COMMUNICATION AND DECISION MAKING Essay Example | Topics and Well Written Essays - 500 words

COMMUNICATION AND DECISION MAKING - Essay Example In my personal scenario, the 2 highly defined strategic aspects are logical processor and hypothetical analyzer. From a broad perspective, logical processor has an innate ability to critically analyze the situation with the prescribed rules and regulations and help in providing a detailed and a vivid result. To me, this strategy helps to make myself stable as it helps me to assure that the relevant information required has been processed efficiently and effectively.  As an individual, it gives me the ability view my problems with the optimum level of care and also helps to consider certain important factors which are involved before moving on to a conclusion. Such technical aspects help me to find the core aspect of problem-solving in a highly interesting and intriguing manner. Being a logical processor helps me to keep a relevant track record of my work and helps me in being highly organized, specifically because this approach is highly methodical. This approach is highly pragmatic as it goes to the core of the problem and offers various alternatives. My Strategic style directly coincides with the conservator strategic pattern. By closely analyzing my traits and attributes, my communication and decision making strategy may work differently depending on the specific situation. In such a scenario, the ability to communicate would certainly vary and it depends on whether the attributes of logic and sensitivity have been used. Being a Conservator helps me in attempting the optimum solutions in a specified structure. Such method is suitable for situations where there is very low margin for error. This style is suitable for me because it is directly characterized by having a strong adherence for procedural and innovative techniques (Visser, 1999). It is evident that decision making can be defined as a process which needs consistent and adequate level of planning for achievement of desired results. Planning helps to ease and

The impacts of Social Media on UK Consumers Brand Perceptions and Essay

The impacts of Social Media on UK Consumers Brand Perceptions and Purchase Decisions - Essay Example This research will begin with the statement that organizations are facing the intense challenge in the globalized era regarding profitability, sustainability and growth. Customers buying behaviors will get the effect of the product features, marketing policies and medium of a market. In the current study, an in-depth analysis of impacts of social media among the UK consumers regarding brand perceptions and purchase decisions is recorded. Contemporary marketing strategies are converting their domain towards the online atmosphere. An online perspective of marketing has increased potential reach of the customers with advertising messages. Organisations are able to explore the market in a more commercial manner. Online medium of advertising evolved development of the communication strategies. In developed countries like the UK and USA people are increasing use of social networks for making social connections. Social media is developing the communication aspects of the UK based consumers and firms. In the current study, a retail industry of the UK is used to contrast the impacts of social media on retail customer’s brand perceptions and purchase decisions. British people are having various retail firm options like â€Å"Big Four† firms like Tesco, ASDA, Sainsbury, and Morrison, apart from those retailers like LIDL, ALDI, and Walmart. This research will be aimed to investigate the potential effects of social media marketing strategies on consumer behavior. Retail market of the UK is facing an intense challenge of the competition from different organizations. In the retail market, Mainly, these small-sized firms are limiting the scope of the profitability and growth of other firms. Increased competition in the market is seeking for well-established strategies for growth and sustainability. The current study will create a link among the different type of the social media advertising strategies to create brand awareness and favorable buying decision making from the retail customers. Social media is increasing popularity among the different ages and demographical areas. Social media is one of the majorly used advertising and promotion medium for the organizations.

