Startres

At starting, when the motor is stationary, there is no back e. m. f. in the armature. Consequently, if the motor is directly switched on to the mains, the armature will draw a heavy current (la = WRa) because of small armature resistance. As an example, 5 H. P. , 220 V shunt motor has a full-load current of 20 A and an armature resistance of about 0. 5 0. If this motor is directly switched on to supply, it would take an armature current of 220/0. 5 = 440 A which is 22 times the full-load current.This high starting current may result in: (i) burning of armature due to excessive heating ffect, damaging the commutator and brushes due to heavy sparking, (iii) excessive voltage drop in the line to which the motor is connected. The result is that the operation of other appliances connected to the line may be impaired and in particular cases, they may refuse to work. In order to avoid excessive current at starting, a variable resistance (known as starting resistance) is inserted in series w ith the armature circuit.This resistance is gradually reduced as the motor gains speed (and hence Eb increases) and eventually it is cut out completely when the motor has ttained full speed. The value of starting resistance is generally such that starting current is limited to 1. 25 to 2 times the full-load current. 5. 8 Types of D. C. Motor Starters The stalling operation of a d. c. motor consists in the insertion of external resistance into the armature circuit to limit the starting current taken by the motor and the removal of this resistance in steps as the motor accelerates.When the motor attains the normal speed, this resistance is totally cut out of the armature circuit. It is very important and desirable to provide the starter with protective evices to enable the starter arm to return to OFF position (i) when the supply fails, thus preventing the armature being directly across the mains when this voltage is restored. For this purpose, we use no-volt release coil. (it) when t he motor becomes overloaded or develops a fault causing the motor to take an excessive current. For this purpose, we use overload release coil.There are two principal types of d. c. motor starters viz. , three-point starter and four- point starter. As we shall see, the two types of starters differ only in the manner in which the no-volt release coil is connected. 5. 9 Three-Point Starter This type of starter is widely used for starting shunt and compound motors. Schematic diagram Fig. (5. 16) shows the schematic diagram of a three-point starter for a shunt motor with protective devices. It is so called because it has three terminals L, Z and A.The starter consists of starting resistance divided into several sections and connected in out to a number of studs. The three terminals L, Z and A of the starter are connected respectively to the positive line terminal, shunt field terminal and armature terminal. The other terminals of the armature and shunt field windings are connected to th e negative terminal of the supply. The no-volt release coil is connected in the shunt field circuit. One end of the handle is connected to the terminal L through the over- load release coil.The other end of the handle moves against a spiral spring and makes contact with each stud during starting operation, cutting out more and more starting resistance as it passes over each stud in clockwise direction. Operation (i) To start with, the d. c. supply is switched on with handle in the OFF position. (ii) The handle is now moved clockwise to the first stud. As soon as it comes in contact with the first stud, the shunt field winding is directly connected across the supply, hile the whole starting resistance is inserted in series with the armature circuit. iii) As the handle is gradually moved over to the final stud, the starting resistance is cut out of the armature circuit in steps. The handle is now held magnetically by the no-volt release coil which is energized by shunt field current. (‘v) If the supply voltage is suddenly interrupted or if the field excitation is accidentally cut, the no-volt release coil is demagnetized and the handle goes back to the OFF position under the pull of the spring. If no-volt release coil were not used, hen in case of failure of supply, the handle would remain on the final stud.If then supply is restored, the motor will be directly connected across the supply, resulting in an excessive armature current. (v) If the motor is over-loaded (or a fault occurs), it will draw excessive current from the supply. This current will increase the ampere-turns of the over-load release coil and pull the armature C, thus short-circuiting the novolt release coil. The no-volt coil is demagnetized and the handle is pulled to the OFF position by the spring. Thus, the motor is automatically disconnected from the supply. Fig. (5. 17) DrawbackIn a three-point starter, the no-volt release coil is connected in series with the shunt field circuit so tha t it carries the shunt field current. While exercising speed control through field regulator, the field current may be weakened to such an extent that the no-volt release coil may not be able to keep the starter arm in the ON position. This may disconnect the motor from the supply when it is not desired. This drawback is overcome in the four point starter. 5. 10 Four-Point Starter In a four-point starter, the no-volt release coil is connected directly across the supply line through a protective resistance R. Fig. (5. ) shows the schematic diagram of a 4- point starter for a shunt motor (over-load release coil omitted for clarity of the figure). Now the no-volt release coil circuit is independent of the shunt field circuit. Therefore, proper speed control can be exercised without affecting the operation of novolt release coil. between a three-point starter and a four-point starter is the manner in which no-volt release coil is connected. However, the working of the two starters is th e same. It may be noted that the threepoint starter also provides protection against an openfield circuit. This protection is not provided by the four-point starte

