Fire Protection Research Paper Example | Topics and Well Written Essays - 3750 words

Fire Protection - Research Paper Example To understand fire, there is need to analyze the paradigms, which revolve around the origin of fire in eth living world, and the significance of fire to the human race. It is important however to note that these different paradigms are different and coherent on their own, but significantly insufficient on their own self. Thus, fire may assume many definitions, which is only suitable for the specific discipline framed by the condition outside the phenomenon (Fire Research Report). Such broad definitions introduce questions relating to the real fundamentals of fire, and the characteristics that people should undertake to control and use it. This paper seeks to define and analyze the fire problem, explore some of the potential solutions to the problem, and review the first steps that will initiate the solution to the problem. Introduction Fire is among the fundamental basics in the world, both for personal and industrial use. The phenomenon is commonplace and among the elements that sus tain humans in earth. Picture a world with no fire, which means there would be no cooking and other necessary processes that result from combustion or burning. Fire has numerous definitions depending on the discipline of concern. Essentially, fire is the process of burning or combustion in which chemical combination of components with oxygen takes place to produce light, smoke, and heat. However, it is common for most disciplines to have their own definition that conforms to their condition frame that lie outside the fire itself, and which seemingly poses no intrinsic intellectual identity. Such a wide and varying definition of eth phenomenon raises certain questions, which include the real fundamentals of fire and the characteristics that people should undertake to use and control it (Pyne 271). Such founding concerns seemed like illogical arguments in the initial studies on fire and its management. Then, fire was simply there, flaring and smoldering across the earth, and there was need to determine its direction, its fierce, and its speed, and subsequently devise means to stop its spread. With time, other questions emerged, especially concerning economical and ecological, though with reference to the conception that fire was embedded in physical sciences. Fire had similar impacts to the society and biota as windstorms and floods did, yet this did not provide an answer to the question of fire management. To understand fire and perhaps achieve a viable fire protection strategy, there is need to understand the three paradigms of fire: physical, cultural, and biological. Nevertheless, here is a discussion on the basics of fire (Coon 127). The Triangle of Fire Fire requires three elements to initiate. This essentially refers to the triangle of fire. If any of the elements is missing, then fire will not ignite, or if already burning, will quench the flames. These three elements are fuel, oxygen, and heat. Fire needs some consumable elements to ignite or to continu e burning. This consumable material or element is the fuel, which may be a gas, a liquid, or a solid. Furthermore, fire requires oxygen to burn. Removing oxygen from the fire will put off the flames. In technical terms, this is what experts call ‘quenching’ a fire. In atmospheres with less than 16% of oxygen, fires will not burn or combust (Coon 164). Heat refers to the energy that the fire requires to burn, without which the flames dies. The fire triangle simply shows the elements that must be present before a fire starts. Fig 1: The

Journal entry (economics topic) Essay Example | Topics and Well Written Essays - 250 words

Journal entry (economics topic) - Essay Example erefore, given that in times of economic crisis there is decreased tax revenue it became important to establish measures to resolve decreased revenues as a result of decline in profits, incomes, consumptions or increase in tax evasion (Ramona, Ionut, & Cristian, 2011). VAT has also increased its relevancy to bridge the gap that government have in national debt. VAT is administered effectively and has enabled some country reduce their national debt without raising the direct taxes on capital and labor (Ramona, Ionut, & Cristian, 2011). Therefore, VAT has been a powerful tool that enables economies address the macroeconomic issue such as unemployment and investment without disrupting the operation of a country. In conclusion, the government may increase or decrease the charge on VAT to address the economic crisis of the day rather than resulting to other measures to increase tax receipt. However, there are macroeconomic consequences with little severity compared to other alternative ways of raising revenue. VAT has become one the largest indirect tax and considered as a tax for the future. It is successful and does not burden one source only as it is shared among producers and users (Ramona, Ionut, & Cristian,

Book Review - English as an International Language Essay Example for Free