Management and Chemical Engineering Essay Example for Free

Management and Chemical Engineering Essay I have completed my Bachelors of Technology in Chemical Engineering at Indian Institute of Technology, Guwahati, India (IITG). I am seeking a position in your organization in order to enhance my skills and practical experience, while being resourceful and innovative. I have worked hard in my undergraduate studies, striking a balance between compulsory courses like Fluid Mechanics, Process Equipment Design, Process Control and Instrumentation, Chemical Engineering Thermodynamics, related wet lab courses and supervised research under the guidance of Dr Chandan Das (Associate Professor, Department of Chemical Engineering, IITG) Dr AK Golder (Associate Professor, Department of Chemical Engineering, IITG). My Bachelor Thesis Project was on Biosorption of heavy metals to purify industrial effluents under the guidance of Dr. Chandan Das (Associate Professor, Dept. of Chemical Eng., IITG) and Dr. AK Golder (Associate Professor, Dept. of Chemical Engineering, IITG). When I look back now, I realize the role of an inspiring mentor in a student’s life. Dr. Das and Dr. Gloder gave me a whole new direction to explore my research skills and the interest in reading research articles while doing my undergraduate courses in mainstream Chemical Engineering. After graduation I joined Jindal Steel and Power Ltd as a Project Engineer where I practiced what I learnt during my educational life. Post completion of one year, I joined SPI Pvt. Ltd. As an Assistant Manager. I choose this as apart from technical skills, I also wanted to gain a good understanding about the business processes and its various elements. While working there my interest became more focused towards managerial skills. It was there where I decided to go for my higher education in Masters in Management as managerial knowledge via a reputed and esteemed university will help me to learn a wider scope of business management skills which was missing in my technical career. In my education thus far, I have been actively involved in sports and co-curricular activities including making manual robot, organized Rock-o-Phonix for three consecutive years (2008, 2009 2010) and represented IIT-Guwahati in Inter IIT sports meet in Football which has helped me to develop upon simplicity in approach, patience, team work, confidence, loyalty, ability to manage loads of stress and adaptability. To work using the in-hand knowledge and indigenous creativity simultaneously is my biggest asset. Education I believe is not just excelling in courses that we take and cracking their exams but a continuous process of development and self-realization. Not just asking â€Å"what to do† or â€Å"how to do† but â€Å"who am i† and â€Å"what is my purpose† too. My long term career goals are to become socially responsible individual and to get the dream job of working in the field of interest. If given the opportunity of pursuing the graduate study in field of management I would be getting involved in a project that will help me grow intellectually and professionally and result in useful outcomes.

The Impact Of School Phobia On Education Psychology Essay

The Impact Of School Phobia On Education Psychology Essay Phobia, which is a type of anxiety or fear, is a basic human emotion usually considered to be a response to objects or situations that threaten physical safety or emotional well-being. School phobia is a situational phobia found in early childhood whereby the child refuses to attend school due to a certain overwhelming fear. Many youngsters at some time in their school years might actually experience different forms of fears be it anxiety, phobia from games, answering a question in class, or even reading out loud in front of their peers. Furthermore, studies have shown that there are particular symptoms associated to school phobia that could vary from stomachaches, nausea, fatigue, shaking, racing heartbeats, to going on frequent trips to the toilet. Children who suffer from school phobia are exposed to panic attacks especially when the parent forces them to attend school without even realizing that there might actually be a critical problem which needs to be dealt with properly, inc reasing the youngsters worries and the guardians frustrations even more. Not only do children miss home while being away in the school setting, but they are also faced with a whole new world of brand new genuine experiences, challenges and pressures, be it social or academic; this sudden change will undoubtedly leave them feeling down, suffering from separation anxiety. Moreover, they are probably not so used to having so many rules set for them, that they will feel scared, exhausted or depressed. School phobia, School Avoidance, and School Refusal are terms used to describe children who avoid attending school. Persistent nonattendance at school has been the subject of considerable concern among educationalists for well over a century. Fears of the dark, birds, etcà ¢Ã¢â€š ¬Ã‚ ¦ are socially and legally more acceptable than avoidance of school. Certainly, school phobia generates massive anxiety in both parents and teachers. School refusal symptoms occur most often on school days, and are usually absent on weekends and during the summer holidays. On the other hand, the older children who are new attendees in a new school, the situation could leave them not to adapt to the new place and environment, since they may no longer feel comfortable due to the sudden change in their friendships, teachers, and classrooms. School phobia is also due to the feelings of insecurity; a child who is used to being at home around his/her parents all day will feel threatened or torn away from his/her beloved ones. The youngster will feel so worried and panicky that he/she will even experience fear from school buses if they had to return home in one. School phobia must be treated directly, however, if the child is severely affected, then it is best to ask for professional help such as a referral to his/her doctor or head teacher. For these reasons it was important to study this problem and find ways to solve it in order to help phobic children. 