Health and Family Life Education School Nutrition Plan Essay

The goal of the â€Å"Healthy Eating, Active Living Project† at The People’s Cathedral Primary School is to assist children and families in making healthy food choices by supporting nutrition policies, expanding opportunities for nutrition education and focusing on physical improvements in the canteen. In order to bridge school activities with nutrition habits in the home, families will be engaged through school sponsored Family Nights, cooking demonstrations, and nutrition related homework assignments. At the project’s conclusion, the school’s overall nutrition environment will improve substantially, such that healthy eating habits are the norm- rather than the exception. Children will be afforded the opportunity to consume enough energy and nutrients to fuel optimum learning and physical development. Targeted Environments and Population The â€Å"Healthy Eating, Active Living† project will focus on the entire student population The People’s Cathedral Primary School along with their families. The school is located within the St. Michael district, serving 350 students ages 3-12 years in preschool to class four. The school population will primarily be reached through school based intervention. Primary Healthy Eating Challenges to Address Achieving nutrition integrity within a school, means taking a comprehensive approach to program planning, management, operations and integration of nutrition into the total education program of the school. With this in mind, I anticipate working with the following three challenges to create and sustain a healthy eating climate at The People’s Cathedral Primary School. These challenges are: †¢ School policies to support healthy eating habits and choices †¢ Nutrition education as an integral part of the school’s curriculum †¢ Equipment to serve fresh fruits and vegetables in the canteen The People’s Cathedral Primary School is particularly concerned about the nutritional health of their students, who are among the highest-risk groups for childhood obesity and diabetes. The staff of The People’s Cathedral Primary School is highly motivated by the goals and opportunity of the â€Å"Healthy Eating, Ac tive Living† project to pursue more aggressive nutrition policies for their students. Education is an integral component in guiding healthy food choices. As part of the nutrition education integration component of this project I will work diligently with school staff to develop and integrate nutrition education into core subjects. Through this cross-curricular approach, teachers will be able to address multiple learning requirements in a time effective manner. The third challenge of the project is the physical availability of healthful options. It is my belief that the school and community have a shared responsibility to provide all students with access to high-quality foods as an integral part of the total education program. The People’s Cathedral Primary School has demonstrated the receptivity to nutritional interventions through a morning snack program. However, while fruit and vegetable consumption is up, The People’s Cathedral Primary School is without a plan to continue incorporation of fresh fruits and vegetables into the student’s diets in a sustainable manner. Through this project proposal, the school would purchase a salad bar that would deliver fruits and vegetables on an ongoing and sustainable basis. Proposed methods of increasing access to healthy food and healthy eating choices The overall goal of the â€Å"Healthy Eating, Active Living† is to help children make healthy food and activity choices by supporting policies, nutrition education and physical improvements at The People’s Cathedral Primary School. Improvements in all three areas will result in a school norm that supports healthy food habits and choices. Goal 1: Develop and maintain an Effective Partnership to promote healthy eating. Goal 1’s main tactics are to form a workgroup within the Parent Teacher Association (PTA), complete assessments, develop an action plan for the school, and pursue additional financial support. This workgroup will provide oversight and technical assistance to the project. Assessments will be completed to review food consumption patterns, school nutrition policy, and need for physical improvements to the kitchen and canteen. Parents and teachers who are culinary experts with experience in improving kitchen and canteen environments will assist. Additional funding will be pursued, specifically to support a full kitchen and cafeteria renovation. Goal 2: Increase community awareness of the health and other benefits of healthy eating The main tactics of Goal 2 are to develop a health promotion campaign, encourage healthy foods from diverse cultures, and develop a video highlighting project activity. The project will work with local culinary experts such as Chef Peter Edey and Chef John Hazzard as well as students, staff and families to develop fun, engaging, and culturally relevant health promotion materials to be posted throughout the school and to be sent home. As an example, a Healthy Eating Map that highlights inexpensive places to purchase healthy foods, will be developed and distributed to the school community. Project staff will coordinate quarterly Family Nights to promote healthy foods from diverse cultures through cooking demonstrations and celebrations. The school will introduce an ethnic food menu. The local media will be enlisted to promote events at the school. Lastly, Class 3 and 4 students will create a video o f project activities and impacts to share with surrounding schools. Goal 3: Increase access to and availability of diverse healthy eating programs The primary tactics of Goal 3 are to introduce nutrition education, promotions and programs into the school. Nutrition education will be enhanced through a variety of projects. First, the school will introduce a salad bar into the school meal program. Second, the school will work with community agencies to offer cooking demonstrations for all classroom and families. Third, this project will work closely with the Ministry of Agriculture and school staff to bridge the connection between the canteen and the classroom, better integrate nutrition education into core subject areas, and provide nutrition field trips to local farms. Finally, the school will work with The Ministry of Agriculture during the summer to increase nutrition opportunities for the students they work with. The increased collaboration of school staff on promoting nutrition will allow positive nutritional messages to be reinforced in a variet y of settings throughout the school. Staff will also benefit as they increase their knowledge level about healthy nutrition. Goal 4: Enhance policy and organizational supports for healthy eating . In order to address Goal 4, I will work with a core group of staff to complete an assessment of the school’s nutrition environment and policies using Ministry of Agriculture assessment tool. The school will be asked to focus on a small number of policies. Partnering agencies will support the school in implementing current and new nutrition policies through training, technical support and incentives. The group will also work with local culinary experts to assess the existing canteen environment to see how the school can include a salad bar into their existing space and streamline how food is served so that children are standing in line less. The adoption of these policies will help create a school norm supportive of a healthy nutrition environment. Goal 5: Improve built environments, facilities, equipment, and other supports for healthy eating Goal 5 deals with the physical changes needed at the school to support healthier eating. The school canteen is currently without a salad bar and bulletin boards for promoting good nutrition. The project would allow the school to purchase a salad bar, bulletin boards, and other equipment needed to prepare and promote fresh fruits and vegetables. The project will also allow for physical improvements needed in the school garden to supplement nutrition education activities.