Book Review English as an International Language Essay The blurb of this contribution to the scientific research of English states that this language does not only matter in the context of linguistics but also in other subcategories of science like â€Å"sociocultural, political and pedagogical† fields. The reason is seen in the matter of English being a lingua franca that is used in all areas of these studies and therefore the books goal is to take a closer look into the complexity of the international usage of English. The book is kept in a light tone of brown on the outside. On the cover there is a picture of a globe published in Digital Shock in 1997, obviously underlining the focus on inter-nationality. Title and Editor are kept in white. The book spine gives a short introduction about the focus and provides the reader with some quotes of well-known scholars like Janina Brutt-Griffler and Ryuko Kubota. At the beginning of the book, the lists of acknowledgments, contributors and abbreviations are located, followed by an overview by the editor Farzard Sharifian. The work is split into four parts namely: 1. Native/ Non native Divide: Politics, Policies and Practices; 2. EIL, Attitudes and Identity(ies); 3. EIL, Teacher Education and Language Testing: Gaps and Challenges; 4. The Scope of EIL: Widening, Tightening and Emerging Themes. All of the parts contain 3 essays, except the fourth chapter that provides five different endings. In order to give a brought overview, I will summarize each essay in short and name the convincing and the missing points. The introduction states that the focus of this book is â€Å"on communication rather than on the speakers nationality† (p. 5). The reason for this focus lies within the critique that English language teachers express while looking at the results of such a research. This reveals a unilateral measure, excluding the scientific field of English language teaching and underlining the focus on more political issues. However, it already gives a certain sense to the difference between English as an international language (EIL) and English as it is taught in school. This overview deepens on the following pages dealing with the difference of â€Å"politics, policies and practices† (p. 6) and the more precise definition of EIL. By looking closer on attitudes and identities, the author takes position in recent debates and controversies e. g. based on the â€Å"NS-NNS accent†. Even though he declares an assumption stating that â€Å"English native speakers have no difficulty understanding each other† (p. 8) to be wrong, he at the same time provides the readers with the pro and contra arguments in such a debate. Due to the fact of his entry being more or less an introduction, Sharifian succeeds in not going to far into detail but giving hints of what will be dealt with in the following. The starting chapter is mainly concerned with the politics influencing English as an international language. The first essay is contributed by Adrian Holliday, professor for linguistics at the Canterbury Christ Church University in the UK. He argues that English as a lingua franca cannot be dealt with on sociolinguistic grounds alone but must be seen as phenomenon of changing ownership. With this statement he does not question the lingua franca movement but rather points out possible problems resolving from this point of view (p. 21). After providing the reader with background knowledge of the movement establishes a distinction of native and non-native speakers based on the question whether or not this is a distinction to be made on linguistic or political foundation. In the end he comes to the conclusion that due to their distance to the language, non-native speakers are more critical about English as a lingua franca. With the combination of political and linguistic approaches, Holliday provides the reader with a real sense connection of the two fields and therefore this entry is an appropriate contribution to the subject of the book. The next essay is written by Sadia Ali, anthropological linguist from Zayet University. Her focus lies within the field of EIL in the Gulf Corporation Council (GCC) (p. 34). In order to do so she reflects upon the experience of English teachers within this council. This is a major contrast o the focus that Sharifian declared in the beginning of the work. However, by finding out that the employed people in this field are usually native speakers, Ali continues by analyzing their experiences within the alien culture (pp. 40-42). Through the research on the students perceptions, she also enlightens the flip side of the issue and comes to the conclusion that even though the qualification of a teacher does not depend on his/her being a native speaker, hiring processes are still unfair and not adjusted to the actual needs. Additionally, she proposes to give up older convictions of regarding correct English as an attribute of native speaker (pp. 51-52). Marko Modiano from the University of Stockholm takes the same line with the slight adjustment of rather concentrating on European language teaching which in