1.2 Purpose of the Study: This study talks about Childrens Phobia in Preschools because it will enlighten a positive issue and it will serve the society in a positive way, by helping parents as well as teachers solve a problem which has not been given enough importance in the past years. In order to be able to deal with children and help them with their problems and overcoming them and to be capable of reaching high objectives, one certainly need to carry out serious research and learn professional methods for dealing with certain dilemmas. In this research the researcher will be able to identify school phobia, learn more about school phobia and its nature, recognize the causes of school phobia, recognize the warning signals of school phobia, recognize the typologies of school phobia, identify the way to deal with phobic children, and identify the treatment of school Phobia. 1.2 Research Questions School phobia affects the childs education as well as his/her future. The problem usually starts with the child complaining or finding the silliest excuses just to keep him/her away from school. Some questions need to be answered such as: -What is a phobia? -Who is the phobic child? -How does the child develop phobia? -What is the role of the teachers and parents in identifying school phobia? -How can a phobic child be helped to overcome his phobia? Chapter Two Literature Review 2.1- Identifying School Phobia: Early investigations of persistent nonattendance talked only in terms of truancy; however, this simple view failed to explain the condition. Early pioneer studies found evidence that clearly linked truancy with delinquency. They realized that poor parental control, mental dullness, temperamental instabilities and broken homes were cited as important factors contributing to truancy. However; the first man to describe a form of absence that was later most commonly referred to as school phobia or school refusal was Dr. Broadwin in 1932, p 5: The child is absent from school for periods varying from several months to a year. The absence is consistent. At all times the parents know where the child is. He is near the mother or near the home. The reason for the truancy is incomprehensible to the parents and the school. This classical description has practically has practically become the very definition of school phobia. Other findings by Partridge (1939) noted a group of children he labeled as psychoneurotic. These children appear to differ from other truants in that they were obedient, reasonably well-adjusted and liked school. He regarded them as victims of an emotional bond between parent and child. In order words, these children suffer from s different type of school phobia, which is mainly derived from a poor or nil relationship of the parents with the child. It is basically then, an emotional problem that causes absences. 2.2- The Clinical Presentation of School Phobia: The clinical representation of school phobia has been extremely well described by Hersov in 1977: The problem often starts with vague complains of school or reluctance to attend progressing to total refusal to go to school or to remain in school in the face of persuasion, entreaty, recrimination and punishment by parents and pressures from teachers, family doctors and education welfare officers. The following are the best ways to tell whether the child is or is not school phobic: Severe difficulties in attending school, often amounting to prolonged absence, severs emotional upset shown by such symptoms as excessive fearfulness, undo tempers, misery, etc. Staying home with the knowledge of the parents when should be at school at some stage of the course of the disorder. Absence of significant anti-social disorder such as stealing, living, and wandering. Children suffering from psychosis, gross physical illness, asthma, truancy and neurotic disorders other than school phobia are not considered suitable for investigation on the subject. All other factors need to be ruled out. 2.3- Causes: Peer difficulties, learning problems, depression, or parents who are overly anxious about these perceived physical ailments are common causes of school avoidance. Separation anxiety is another common diagnosis for school phobia but there can be other problems, too. School phobia is usually a symptom of other problems. If physical causes have been ruled out and the behavior is continuing, then parents might want to have an evaluation by a psychiatric specialist. A school-phobic child is usually afraid of leaving home in general, rather than afraid of anything in particular at school. For example, he may experience homesickness when staying at a friends house. Often the first test of a childs independence comes when he must attend school daily. Aside from poor attendance, these children usually are good students and well behaved at school. The parents are typically good parents who are conscientious and loving. Such parents are sometimes overly protective and close, and the child finds it difficult to separate from them (separation anxiety). He may lack the self-confidence that comes from handling lifes normal stresses without his parents help. Sometimes a change of schools, strict teacher, hard tests, a learning problem, or a bully may appear to be causes of childs fear of going to school. But such factors may be only part of the problem, and your child should still go to school while these problems are being resolved. 