Humanities Today Essay

This paper discusses the definition of humanities and differentiate between the humanities and other modes of human inquiry and expression. It also includes examples that reflect current developments in politics, socioeconomics, and examples in the following types of humanities; art, music, architecture, philosophy, and literature. Defining Humanities The humanities can be defined as knowledge that investigates the human experience, and studies human culture, such as the arts, literature, philosophy, history, including other human endeavors. Gaining knowledge from others’ records of the human experience offers us the  opportunity to feel a connection to other cultures and to those from the past, as well as with our contemporaries (Stanford University, 2015). Modes of Human Inquiry and Expression The difference between the visualization of humanity and the practical application of humanity is the understanding of the critical observation of what humanity should be as opposed to what humanity is. In other words, they focus on ideas and values, not just the creation or outcome of an action. Other modes of human inquiry include the study of non-human subjects like in mathematics or natural sciences and do not have much to do with the creative human  endeavors. The humanities are committed to studying the aspects of the human condition using a qualitative approach that normally prevent a single paradigm from defining any discipline. Some studies included in humanities can also be regarded as social sciences in other studies that include; communications, cultural studies, archaeology, and history. Examples of the Humanities HUMANITIES TODAY 3 Humanities are the experiences of the human being that can be visual, audible, and even felt by touch. They can be expressed through art, music, architecture, philosophy, and literature.  Art Art include paintings, photography, sculptures, and architecture. The artist can express their emotions, cultural ideals, even political views through their work. There are many classic artists such as Michelangelo who are well renowned which will continue centuries after their time. Artists, like Michelangelo, were commissioned to produce for organizations such as the Roman Catholic Church (Drake, 2008). Michelangelo viewed himself as a sculptor and quite reluctantly took on the task of painting the ceilings of the Sistine Chapel. No doubt there was a  political agenda and at one point Michelangelo was accused of being a heretic because his work reflected disturbing, past events by the church. A contemporary example would be pop artist Andy Warhol. Beginning in the late 1970’s, Warhol created paintings that were abstract, which is an example of how humans have the ability to think conceptually. Now, art can be digitally mass-produced and distributed which creates a large market for sales and profits, although not necessarily for the artist. Music Music is a common form of expression used to communicate current trends, politics, technology and socioeconomics. The most common genre of music today that expresses all of these messages is hip-hop music. Specifically â€Å"Gangsta rap represents part of a larger focus on hip hop and politics that is popular within the media and among scholarly research and the prominence of gangsta rap in the late 1980s and early 1990s prompted the association between hip hop and violence that contemporary social scientists theorize† (Gilliam, 2007). Architecture HUMANITIES TODAY 4 There are several different methods within modernism style of architecture. The modernist style looks for function rather than trying to reproduce the natural environment. There are several forms within the modernism style they include: structuralism, formalism, Bauhaus, the international style, brutalism, and minimalism. The features of modernism includes the fact there is little embellishment or decoration, man-made supplies are used (metal and concrete). Architects in the 20th century include I. M. Pei. In the Early Twentieth-Century modern architects used materials such as ferroconcrete and structural steel in conjunction with the cantilever to build beautiful ensembles. Frank Lloyd Wright (1869-1959), was one of the first American architects of world significance. He introduced a new style. He combined the new technology of steel and glass with the aesthetic principles of Asian architecture [ (Fiero, 2006) ]. In 1909 Wright completed the Robie House in Chicago. This marked the beginning of a long career creating memorable masterpieces. Today most of these techniques have inspired many of the current styles enjoyed by millions. Philosophy Philosophy is defined as a â€Å"comprehensive system of ideas about human nature and the nature of the reality we live in and is a guide for living, because the issues it addresses are basic  and pervasive, determining the course we take in life and how we treat other people† (Thomas, 2005). Major philosophers of the 20th century include Carl Jung, Albert Camus, and Bertrand Russell. Literature Literature provides readers a written composition comprised of current or previous cultural issues. According to the Department of State’s website â€Å"Social and economic advances have enabled previously underrepresented groups to express themselves more fully, while HUMANITIES TODAY 5 technological innovations have created a fast-moving public forum† (U. S. Department of State, 2007). One example of a current piece of literature is the novel, The Kite Runner. The book was written by Khaled Hosseini and â€Å"tells of childhood friends in Kabul separated by the rule of the Taliban† (U. S. Department of State, 2007) Conclusion The study of humanities is an ever changing journey. Humanities will changes with the questions and expression about every generation to come. Humanities are unique in that a quest for the purpose and meaning of the human life is being sought. As time goes on, the study of humanities will be become broader, taking with it all the questions of yesterday. HUMANITIES TODAY 6 References Drake, C. (2008, November). Did Michelangelo have a hidden agenda? The Wall Street Journal. Retrieved from http://www. wsj. com/articles/SB122661765227326251 Fiero, G. K. (2011). The Humanistic Tradition Book 3: The European Renaissance, The Reformation, and Global Encounter. McGraw-Hill 6e Stanford University. (2015). Home of the Human Experience. Stanford University, Stanford, California. Retrieved from http://shc. stanford. edu/ Thomas, W. (2005). What is philosophy? Retrieved from http://objectivistcenter. org/cth–409- FAQ_Philosophy. aspx.