his opinion failed. By providing the reader with tables that reveal the multilingualism in Europe and its state, he claims that the policy of staying with this system causes the failure of English language teaching (pp. 70-76). Even though the arguments seem convincing, Modiano totally neglects the opposite view of English being just used in order to simplify international economical or cultural processes. The second part of the book deals with the characteristics of EIL in particular. The first contribution by David Li, Associate Professor at the University of Hong Kong, aims to research the views of non- native speakers towards intelligibility and identity. In short the discussion whether native speaker based pedagogical models are useful or if pluricentricity should be the norm. Based on a combination of quantitative and qualitative data using a semi-structured questionnaire he comes to the conclusion that teachers should raise the awareness of their students for other varieties of English rather than sticking to a native-speaker based model in order to â€Å"encourage the learners confidences in their own English varieties† (p. 110). The sixth chapter is published by Enric Llurda is a Professor Applied Linguistics at the University of Lleida, Spain. His scrutiny is located within the fields of native models among second language users and teachers and their pervasiveness. He establishes a connection between non-native English speakers and the phenomenon of the Stockholm Syndrom (p. 119). He claims that non-native speaking English teachers are accepting proposals and formulation â€Å"that relegate to mere spectators and at times executioners of native speaker norms† (p. 119). After establishing a connection between these teacher and EIL, he further describes the attitudes between the two and comes to the conclusion that there is a â€Å"need to overcome non-native English speaking teachers and their subordination to native speakers models† (p. 28). Additionally, he provides possible solutions e. g. to gibe teachers more opportunities to develop their language skills. (pp. 130-131). EIL migrant teacher identities is the field of investigation of Bojana Petric, a lecturer at the Department of Language and Linguistics at the University of Essex. Taking into consideration the mobility of English language educators, she wants to give an overv iew into the role of a migrant teacher within his/hers classroom. Her results are based on interviews with four English teachers in Hungary. These interviews brought her to the conclusion that various factors have an influence on the teachers constructions of identities. However by admitting that e. g. gender, race or class have also impact to a certain extend she reveals that the research on this field is just one out of many to tackle the issue of migrant teachers (pp. 148-149). The third part of the entire book already gives an impression of more future oriented essays, aiming to improve backward conditions. The first essay subscribe to that and is written by Vaidehi Ramanathan, a Professor for Socio/Applied linguistics at the university of California, and Brian Morgan from the the York University in Toronto. From a more critical point of view the two argue that globalization makes the problem of classes and their inequality more complex than before and has therefore also an influence on teaching English to speakers of other Languages (TESOL). The interesting thing about this article is the structure of it. Both authors engage in some kind of dialogue and thus the arguments add up and reflect upon each other. Be that as it may they come to the conclusion that that globalization results in significant challenges for â€Å"new scholars and practitioners in TESOL† (p. 166-167) which at the same time help lead to new possibilites in ways of approach. While all preceding chapters deal with whole parts of the globe e. g. the Eastern bloc, chapter 9 focuses on preparation programs in Japan for English teachers. Aya Matsuda, Assistant Professor at Arizona State University, takes a stand in the debate about the Japanese action plan â€Å"to cultivate Japanese with English abilities. (p. 169) and in how far World English and EIL are incorporated into such a program. In order to do so, she used a questionnaire for Universities having an accredited teacher preparation program to collect the information needed. After the evaluation she draws to a close that the current preparation programs are â€Å"attempting to increase their students awareness of the sociolinguistic complexity† (p. 8 7). However, it will take more time to further improve these programs and to make them a good instrument to change the teaching methods and hence our society. The test that almost every student of English has encountered during his studies is the TOEFL. For this reason, Sarah Zafar Khan, director of the Effat English Academy at Effat College in Saudi Arabia, puts tests like this in comparison to the notion of English as an international language. She basically questions the dominance of standard American variety of English and