2.4- Symptoms of School nonattendance warning signals Children who fear school send warning signals that are hard to ignore. Mysterious illnesses that surfaced as excuses to escape school in the lower grades resurface in middle school, resulting in tardiness, cut classes, and unfinished homework assignments. Often a childs normal living patterns, including eating, sleeping, and school success, are disrupted. 2.5- Typologies of School Phobia Many people have attempted to classify phobia; however, Coolidge, Hahn, and Peck (1975), in a study of 21 cases, presented evidence of two times of school phobia that they called neurotic and characterological. The neurotic group was mostly young girls. The primary conflict in this group seemed to be centered on the childs symbiotic tie to the mother. The characterological group consisted mainly of older boys who were regarded as being generally more disturbed. This comparison was developed by Kennedy. He included parental characteristics and communication patterns to differentiate between the two different types. Another very interesting finding was that of Yule, Hersov and Treseder in the 80s; they found that there may be sub-types of school phobia and they outlined a crude classification based on likely treatment implications. Separation anxiety at first school entry complicated by poor parental management. It is argued that in such cases some form of in vivo (carried out inside a living organism, like in a test or experiment) desensitization is the most appropriate first step. School phobia occurring in a vulnerable child following a major change in schooling: usually, the problem is sparked off or started by additional home-related anxieties. Systematic desensitization alongside attention to practical issues in the childs physical and social environment is likely to be the most effective treatment option. 2.6 Theories of School phobia: 2.6.1 Psychoanalytic Theory It was obviously advanced by Freud in the early 1900s and subsequently modified and interpreted by others such as Klein, Arieti, Sperling, and Renik. As we all know, Freud developed his theory of personality development by proposing three interacting structures; the id, ego, and super-ego. The id referred to impulsive, instinctual trends within the personality concerned with the satisfaction of the basic emotional needs, in other words it referred to the libido. Freud argued that phobias arose from conflict of psychic energy (libido). However, later psychoanalysts felt that aggression and dependence also played a role in phobias. According to the psychoanalytic theory, this is how it develops: An early, poorly resolved dependency relationship between mother and child. Inadequate fulfillment of the mothers emotional needs, usually because of a poor marriage. A temporary threat to the childs security causing a transient increase in the childs dependency needs. Exploitation of this situation by the mother. A similar relationship between the mother and her own mother. Expression of hostility to the child, not only making him more dependent, but also by direct inhibition of any opportunity for the child to express aggressive or hostile feelingsà ¢Ã¢â€š ¬Ã‚ ¦ and also seductive behavior towards the child. Moreover, Development of strong hostility toward the mother, largely unconscious, and express by exploitation of the mothers guilt toward him and also by fears of the mothers safety cause by unconscious destructive wishes, thus forcing him to be with her to assure himself of her safety (Chiland and Young, 1990). The theory implied by this line of reasoning involves bringing the unconscious conflicts into open within the context of a therapeutic relationship. The conflicts are analyzed and a more mature way of satisfying dependency needs is sought. There has been great disagreement among psychotherapists, however, about whether the mother and child should be separated or treated together and how quickly a child should be made to confront reality and return to school. 2.6.2 Self Concept Theory: Leventhal and Sills point out that many of the descriptive findings associated with school phobia do not seem to support an explanation based solely on separation anxiety. They emphasize that many of these children maintain normal lives outside school hours. They proposed that the main feature relevant to school phobia is the finding that: These children commonly over-value themselves and their achievements and then try to hold on to their unrealistic self-image. When this is threatened in the school situation, they suffer anxiety and retreat to another situation where they can maintain their narcissistic self-image. This retreat may very well be a running to a close contact with mother. So, in other words, what Leventhal and Sills thought is that children with a superiority complex, when put down in any way, would avoid going to school and would rather stay in a safe environment. The treatment emphasized by self concept theorists involves bringing the home and school environment into balance. The parents need to be more realistic and her teachers more accommodating and at the same time the child needs confronting with reality by returning him to school as soon as possible. The therapist deliberately precipitates a crisis by forcing the family to address the issue of immediately returning the child to school. The therapist uses this situation therapeutically by helping the parents to resist the childs manipulative demands and win the power struggle. Anticipation and detailed planning is called for to ensure that the parents are successful. 