How has the media influenced the arab revolutions Research Paper

How has the media influenced the arab revolutions - Research Paper Example The rise in the frequency of use of social media seeks to make governments accountable for their intentions and actions. It is worth noticing here that a single factor cannot lead to a revolution; actually, it is the combination of several factors and issues that paved the way for a great revolution. The social-economic factors and political factors were depressing, and that paved the way for the Arab revolution. Despite several limitations and censorship imposed on media, it has been observed that their roles have been the most crucial in the success of Arab revolution (Seib, 2012). Some of the scholars, experts and journalists have termed social media as an ‘undeniable force’ for attaining a valuable outcome. In order to assess the validity of their perception, a thesis statement has been developed in this paper. The statement can be observed as â€Å"Media have played a vital role in, and have been employed as a resource to support, Arab revolution†. It aims at identifying and analyzing the impact of media on the revolutions in Arab world. The role of internet and social media has been emphasized by Wael Ghonim, Egyptian Google executive: â€Å"If you want to liberate a society, just give them the Internet†( Storck, 2011, p.4). ... The major differences with respect to traditional media can be identified and analyzed in terms of interactivity and speed of the news. The traditional media include the use of leaflets, posters, and faxes to mobilize the people, whereas the use of digital media has enabled an audio-video interaction with the people around the world (Rugh, 2004). There is a profound role of media in influencing the revolution, especially in Arab countries such as Egypt and Tunisia. The protests in Egypt and Tunisia would not have been greatly successful in the absence of social media like facebook, twitter, and other sites. It was different media that kept provoking people and helped them to come together to bring about such revolution. Social media such as Facebook and Twitter were used intensively by people to disseminate information globally, and, apart from this, these social networking sites were used as a tool for fostering people within and outside Egypt for a great revolution (Ghannam, 2011). Social media and theory of communication â€Å"Networks constitute the new social morphology of our societies and the diffusion of networking logic substantially modifies the operation and outcomes in processes of production, experience, power and culture†( Fox, Mourtada-Sabbah, and Al-Mutawa 2006, pp. 155). When the above mentioned arguments are evaluated from the perspective of social media theories, it is found that â€Å"resource mobilization† theory is one of the most important theories of social movements. It came into existence in 1970s. According to this theory, resources such as money, time, organizational skills, political and social