the parts of the TOEFL test. In short is there a hegemony or not. To provide a practical example she integrates a case study from Saudi Arabia (pp. 195-197). Through her research, she sums up that students are able to use English for communicative reasons, still, they are not explicitly acquainted to the standardized American English occurring in the TOEFL. Thus she demands a change in the system of English testing for non-native speakers (p. 204). In the fourth part of the book, Paul Roberts and Suresh Canagarajah (the first is a publisher of ELT books and worked as an English teacher in 8 countries, the other Professor for Language Learning at Pennsylvania State University) open up with a glance spoken English in an international encounter. In order to do so, they concentrate on a conversation between five non-native speaking persons, all of them with a different nationality. Through this procedure they find out that â€Å"ELF 2 speakers have the capacity to negotiate English when the context demands it. † (p. 224). Due to the fact that capacities like this have been left out of linguistic literature so far, the assumption may come up that this is just possible because of the special circumstances both authors created. Be that as it may, it reveals that the strategies of communication are based on the circumstances and not on capability of the speakers themselves. The twelfth chapter is written by Sandra Lee McKay, Professor for English at the University of San Francisco. She concentrates on the pragmatics and EIL pedagogy. The author desires more attention to the teaching of pragmatics in English as an EIL. Mainly paying attention to L2/L2 interactions, the foundation for her argument is built upon the hybridity of modern interactions in English (pp. 127-128). The outcome of her research is that non-native speakers of English are more likely to use constructions or words of their L1 systems. In cases such as this, she proposes the working out of a specific communicative strategy to clarify certain concepts of English (p. 251). The final chapter fourteenth chapter with scholarships and the role of English connected to it. Andy Kirkpatrick, Head of the English Department at the Hong Kong Institute for Education, considers â€Å"the implications of the rise of English as the international language of scholarship for the dissemination of indigenous knowledge. †(p. 255). The main source of his investigation is Chinese medicine and its international transition. With this he proves that a cultural property such as traditional medical procedures, are widely spread across the globe through the help of English language. Still he thinks that this is not a thread to the Chinese tradition because the medical procedures still vary even if they claim to be Chinese. In brief the change in Chinese medicine would have sooner or later anyway (pp. 266-268). The final chapter is contributed by Eric Anchimbe, assistant Professor of English Linguistics at the University of Bayreuth. He analyzes the differences of local and international standards. Therfore he concentrates on Indigenized Varieties of English that have spread in the recent decades and are also referred to as New Englishes. In the following he underlines the differences e. g. to non-native Englishes (pp275-277). Anchimbe proves that the variation of English is not only based on misconception but â€Å"asymmetrical power relations as well as social constructs sustained through colonially-inherited discourses† (p. 84). Also, to him it is inevitable that the language of English changes like everything in the progress of globalization. All in all the contributions to the book are more than satisfactory concerning the actual goal announced by Sharifian in the introduction. However, it is sometimes hard for the reader to draw the connection between goal and entry of the book. The single texts are easy to approach and combine statistical research with comprehensible conclusions. Another point that is well done, is the fact that all texts are written from different authors from different parts of the world. This is of course necessary for a book that researches international facts in English, still the range of countries taken into consideration is remarkable. One point that does not succeed is the division into different chapters and parts. First of all it really confusing regarding the fact that there are so many texts. Also the division does not make sense because many texts have similar approaches and goals and are still not part of the same chapter. In comparison to other linguisitic books of research the topic is rather detailed. Therefore some entries appear to repeat many facts from each other. Still, by taking a closer look to the chapters, it becomes clear that every author uses the points for different ways of arguing in favor or against his topic. I think this book would make a great contribution to every language class. It shows that English is not only substantial in English speaking countries, but all over the world due to economy and culture and the influences of globalization.