2.6.3 Learning Theory: The principles underlying behavioral treatment are derived from learning theory. Learning theory has evolved from experimental studies in the laboratory. There theories explaining how phobic behavior is learned to compete for attention: Respondent, Conditioning, Operant Conditioning, and the Two-Stage Theory of Fear and Avoidance. Respondent Conditioning Theory: Phobic are regarded as conditioned fear and avoidance responses to specific stimuli. Repetition of the feared situation in association with the newly created phobic stimuli will strengthen the fear and avoidance responses to the stimuli. Operant Conditioning Theory: its main principle is that behavior is influenced by its consequences. Behavior that is rewarded is likely to occur more often whereas behavior that is punished will decrease in frequency. On the basis of this theory, one can argue that phobias and associated behaviors like temper; tantrums are maintained through positive reinforcements in the childs environment. Two-Stage Theory of Fear and Avoidance: Suggested that fear could motivate behavior and was not merely a conditional reaction to stimuli associated with pain. He further argued that fear reduction became an operant reward for avoidance of the noxious stimulus. A wide variety of behavioral techniques have been developed arising out of classical and operant paradigms as well as social learning theory, however, although behavioral approaches concern themselves with the immediate problem of returning the child to school, arguments surrounding the preparation for and the timing and pacing of the return parallel those in the psychodynamic camp. Increasingly therapists employ a mix of approaches tailored to take account of the unique range of child, family and school related issues that may be involved in any one case. Nonattendance at school is not a distinct, but rather, it is comprised of multiple syndromes; prominent examples are truancy, childhood phobia, and separation anxiety disorder. An intriguing aspect of school nonattendance syndromes is that their form and features are modeled by the varying contributions of causative factors, including genetic endowment, brain dysfunction, family psychopathology, and individual symptoms. This makes school nonattendance an especially useful model for the study of the development of psychopathology in childhood (Martin and Greenwood, 1995). . This suggests that the study of this group of disorders from socioeconomic and cultural viewpoints would provide a new understanding of the disorders and their causes, and how cultural influences on the development of the child are mediated. Childrens rejection of school will in turn bring societys rejection of children. The society has a great role this whole issue, since children will not be able to overcome the phobia so easily if the society shows rejection and disapproval. 2.7- Psychodynamic Treatment of School Phobia Early treatment of school phobia was largely psychoanalytically based. Two studies were mostly implemented, the traditional psychodynamic treatment and the family therapy. Traditional Psychodynamic Studies, these studies are interpreted as those focusing treatment on the individual child or the mother-child relationship. The analytic treatment was focused entirely on the child, but they realized the importance of treating both the mother and child. Treatment with respect to the father was felt to be most efficiently handled by helping the mother clarify and restructure her feelings about her husband rather than dealing with the father direct. The dilemma in this study is whether the child should or shouldnt return to school immediately. Studies showed a slight difference in percentages when it came to decide which method was more effective, hence it remains undecided (Blagg, 1987). Family Therapy (By Skynner): These approaches transcend the parent-child dyad in addressing the entire family system. School phobia is regarded as symptomatic and sometimes protective of faulty family functioning. Treatment approaches consistently emphasize the importance of early return to school although the manner by which this is achieved varies greatly from therapist to therapist. Skinner refers to his approach as a conjoint family psychotherapy. The central problem within school phobia is seen as the parents failure to help their child relinquish omnipotent demands for exclusive possession of the mother. Skinner argues that school phobic children are protected from the challenges of reality by their mothers. Skynner claims that bonds within these families run vertically from parent to child with a consequent weak relationship between spouses. The main elements are stressed in this treatment: The whole nuclear family is included in treatments as well as other family members where necessary. An emphasis is placed upon non-verbal communication and confrontation of the parents over the hidden rule system. Attention is directed to the here and now of family interactions although past events may be considered as and when they arise There is a focus on an early return to school. An effort is made to weaken the mother-child bond and strengthen the marital bond. In the more straightforward cases, interpretation of the problem develops insight in parents enabling the family to marshal its own resources and solve the problem. Skynner advocates the use of medicine to help in the confrontation stage. In addition, excessively timid pupils are helped by attendance at psychotherapy groups. Only minimal attention is paid to school factors Skynner feels that school phobia is best understood as a psychosocial problem rather than a purely medical intra-psychic or even intra-familial disorder. It is interesting to note that the early traditional study emphasize the importance of the conformation of the feared situations; however, the later studies favored immediate, even forced, return to school. 