Cultural Barries in Global Business Research Paper

Cultural Barries in Global Business - Research Paper Example Such reasons include an enabling business environment, which is a prerequisite for any business startup or venture. On the other hand, a business will face challenges related to the culture, which may act as a barrier on business. Furthermore, there are other challenges like leadership barriers, which affect business operations. Nevertheless, it is incumbent upon the business to deal with these challenges and use the best leadership methods. The United States is one of the countries that appeal to business ventures for obvious reasons. In this regard, a business will succeed in an environment that is politically stable and not volatile. In effect, the United States offers such an environment for business. Known as the free world, the United States is a model of democracy that is free from autocratic rule, which makes business operations conducive. As a result, a democratic state is one of the main reasons the United States appeals to setting up of businesses since the political clima te ensures effective economic legislations, which are essential for business. In effect, the lack of economic uncertainties such as unexpected takeovers due to lack of clear economic policies and legislations is important for business. Despite the creation of an environment whereby there is economic regulation of businesses in the United States, the country is the largest economy in the world in terms of GDP. In effect, it is common knowledge that economic strength translates to a higher per capita income amongst the citizens. Therefore, there is an available market for goods and services a business will produce for since the consumers have a high marginal propensity to purchase and consume. In effect, this feature of the economy of the United States appeals to businesses since the average consumer has a high purchasing power. The contemporary business world witnesses business increasingly committed to reaching global markets. Barkema, Bell, and Pennings (1996) noted, â€Å"Globali zation confers access to foreign markets, cheap labor, and other advantages† (p. 151). Nevertheless, a few firms do not realize the existent of these cultural differences. Nevertheless, businesses that identify cultural barriers will find approaches of dealing with the barriers in order to establish a competitive edge over their competitors. According to Leung, Bhagat, Buchan, Erez, and Gibson (2005), broadly defined as â€Å"values, beliefs, norms, and behavior patterns of a national group,† established cultures have an effect on the business activities and performance of individuals (p. 357). In the American society, one cultural belief that may affect business is the individuality amongst the Americans. According to E. Hall and M. Hall (1990), the American culture's biggest concern is â€Å"their own careers and their personal success than about the welfare of the organization or group† (p. 147). Americans will often come out as individuals who like to â€Å" handle their own problems and chafe at authority† (E. Hall & M. Hall, 1990, p. 148). As a result, this character trait may pose a big challenge to the leadership of a business since they may think that the average American worker was rebellious to the leadership in a firm. On the other hand, individualism, which is one of the most important aspects in the American culture, is a barrier to leadership. In this case, individualism works against teamwork in a business entity. In this case, since success in a business is a team task, the

Cleveland East Ohio Gas Explosion Research Paper

Cleveland East Ohio Gas Explosion - Research Paper Example After the accident, the above-ground storage policy was questioned and utility companies began to store natural gas below the ground to improve their safety rather than in tanks. The disaster was a valuable lesson that underlined the importance of ensuring optimum pressure in gas storage tanks and ensuring that leaks can be detected. This report recommends using tanks that store gas within them at a lower pressure and this would be invaluable even for transporting gas through pipelines to its various locations, because maintaining the pressure at a reasonable low would help to avoid the accidents that could result from leaks and over -pressurized pipelines. On the 20th of October 1944, a natural gas storage tank above the ground which was full of liquefied natural gas exploded (www.ohiohistorycentral.org). Although investigators into the disaster were unable to discover the causes for the explosion, it is widely believed that a leak developed in the seam of the side of the tank that dipped down into the city sewers. Vapour began to escape from this seam, mixing with air and sewer gas, which in turn produced explosions (www.waymarking.com). Since the tank was located near a lake, winds blowing from the lake pushed the gas towards the town where it slipped into the sewer lines through the catch basins that were located in the street gutters. The gas travelled rapidly through the underground pipes linking the sewer lines causing explosions that were so violent that they lifted manhole covers and sent them flying away. This was not however, the end of the disaster. The fire department was called out and tackled the explosions and fires, but even as they were working and the explosions were believed to have been contained, another above ground tank exploded, causing more fires, so that entire homes suddenly caught fire and burnt out with the

Plato's Apology Essay Example | Topics and Well Written Essays - 1250 words

Plato's Apology - Essay Example mary charges, namely, that he is spreading sacrilegious ideas in the marketplace, that he is associating with the Sophists, that he is corrupting the young, and that he does not honor the gods of Athens. Surprisingly, this man did not choose to flee the city in the common form of resisting arrest and instead chose to appear before the court and speak in his own defense. It is generally considered a poor choice to have the accused speak for himself, and it could be argued that Socrates didnt do himself any favors in attempting to present his case. However, after participating in the trial, I must admit I strongly disagree with my fellow jurors who have sentenced this man to death. Through his defense against that charges that have been pressed against him, Socrates has caused me to understand just why his actions are so vital to the strengthening and preservation of our fine community. The first charge brought against Socrates was that he was spreading sacrilegious ideas. This charge was levied against him as a result of his conversational habit of constantly challenging others ideas. When defending himself against this charge, Socrates admitted he did engage in this practice, but not as a means of spreading sacrilege. He instead claims that this idea has been taken out of context and twisted by old enemies of his. He said they tell "of one Socrates, a wise man, who speculated about the heaven above, and searched into the earth beneath, and made the worse appear the better cause† (Apology: 944). Socrates insisted he didnt intend to make people question the gods, but was instead working to understand the Oracles statement that he was the wisest man alive. As any same man might, Socrates had difficulty believing such a statement and he was forced to undertake a series of inquiries looking ‘into the heavens and earth" to learn why the Oracle might have sa id such a thing. Rather than an attempt to encourage sacrilege, Socrates said this was a personal journey of