Stereotypies: Antecedents and Consequences in Domestic Dog

Stereotypies: Antecedents and Consequences in Domestic Dog Stereotypies their antecedents and consequences in the domestic dog (Canis Familiaris) 1 Chapter 1: Introduction (2000 words) 1424 1.1 Repetitive Behaviours 2 The simplest behaviours are repetitive including normal play but this usually has a challenge, an example is avoiding cracks in the pavement (Williams and Hill, 2012). There are many kinds of repetitive behaviour, when learning a trick the behaviour is practiced until the whole trick is flawless. Many believe that the young play as a way of practicing the skills needed when adults; however research by Fagen (1981) and Smith (1982) found that â€Å"play is not practice†. 1.1.1 Normal behaviours Normal behaviour is essential to promote an animal’s psychological and physical homeostasis so the animal can interact with and modify its environment. One of the five freedoms used to assess animal welfare is the ability to express normal behaviours (FAWC, 2009). However, the definition of normal behaviours in human terms is relative to a person’s culture and age and may be related to an animal’s culture. Kilgour (2012) asserts the definition of normal behaviour is not straightforward; however, an ethogram of domestic animals nearest wild relatives gives some idea of an animal’s different behaviours and time budgets. Lindsay (2001:pp.40-42) provides a dog ethogram of ‘normal behaviours’. Daily activity for dogs and their owners tends to vary day to day but over the seven days affords a more constant estimate of activity (Dow et al., 2009) this indicates that many companion dogs’ activities tend to be routine. Stressed dogs frequently find grooming calming, if the stress is long term this can lead to over grooming causing hair loss and damage to the skin. 1.1.2 Abnormal behaviours Abnormal behaviours are those that are atypical of animal’s in the wild (Birkett and Newton-Fisher, 2011). Abnormal repetitive behaviours are unvarying and apparently functionless that can be readily interrupted, whereas for stereotypy the behaviour must be difficult to interrupt (Mason and Latham, 2004; Haverbeke et al., 2008) these can be either impulsive/compulsive or stereotypies (Garner, 2006). 1.1.3 Stereotypic behaviours Stereotypic behaviours are all repetitive unexplained behaviours but are not necessarily predictable (Bergeron et al., 2006). Repetitive stereotypic behaviours may be symptomatic of stress but may not necessarily be a problem (Rooney et al., 2009), in the dog this could be grooming to relieve stress and only becomes a problem if it results in hair loss or damage to the skin. 1.1.4 Stereotypies Many people understand the term stereotypy to indicate that an individual exhibits a problem behaviour. 1.1.5 The Evolutionary view of Stereotypy Japyassà º and Malange (2014) write that from the evolutionary view the term abnormal behaviour should be avoided, because phenotypic diversity in genes, morphology and behaviour are major forces driving evolution. Phenotypic diversity is important as enables an organism to adapt to new environments; those behaviours that seem abnormal now could become the new normal depending upon evolutionary selection. The apparent lack of function in behaviour is questionable as eventually some function may be determined, or help in coping with stress or a means of communication. The function of stereotypes may also be revealed in unexpectedly perhaps related to communication (Japyassà º and Malange, 2014). 1.1.6 The Ethological and Animal Welfare view of Stereotypy The animal welfare view is that stereotypies are abnormal, functionless repetitive behaviours (Japyassà º and Malange, 2014). look for another ref. The ethological view is that stereotypies are repetitive behaviours that are unchanging irrespective of the context (Japyassà º and Malange, 2014). These views are drawn together by Mason (1991) defining stereotypy as repetitive, unvarying, uninterruptable behaviours with no apparent proximate or ultimate function. However, Rapp and Vollmer (2005) write that frequently stereotypic behaviours provides their own reinforcement and not social consequences. 