust and faith are found. It is also believe to shape human behavior so as to know good and evil. One will stay away from evil so as to belong to the society. Transparency is an important element in building social relationships. Because there is the element of trust people should be open in with they are doing in life. The issue of you cannot judge a book by its cover should not arise. Openness should be evident. Let the people know you as you are both in the inner self and outside and this should be the same. Activities of the group should also be carried out in a transparent manner as well, without having anything to hide. The need for human relation is also the reason for building social relationships. Every human being was created in such a way that they always have a sense of wanting to relate in any way. They a want to belong in a particular group or with other people apart from the self. These relations are a basic to every individual in life. The importance / advantages The study of Newnan (2009) shows that building social relationships plays an important role in group ties in peoples daily life. He gives an example of Japan and India where people consider duty and sacrifice more than individual achievement or personal success. they believe that group connections is the best foundation for any individual wellbeing because it come along with things like loyalty, connection with people , responsibility of one self and other people as well and it also creates a sense of belonging. Building social relationships bring come with a lot of changes in the society. These changes include both individual development and the community at large. Rosenberg and Rehr (1983) say that the involvement of one in institutions like self help groups, social work, church, school and being close to your family helps reduce conflicts and they bring about development. This is through coming together to do social work or fund raising contributions and even come together to advocate for changes in health care policies. Through this development the people are assured of a better living. Building social relationships also promote peace love harmony and unity in the society. This is true because people living together and there social life is well build up will not have conflicts. They appreciate each other and offer moral support to one another. Such a society will always it together as one and solve issues that may arise in a more organize way. Building social relationships is important in everyones life. This is because in times of depression and stress one always needs someone to talk to and relieve the burden. This now where the people you have been interacting with come in to offer that moral support. Just as we know that this an important factor both in physical and mental health of a person. Frumkin, Frank, Jackson (2004) note that social bond known to be a very important component of good health. They further state that isolation and loneliness are toxic while on the other hand social relationships are healthy. The 21st centaury has come along with diseases that are complicated. Some of these diseases include, stomach ulcers depression and many others. These diseases are not diseases that one can say that you go to the hospital and get treatment then you are cured. Doctors recommend that these diseases are controlled by the individual. The way one interacts with other people really matters. To avoid these kinds of diseases researchers indicate that one should build up as many social relationships as possible. This helps one to be able to avoid these diseases by sharing out there problems. As we know that a problem shared is a problem half solved. Building social relationships also help people get to know each other well and lead to marriages. People get to find there perfect pairs and choose to spend the rest of there life with them. This leads to the creation of happy marriages and also happy families. Getting a life time partner is not an easy task as we all know but as one builds his or her social relationship in a good way, there potentials are noticed and they attract someone thus they propose and marry. Making them live happily ever after. Building social relationships help a person to have good problem solving abilities. It also helps one to think in a more flexible manor. This is basically important in the early stages of life and the parents have the task of ensuring that there childrens social life is good. The kind of games that a child plays and with who becomes the main issue that a parent should look at with keenness. This kind of interaction is what the child will live to adopt even as he grows older. People with stronger social network live longer. Research show that the mortality rate is determined by the social network of people in a place. This is true as social net work improves the health status of an individual. That togetherness gives an individual a reason for living. Research also indicate that in looking at two different sets of people, That is one in a marriage life and one who is single, they found that people in marriage live longer than people who are single. This is because in a marriage there is sharing of problems and also constant moral support. All human beings emotions are believed to be able to change another persons motives and feelings. In the process of building social relationships important factors such as this arises. Emotions are inter-personal and con not therefore be separated from the process of relating. These relationships change the feelings of a person in a positive direction. Bad people change and become good people with moral. The society is always there to encourage people to do good for the benefit of both the society and most importantly to the individual as a person. Building social relationships also come with some form of organization. The relationship it self shows that there was cooperation that triggered it. When we look at it in terms of a society we find that things are done in a systematic way. There is order of the way issues are handled and a systematic way of doing thing. These in the long run avoid conflicts and the wastage of resources in the social group. Employment is created by building a social relation ships. This is mostly through net working or it can as well be through the formation of self help groups or social work. Employment means that one has a source of earning a living thus assured of daily bread. This promotes the living standards of an individual as well as the society at large. It reduces the problem of unemployment in the society. Building social relationships also reduce the aspects of immorality, theft, murder and all other devices that one can think of. This is true because social relationships in a society are meant to shape the morals of every individual. People become responsible for their own actions in life In conclusion therefore we can say that building social relationships is an inevitable process in the life of every person. This is so because it begins from birth. When a child is born that is when it begins to build its social relationship. At this point it is limited to the family level mostly influenced by the mother. This is the foundation and parents are careful. As one grow he or she now able to look at which social relation group he best fits. This as we have seen shape the personality of the individual into a better being. Going to social institutions such as the school, church and others also ply a major role in the individual. Social relationships cannot be avoided in whatever way and people should always be ready to be involved in them with a positive attitude.