Explained in details Essay Example | Topics and Well Written Essays - 3000 words

Explained in details - Essay Example Moreover, researchers have pointed out sever limitations in the policy instruments which are used to regulate the financial markets. The current paper attempts to answer â€Å"why and how the world financial markets must be regulated to minimize the adverse effects of crisis to the world economy.† The specific objectives of the current study are (1) to assess the need for regulating the financial markets and (2) to propose an effective framework for managing the financial systems. For this purpose four selected research publications which are focused on â€Å"financial market regulations† are thoroughly reviewed in terms of the rational, mechanisms, limitations and risks presented in each study. Next in relation to the essence of the above studies, the management framework of the EU zone banking and financial crisis, 2008 is evaluated. Beginning of the Financial and Banking systems failure National Bank Act and state banking laws which were imposed after 1933 restricted the activities of commercial banks to specific geographic locations and heavily used Federal deposit insurance and Federal Reserve funding to protect the banking system against risk and uncertainty. The above financial markets were largely stable and fairly profitable however, there was limited space for evolving the system. Towards the late 1960s depositors and investors found the above financial system inefficient in providing their dynamic and complex needs. Development of a â€Å"shadow banking system† which integrates the traditional lending activities and capital markets activities began during the early 1970s. Shadow baking system heavily adopted â€Å"securitization and derivative instruments† in place of real money. Traditional linkage between the depositors and commercial banks in lending activities largely deteriorated in shadow banking system. Recent financial crisis is viewed as an after math of exploding the above system (Tarullo, 2012). Organization of the Report Part 1 of this paper describes the characteristics of the financial markets, need for regulating and regulatory mechanisms used by the governments. This section of the paper is largely based on â€Å"Regulation of Banking and Financial Markets† by Dirk Heremans (1999) and â€Å"Regulatory Reform since the Financial Crisis† by Daniel Tarullo (2012). In the part 2, limitations and risks of regulating the world financial markets are described by using the â€Å"A crisis of Politics, Not Economics: Complexity, Ignorance, and Policy Failure† study by Jeffrey Friedman (2009) and â€Å"The Bailout through a Public Choice Lens: Government-Controlled Corporations as a Mechanism for Rent Transfer† study by J.W. Verret (2010). Part 3 contains implications of the above arguments in relation to the real world scenarios. Finally, the conclusions drawn from the literature review and examining the real world case scenarios are outlined in â€Å"Conclusions.â €  Part 1 Characteristics of Financial Markets and the Need for Regulating According to Dirk Heremans, 1999, financial markets are imperfect and contain â€Å"unique† characteristics (i.e. risk & uncertainty, information asymmetry, heard behavior and influence on money circulation) which demand systematic government intervening (pp 953). Risk and uncertainty in the financial mar

Strategic thinking and making holistic and linear approach may assist Assignment

Strategic thinking and making holistic and linear approach may assist longevity of organisation - Assignment Example A system is defined as an organised, unit which is wholly composed of two or even more interdependent components, subsystems which are delineated by environment identifiable bodies. Eg Mountain systems, river systems etc. The mission defines the organisations reasons for its existence. Goals are the functional divisions or general purposes of an organisation which are specific for the stakeholders as well as the client base of the company, Objectives are the measurable specific outcomes related to goals. Behaviour is defined as the ordinary task and productivity of the employees. Management control systems are composed of all organizational structure, processes, and subsystems which are designed to elicit the behavior that achieves the strategic objectives of an organization at the highest level of performance having the least amount of unintended consequences and risks to the concerned organization. Management control is all about achieving strategic objectives which must be achieved at superior levels of performance while minimizing chances of unintended consequence. Processes form the activities that ensure that the quality controls are accomplished. Subsystems provide the right incentives which are required to shape the behavior. The most important feature in open systems is that of communication. Communication serves as the vital link between the different processes and the internal as well as the external environment. Hence managers must pay stress on communication while devising strategies for their companies. This is important as absence of communication would render an organization to the closed state in which the organization would cease to exist. The managers should also lay stress on internal communication as well as external communication. Internal communication refers to the communication between the employees in the organization. The strategists should ensure that there is a good

Reducing Resistance to Change or Conflict Essay Example | Topics and Well Written Essays - 750 words - 7