1.1.7 What are Impulsive/Compulsive Behaviours Impulsive/compulsive repetitive behaviours are variable and have a goal directed; but the behaviour persists even after the achieving the goal or the goal becomes inappropriate (Garner, 2006). 1.1.8 Impulsive repetitive behaviours Impulsive repetitive behaviours are identified in humans with Tourette’s syndrome manifesting as complex tics, or as trichotillomania, hair plucking. 1.1.9 Difference between Impulsive/Compulsive Behaviours Clinically the distinction between impulsive and compulsive repetitive behaviours is important, however differentiating them is more complex in animals than in humans (Garner, 2006). 1.1.10 Obsessive-Compulsive Disorder (OCD) Mills and Luescher (2006) state that stereotypy and obsessive-compulsive disorder (OCD) are hard to differentiate Eilam et al. (2012) add that OCD is a disabling condition affecting the sufferer’s quality of life. Ethology is the study of animal behaviour aiming to understand proximate and the ultimate causes of behaviours; the concept of the ethogram methodology is extended to the study of OCD behaviour (Eilam et al., 2012). Observations by Eilam et al. (2006) showed animals performing rigid behaviour sequences in specific locations, according to Kalueff et al. (2007) these are the spatiotemporal and locomotor characteristics of OCD. 1.1.11 What is the difference between OCB and stereotypy Chok and Koesler (2014) used functional analysis to assess the differences between stereotypy and obsessive compulsive behaviours (OCB) by identifying physiological states internal (heart rate) and external (defined by facial expression or vocalisations). Signs of pleasure were regarded as a measure positive reinforcement, hence stereotypy and of displeasure regarded as signs of OCB. 1.1.12 Obsessive-Compulsive Behaviours (OCB) Humans exhibiting obsessive-compulsive behaviours (OCB) are aware that these behaviours are irrational but are unable to resist their compulsion to continue to perform the behaviour. 1.2 Stereotypies and the environment 1.2.1 Maternal Deprivation Captive animals particularly in commercial environments but including companion animals are frequently removed from their mothers earlier than would occur in the wild (Latham and Mason, 2008). Maternal deprivation leads to an increase in the frequency and severity stereotypes these can be short term as with belly-nosing in piglets or can cause neural changes inducing later persistent stereotypes (Latham and Mason, 2008). The relationship between the animal’s stereotypic behaviour and the environmental deficit is not always clear. Wiedenmayer (1997) found that providing a substrate suitable for digging did not reduce stereotypies in gerbils but providing a tunnel system did. Digging was not the controlling motivation just means to achieve a burrow. 1.2.2 Stereotypy: Interdisciplinary Communication The term stereotypy has different uses in different research areas ethological, medical and animal welfare; there is not even an agreement about including lack of function or abnormality in the definition (Japyassà º and Malange, 2014). Edwards et al. (2012) asserts the lack of a consistent definition for stereotypies is insufficient for both academic and medical diagnostic purposes. 1.3 Stereotypies Behaviours 1.3.1 Ungulate stereotypies Ungulates are the most common mammal exhibiting stereotypy; many ungulate stereotypies tend to resemble species typical feeding and foraging behaviours (Bergeron et al., 2006). Examples of typical stereotypies for ungulates are given in Table 1. Cattle at pasture spend between 7 to 9 hours grazing and similar time ruminating; possibly herbivores have evolved to require a minimum feeding period each day (Redbo and Nordblad,1997). This could explain the number of oral stereotypies reported for animals fed on a concentrate food with restricted roughage as their time budget eating and ruminating is less that at pasture. Table 1: Examples of ungulate stereotypy 1.3.2 Carnivore stereotypies Some species of carnivores do well in captivity do not exhibit abnormal behaviours and breed successfully. While carnivores that have high activity levels and patrol large ranges have high levels of stereotypy. Vickery and Mason (2005) found carnivore stereotypies are mostly locomotory pacing and weaving, other reported stereotypies was some oral and head swaying. Clubb and Mason (2007) found the carnivore stereotypy levels are significantly predicted by their typical travel distances and natural home-range size. Perhaps some species are unsuitable for zoos and should be conserved in large areas that enable their natural behaviours. 