2.8 Behavioral Approaches and Treatment of School Phobia: The behavioral approaches are divided into three: treatment based on classical conditioning, treatment based on operant conditioning paradigm and treatment based on social skills training. Systematic Desensitization: This approach involves working the child through carefully graded fear hierarchy starting with the least feared situations, building up to most feared situations. At each stage the child is helped overcome any anxiety by concentrating on a behavior that is antagonistic to the anxiety. Emotive Imagery: It is a technique that some behavior therapists have found to be very powerful. They use normal relaxation procedures in conjunction with systematic desensitization. In this approach the therapist develops imagined scenes that conjure up feelings of excitement, self-assertion and general positive effect as means of inhibiting anxiety. Flooding or implosion: These procedures involve immediate confrontation of the maximally feared situation without any careful preparation via graded exposure to less threatening circumstances. The subject is maintained in the intense feared situation until the anxiety shows visible signs of waning on the classical extinction model. The assumption here is that the subject feels anxiety as a result of prior classical conditioning the vivid presentation of the condition stimuli and the absence of any primary unconditioned stimuli will eventually lead to the extinction of the anxiety response (Sharpe, 2000). Operant-based treatment approaches are concerned with changing the reinforcement contingencies affecting an individuals behavior. It involves maximizing the incentives for being in school by building into the school program extra positive reinforcement and minimizing incentives for remaining at home during the school day by removing positive reinforcement (like greater personal freedom, extra adult attention): This treatment is based in reinforcement. Natural reinforcement is added in the individuals life in preference to the introduction of more artificial reinforcement like sweets. Nevertheless, in certain cases, tangible reinforcements may be necessary in the early stages of the treatment program. Many children who suffer from school phobia have major problems in relationships with bodes language and posture. It is true that many children may need sheltering from ridicule but others need help in improving their bodily skills. This treatment involves attention in many areas such as: Body posture especially the subjects stiffness and lack of mobility in the trunk and limbs. Nervous mannerisms such as giggling, facial grimacing, and tone of voice, eye contact

Personal Narrative- Helping Others Essay -- Personal Narrative Writing

Personal Narrative- Helping Others Declining standards of living and continuing exportation of our jobs have resulted in rising stress levels for all Americans. This results in negative effects on our well being – mentally, physically and emotionally. Some people seek to reduce stress levels by using alcohol and drugs. Some overwork themselves, resulting in mental breakdowns. The pharmaceutical giants pocket billions of dollars a year from sales of tranquillisers, anti-depressants, barbiturates, amphetamines, and other psychoactive medications. We know we must learn to control stress in safer, saner, and healthier ways. So we read about Yoga or Aromatherapy, or maybe Feng Shui. We think about doing stress-management courses. We try to get more exercise and fresh air. We check for preservatives and other additives in our foods, and stock up on multi-vitamins. All useful and worthwhile ideas. But one stress-buster that we don’t hear much about is helping others. A loving or supportive act, unsolicited and unconditional, can brighten another’s life and return to us as contentment and a sense of well being. When we involve ourselves in helping someone else, we overcome the self-centred nature of our own anxieties. Living in huge centres of population, as so many of us do, often means that we lack the interaction and co-operation with neighbours which would have been so much a part of my grandparents’ lives. It’s understandable, I suppose, that constantly feeling our space invaded, we go out of our way to preserve some sort of privacy -- and end up cutting ourselves off from people who live only yards away from us. On the other hand, for those of us who have access to it, the Internet has brought a whole n... ...y own heart is its campaigning on behalf of the â€Å"unknowns† – those prisoners who are tortured or at risk of death in obscure circumstances, and whose names rarely reach the international media. You can read about some of these desperate people at www.stoptorture.org. The theologian Reinhold Niebuhr coined the ultimate expression of empowerment: (God) grant me the serenity to accept the things I cannot change, courage to change the things I can, and the wisdom to know the difference. By joining in Amnesty’s work, we can change things. By each sending an Amnesty 'Stop Torture' postcard to five friends, together we have the potential to add thousands to the list membership and constantly increase their influence. Can you imagine how many lives could be changed, or even saved, if all of us showed someone imprisoned and forgotten that we really do care?