Reducing Resistance to Change or Conflict - Essay Example More specifically, seeking to define diversity in such obvious terms is ultimately counterproductive and goes against the very fabric of what diversity is intended to mean. Within such a manner, the future application of this information for this particular student encourages me to attempt to understand diversity from a more nuanced perspective that has traditionally been accepted and/or appreciated. Likewise, an understanding and appreciation that can be evidenced by discussion number two are with regards to the fact that certain barriers continually exist with regards to the diversity that can be appreciated by any group. Whereas it is oftentimes discounted within society that these barriers exist, they nonetheless do and can completely derail the potential of an individual to be taken seriously or to integrate further within the group in question. Within such a level of understanding, it is incumbent upon the leader to seek to promote diversity throughout the culture of the respec tive group/entity in question. Although this may seem as something of an obvious choice, diversity is more often than not viewed as something of a personal decision. Although it is beneficial for the individual to integrate with an understanding of diversity and means by which it can affect their own lives, seeking to promote this level of diversity throughout the culture of the organization and/or entity in question is equally important to engaging the needs of those in question. Furthermore, with regards to the third discussion, it can be stated that cultural intelligence and diversity cannot exist independent of one another. What is meant by this is the fact that cultural intelligence is ultimately required for level of diversity to be exhibited. As a means of applying this in the workplace, or within one’s own life, it must be understood that prior to making any level of decisions one must first consider the unique culture and background of those in question and how such changes and/or discussions might impact upon them in a different manner. Ultimately, this is the core of what multiculturalism represents. Rather than merely being a â€Å"touchy-feely† means of understanding, this approach allows for a heightened sense of realization within the minds of the stakeholders and decision makers of a given group. With regards to applying discussion number four to my own personal and professional life, it must be understood that the leader of any group, or the educator of any class, must be continually aware of the fact that even if the information being presented to this group is uniform, each of the participants will come away with their own unique understanding. Within such a level of analysis, it is necessary to consider some of the possible takeaways that individuals might have from any level of instruction they are given. Seeking to analyze this differentiation and understanding prior to presentation is a highly effective means of seeking to reduce any potential future disconnects that might, to prominence as a result of misunderstood or improperly presented information. Finally, with respect to the article â€Å"Reducing Resistance to Change or Conflict†, it can be said that my future leadership style will necessarily take these factors into consideration.     

Investigation on Rates of a Reaction Essay Example for Free

Investigation on Rates of a Reaction Essay We are changing the concentration of the acid solution to see which has a quicker reaction with the metal. To keep it a fair test I will be keeping the following constant:    The length of the magnesium   The volume of the acid The temperature of the solution and the laboratory in which we carry out the experiment I will not be using a catalyst Prediction Based on my scientific knowledge I predict that as the number moles in a solution (unit at which we measure concentration) increases the speed at which the reaction occurs will also therefore the higher the concentration the faster the reaction takes place. In this view by doubling the concentration theoretically the time taken should half. Apparatus Here is a list of equipment that I will be using during this experiment:    25 x test tubes 5 x test tube racks   500 ml x hydrochloric acid (HCl)   160 ml x distilled water   25 cm x magnesium ribbon (mg) 1 x medium beaker   1 x bung   1 x measuring cylinder   1 x scissors   1 x stop watch   1 x pencil, pen (to label the test tubes) and table for results Method Here is an account of how I will be doing the actual experiment (based on the pilot experiment). Collect the test tubes and place them in the racks, cut magnesium ribbon and collect the acid and distilled water, measure out the following:    20 ml of acid (2 moles of acid)   17. 5 ml of acid and 2. 5 ml of D. water (1. 75 moles )   15 ml of acid and 5 ml of D. water (1. 5 moles )   10 ml of acid and 10 ml of D. water (1. 0 moles ) 5 ml of acid and 15 ml of D. water (0. 5 moles ) Prepare each 5 times and pour into test tubes Use one rack per concentration.   Once each is measured place a bung in the starting test tube and shake vigorously to thoroughly mix the solution. Place one piece of magnesium ribbon into the solution and start the stop clock. Stop the clock once the solution has completely finished reacting (no bubbles are being produced) with the magnesium and record.   Repeat this for all 25 test tubes Calculate the average for each set of results Plot this on a graph NB. D. stands for distilled. In order to ensure that this experiment is safe I will be doing the following: Any bags must be placed securely under the desk.   The experiment must be performed in the centre of the table.   I will only add acid to water. We will be wearing safety goggles at all times. Towels and running water will be nearby in case of any acid spills. Ms Pinion will be supervising all of the experiments. Below shows a diagram whilst the experiment is being performed: Results Concentration (moles) Time for try 1 (secs) Time for try 2 (secs) Time for try 3 (secs) Time for try 4 (secs) Time for try 5 (secs) Average time (secs) 0 Analysis. Looking at the graph I can see that as the concentration increases the time taken for the reaction to occur decreases therefore the rate of reaction increases. As I said in my scientific knowledge this occurs because as the concentration increases obviously the number of particles within the solution also increases. With more particles the chances that the HCl molecules will collide with the magnesium molecules and have enough activation energy increases and so the rate of reaction will increase. You could also read the graph another way, as the time taken for the reaction to occur increases the concentration decreases. The reason behind this is that with fewer molecules of HCl in a weaker acid the fewer the chances that the particles will collide with the magnesium molecules and so the rate of reaction decreases. Between the concentrations 0. 5 moles and 1. 0 mole the line was quite steep; there was a rapid decrease in the time taken for the reaction to complete. A possible reason for this could be that 1. 0 moles is double 0. 5 moles and so because there is double the amount of molecules theoretically the time taken at 1 mole should be half of that taken at 0. 5 moles. My prediction was correct because as the concentration increased the time taken for the reaction to occur decreased therefore resulting in a higher rate of reaction. Evaluation Looking at my results I think that they are quite accurate, the graph is a smooth curve joining 4 out of the 5 points, I received one anomalous result. This was for 1. 5 moles, the result I got was 48 seconds when it should have been 32 seconds. A possible reason for the anomaly could be from the following:-   Too little acid was placed in the solution and so the concentration could have been less than originally expected. Human reaction time is always delayed and so the reaction may have stopped seconds earlier.   The equipment I used may not have been accurate enough, for example I used a measuring cylinder when I could have used a burette to measure the acid and the water.   I judged whether the reaction had finished by looking when it had stopped bubbling; obviously this can be difficult to keep accurate as it is not always easy to tell, in a slow reaction for example bubbles can be produced very slowly, if there is a large gap in time when no bubbles are produced I could assume that the reaction had stopped when it hadnt making the reaction unfair. To over come this, instead I could measure the amount of hydrogen produced in a certain amount of time; to do this I would need a gas syringe. I believe that I repeated my results a suitable amount of times to get a reliable average and I think that my range of results was enough to complete the investigation with suitable proof. Yet based on the information above I could say that the data may not be sufficiently accurate to support a conclusion, despite the fact that my results were as I had expected the question arises that if my results had have been more precise would my results have been different. My result didnt follow a specific pattern but they did decrease as I increased the concentration. If I were to develop this investigation further I would almost certainly repeat the experiment taking into account the information above (possible reasons for the anomalie), by doing this I will be able to establish the whether or not the investigation that I performed this time was inaccurate. If I were to explore other areas of this topic I would look at different metals and how they affect the rat of a reaction, different acids and see what effect they have and I would possibly look into one of the aspects of my scientific knowledge.