1.4 Overall Research Aims 1.4.1 Relationship between breed type and stereotypy To try to measure the spread of different stereotypies across breed groups. It has been found that some breeds have their own particular set of stereotypes for example flack sucking in Doberman Pinchers (Houpt, 1992). 1.5 Outline Research Methods and Timescales 1.5.1 Research method A questionnaire will be used to measure the relationship between breed type and the stereotypy emitted. The survey was initially created using several survey software programs available online; many were restricted either the number of questions asked or the variety of question types was limited, or the resultant output file was not in a format readily converted for SPSS. Eventually Google Docs was selected and the survey created and was piloted on social media the resulting file of about 20 responses was downloaded in text format that could be readily input into a spreadsheet which then needs to be reformatted for input into SPSS for processing. The questionnaire included some questions that had open questions in the form of the ‘other’ option a free text input area. This was to allow flexibility and for respondents to feel empowered and encourage more accurate replies. This means these responses need interpreting and the formation of new categories or allocated to avai lable options for processing (Questionnaire, 2015). These questions are qualitative but once the responses have been interpreted in allocated to categories, the subsequent treatment of the data will be quantitative and analysed using quantitative statistical methods. The social environment shared by the domestic dog and their human companions unique and investigating the environment care must be taken not introduce bias by the questions asked. 1.5.2 Comparability of Responses 1.5.2.1 Outline Research Method 1 Timescales During May 2015 the survey was deployed in several different social media and forums across a number of interest groups including relating to dogs: trainers, problems, breed categories and general chat forums. The number of respondents stalled by June and further locations sort.

Meditation :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  My Personal Meditation   Ã‚  Ã‚  Ã‚  Ã‚  I was very skeptical and cautious about the lesson on meditation. A few years back I had taken a course on relaxation, which I had found to be only somewhat helpful. I was hoping to find another alternative to calm myself and release the stress. Although I became disbelieving of meditation-I was proved wrong.   Ã‚  Ã‚  Ã‚  Ã‚  After you told us to close our eyes, I had a hard time falling into the meditation. At first I felt uncomfortable and distressed. Thoughts kept revolving in my head and I could not get myself to let free. I wondered whether or not the never-ending gibberish you kept repeating was annoying anyone else. I was astonished at how long you kept repeating yourself without tiring.   Ã‚  Ã‚  Ã‚  Ã‚  After a while I found my own method and it had worked for me. Instead of listening to your words (which I became annoyed with) I blocked out every noise, word, racket the surrounded the room. I completely tuned out from reality and fell into the meditation.   Ã‚  Ã‚  Ã‚  Ã‚  I did not realize that I had fallen into the meditation until after I came out of it. I felt like I had detached from my body and floated away. My mind was completely relaxed and blank. Nothing like I pictured it to be. I just felt NOTHING! No noise, no thoughts, I felt at peace with myself. It was hard for me to come out from the meditation because I had forced myself to block everything out and did not hear when you told us to open our eyes. Overall, it was a great experience and I found that it had relaxed me a great deal. However, I did not gain energy as you had so explained to us. I became very sleepy and peaceful. The only problem was that I had to go to work right after class. I work at a law firm, and being so relaxed did not help me at work.