The Death Penalty: Cruel and Unusual Essay -- Argumentative, Persuasiv

The death penalty is the most inhuman and crucial punishment. Even though it is not applied in every state, the death penalty is a very strong debate and argument within our own government. There are people who support it and those who are against it. The death penalty is a punishment to those who due to their actions and circumstances commit crimes. All people are all equal under the eyes of the law and those people in the end are still humans no matter the crimes they have committed. The death penalty is looked as a violation to the eighth amendment. It is an invalid form of punishment. The risks of inaccurate judgment can change the live of a human within just a few seconds. Taking away another person’s life for committing a crime is like taken an easy way out. The U.S. government should stop using immediately death penalty as a way of punishment because it is unfair, unethical and crucial. Our founding fathers wanted a government that would show the tyrants or absolute monarchs of Europe that it was possible to coexist and live free within fair justice. Even though they excluded any religion to be part of the government regulations, they used Christianity to influence them and built a strong foundation for the new type of government. In a webpage of the history of death penalty they stated that they used the bible and popular teachings to create basic laws and form basic human rights that many religions would forbid death penalty such as; Catholics, Presbyterians, Quakers, Amish’s, and Mennonites. One can easily find a statement teaching that one should not kill, which was used to make a law against murder. No matter what circumstance killing is wrong. So, why are we killing criminals? Aren’t we basically acting again... ...mistake, it is too and nothing can be done to reverse it. Therefore, people should realize that dealing with a human’s life; something so precious and valuable, no technology or currency can replace it or manipulate. When violence is committed the judge has the order to either punish a person with a lifetime of prison or sentence them to death penalty. Homicide is a power that no one should have on their hands. If someone acts against another person, there should be another way of solution discarding the act of death penalty. The death penalty is a huge argument in which many people will always have different opinions towards it. People should realize and acknowledge the fact that we are are equal under the eyes of the law and mistakes are always done. The unfairness, cruelty, and unethical behaviors of the death penalty should be taken under major consideration.

Respiratory Activity

LABORATORY REPORT(Click on the Save a Copy button on the panel above to save your report) Activity: Name: Instructor: Date: Respiratory Volumes Predictions 1. During exercise: TV will increase. 2. During exercise: IRV will decrease. 3. During exercise: ERV will increase. 4. During exercise: VC will not change. 5. During exercise: TLC will not change.Materials and Methods1. Dependent Variable. respiratory volumes 2. Independent Variable. level of physical activity [resting or exercising] 3. Controlled Variables. height; age; sex 4. Which respiratory volume was calculated? Breating rate, TV, ERV, and IRV. 5. What was the purpose of the nose clip? the nose clip was used for the lung function testing to prevent leakage with the nasal compartments when giving respiratory volumes to be tested. Results Table 2: Average Breathing Rates and Lung Volumes Breathing Rate 12. 4 10. 6 11. 1 11. 4 TV(L) 0. 5 0. 5 0. 6 0. 5 Resting Values ERV(L) IRV(L) 1. 3 1. 4 1. 3 1. 3 2. 1 2. 4 2. 4 2. 3 RV(L) 26. 4 29. 5 29. 1 28. 3 Breathing Rate 1. 6 1. 7 1. 7 1. 7 TV(L) 0. 6 0. 7 0. 7 0. 7 Exercising Values ERV(L) IRV(L) 1. 8 1. 9 2 1. 9 1. 6 1. 6 1. 6 1. 6 RV(L) 1. 6 1. 6 1. 6 1. 6 Subject1 Subject2 Subject3 Averages Comparison of Resting and Exercising Lung Volumes and Breathing Rate 1. Did the breathing rate increase, decrease, or not change with exercise? the breathing rate increased tremendously since the subject did exercise and run. 2. Did the tidal volume increase, decrease, or not change with exercise? The tidal volume increase after exercising. 