Using Language Interpreters in Counseling Essay -- Communication, Lang

In counseling language is the main therapeutic tool used by clinicians. In order to correctly diagnose and treat a client the client needs to be able to communicate what they are feeling and what symptoms they are experiencing. Clients whose second language is English may require an interpreter because many social workers or counselors only speak English. Many of the populations that social workers or counselors work with in therapy, are either not fluent in English or do not speak English and therefore require the use of an interpreter. The use of an interpreter in counseling can be seen as either an advantage or disadvantage depending on the quality of the interpreter and which type of interpretation model is used (Freed, 1988). This paper will look at the use of an interpreter in counseling and what interpretation model is the most effective. The theoretical approach used to research the use of interpreters in counseling was a culturally grounded approach. According to Marsiglia and Kulis (2009) a culturally grounded approach embraces diversity and multiculturalism and also promotes a change that improves an individual or a group’s quality of life (p. 102-103). Farooq and Fear (2003) state that counseling is a social service that has been shown to need a culturally competent staff and the use of a culturally competent staff improves the quality of service the client receives. Social services are not always culturally competent (Marsiglia & Kulis, 2009). A culturally grounded approach in the research of the use of interpreters in counseling looks at how interpreters improve counseling service provided to clients who either speak English as a second language or do not speak English. The use of a culturally grounded a... .... (2003). Working through interpreters. Journal of Professional Development, 9(2), 104-109. doi:10.1192/apt.01.12 Freed, A. O. (1988). Interviewing through an interpreter. Social Work, 33(4), 315-319. Retrieved from EBSCOhost Marsiglia, F. F., & Kulis, S. (2009). Social work perspectives: Social context, consciousness and resiliency. In T. M. Meenaghan & I. C. Colby (Eds.), Culturally grounded social work diversity, oppression, and change (87-111). Chicago, Illinois: Lyceum Books, Inc. Westermeyer, J. (1990). Working with an interpreter in psychiatric assessment and treatment. Journal of Nervous and Mental Disease, 178(12), (745-749). doi:10.109700005053-199012000-00003 Whitsett, M. (2008). Tips for mental health interpretation. Center for Health and Health Care in Schools [On-line]. Available: http://eric.ed.gov/PDFS/ED509813.pdf; accessed 10/02/2011.

Dow Chemicals

The case is about Dow Chemicals’ bid for the privatization of Petroquimica Bahia Blanca (PBB). PBB, a producer of both Ethylene and Polyethylene in Argentina, is being privatized by the local government. Dow holds a leading market position in Ethylene and Polyethylene, and wants to utilize this opportunity to expand into Argentina. Dow has developed a three-stage operational strategy for expansion of its polyethylene operations in Argentina.The acquisition of PBB represents the first stage of the strategy and provides a gateway to the second and third stage. The cash flows from each stage of the project have been valued using the discounted cash flow (DCF) approach. The discount rate for the valuation has been adjusted for the country risk premium, and a modified version of CAPM has been used to calculate a best case and a worst case estimate of the discount rate. This gives us a range of possible acquisition values for PBB.Given that the acquisition also enables Dow to benefi t from the from the high cash flows of the second and third stage of the project and that other parties are also interested in the acquisition, it is recommended that Dow bids a relatively high price of $280 million for PBB. Below is a free essay on â€Å"Dow Chemical’s Bid For The Privatization Of Pbb In† from Anti Essays, your source for free research papers, essays, and term paper examples. Dow Chemical’s Bid for the Privatization of PBB in Argentina Executive summary Dow Chemical Company is considering acquiring 51% stake in Petroquimica Bahia Blanca S.A. (PBB) offered by the Government of Argentina. Acquiring PBB is the first stage of Dow’s project of expanding petrochemical business in the country. Dow is required to estimate how much it would offer to meet the requirements of the Argentinean State, overbid competitors but at the same time make the project profitable. The company should also take into account the country risk of Argentina because it is an emerging market with problems with exchange rates stability and freedom of capital repatriation. Dow should offer at least[1] $248. 7 million for PBB. Calculating of resent value of the project allows for increasing the cost of capital (15%) in comparison with similar projects in US (8-10%). The bid will meet all government requirements:       – Price is bigger than $150 million, – Dow currently has enough cash to accomplish the acquisition and offer the guaranty in favor of the Government,       – Net assets of the company are sufficient. The acquisition will allow expanding profitable business in Latin America and increasing attractiveness of the company among investors. The two current competitors of Dow for this acquisition (Perez Companc S. A. nd Copesul) don’t currently meet the requirements of the bid because of the insufficient amount of net worth ($1. 54 billion combined). It’s only 10 days left to offer price. If it is clea r that there won’t be any other bidders except for Dow and the two mentioned companies that don’t have enough time to come through all legal procedures to create new company and attract a partner with big net worth, Dow is advised to offer $150 for PBB making the NPV of the project bigger by $98. 7 million. Summary of facts: During the 1990s, the economy of Argentina started to recover after Carlos Menem took power†¦