3. Did the expiratory reserve volume increase, decrease, or not change with exercise? The expiratory reserve volume decrease with exercise. 4. Did the inspiratory reserve volume increase, decrease, or not change with exercise? The inspiratory reserve volume dercrese as well after exercising. 5. Did the inspiratory capacity increase, decrease, or not change with exercise? the inspiratory capacity increase just a little bit with exercise. 6. Did the functional residual capacity increase, decrease, or not change with exercise? the Functional residual capacity actually decrease after exercising. 7. Did the minute ventilation increase, decrease, or not change with exercise? of course the minute ventilation increase tremendously after exercising. Table 3: Lung Capacities and Minute Ventilation Breathing Rate 2. 6 2. 9 3 2. TV(L) 2. 9 3 2. 9 2. 9 Resting Values ERV(L) IRV(L) 3. 9 4. 3 4. 3 4. 2 5. 5 5. 9 5. 9 5. 8 RV(L) 3. 4 3. 6 3. 7 3. 6 Breathing Rate 2. 2 2. 3 2. 3 2. 3 TV(L) 4 4. 3 4. 4 4. 2 Exercising Values ERV(L) IRV(L) 5. 6 5. 9 6 5. 8 6. 2 5. 3 6. 7 6. 1 RV(L) 42. 2 50. 2 49. 5 47. 3 Subject1 Subject2 Subject3 Averages Comparison of Resting and Exercising Lung Capacities and Minute Ventilation Discussion 1. Explain the change in ERV with exercise. the ERV decrease with exercise asssuming that the volume of air was exhaled more than being enhaled at the time. 2. Explain the change in IRV with exercise. IRV decreased as well because the amount of air that was supposed to be inhale was very little inhalation during the time of exercising. 3. Explain the change in IC with exercise. IC increase with exercise beacause the subjects were able to allow their lungs to breath. 4. Explain the change in FRC with exercise. The FRC decrease just a little with exercise. 5. Explain why RV does not change with exercise. the ERV decrease with exercise asssuming that the volume of air was exhaled more than being enhaled at the time. 6. Explain why VC does not change with exercise. he vital capacity remain the same because it accumulated the tidal volume, insipratory reserve volume and espiratory volume as well with exercise. 7. Explain why TLC does not change with exercise. RTLC did not change as well because the the vitaln capacity did not change and so did the residual vloume residual volume as well remain the same so calculations did not change vewtween these three subjects. 8. During exercise, the depth of respiration increases Name the muscles involved in increasing the depth of respiration and explain how muscle contraction causes this increase. he muscles involved in increasing the depth of respiration was the diaphragm, the lungs, the intercostal muscles, musles of insipration and expiration as well. Muscle contraction caused the increase becacause of the diaphragm. 9. Explain the importance of the change in minute ventilation with exercise. the change in minute ventilation after exercising increase tremendouly because the TV and breating rate increse the minute ventilkation which increased more breaths needed while running to meet a higher deman for oxygen. 10. Restate your predictions that were correct and give data from your experiment that support them. Restate your predictions that were not correct and correct them with supporting data from your experiment. Accoriding to my predictions I only have one that is wrong and that is that the ERV will increasw with exercise but after testing subjects and doing the experiment it has be confirmed that the ERV decrese, so my assumption was by far wrong. But as for my other predictions it came out to be true according to the experiment, table and graphs, my assumptions was correct as for these subjects after exercising. Application Minute Ventilation will tend to increase for the simple fact it is the amount if ixygen inspired by the body in a minute. ncreased by long term exercise because over time it will adapt to bringing more oxygen to the lungs to work the muscles. 1. During strenuous exercise, TV plateaus at about 60% of VC but minute ventilation continues to increase. Explain how that would occur. an increase in residual volume, and assumming that the TLC does not change with a persom with developing emphysema will become short of breath after climibing a flight if stairs will result in the minute if ventilations being obtain while proceeding this type of exercise.