Delivery of Customer Service Excellence within UK universities Essay Example for Free

Delivery of Customer Service Excellence within UK universities Essay There has been continuous increase in the number of people pursuing higher education. This has been contributed to by the changing society that requires one to continuously update and keep up with the education standards. As the demand of education increases, there is an increase in demand for higher education in the face of decreasing government funding (White, 2007, p.67). The decrease in government funding in many countries has resulted to self-sponsorship among most of the students. With the students, being self-sponsored there is need for amore market driven stress on focus on the customers’ needs and in this case, the students are the customers. As the number of students with the objective of going to universities increase so does the application of marketing in the field of higher education (Lomas, 2007, p.456). The marketing of university services has necessitated the change in the relationship of the students and the university to have a customer provider relation. The treatment of students as customers has been at an increase due to the increase in number of universities. The increase in number of universities increases competition-necessitating need for customer service among the universities to increase the number of student’s enrollment rate. To establish if the students are customers one has to determine the services provided by universities and the consumers of the products or services provided. According to Martinez (2013, p.56), education provision can be classified as a service, which can be separated into service delivery and service content. Whereby service, content cannot be negotiated with the students but service deliver is negotiable. Simple the content covered in the classrooms is not determined by the students but the way in which this content is delivered can be negotiable. The customers of the service provided by the universities are students. The service delivered in this case refers to the standard way in which education is applied or impacted on the students. The quality of service is determined by the standards applied in an institution, the equipment’s applied, technology, materials, instructor, and the timing in which this education takes place. The two types of service provided by the universities attract different consumers. The service content attracts customers that are external to the institution who include private and public employers and the society. The students are described as the service consumers since they are partners with the institutions and are the main consumers of the services provided by universities. Universities can also be described as service providers since it cannot be classified as service provider since they do not manufacture any of their final products instead they offers good that are not physically visible. Having classified the services provided by universities it could be established that there are several types of consumers of the universities products. The main customers are however, the students who are directly affected by the quality of services provided. Secondly, there are external consumers who are affected by the services provided in a secondary level. Having established students as consumers then universities should strive to always satisfy customer’s needs. In addition, universities should be improved by comparing them with the service provision industry, as an ever-increasing competition forces to do so. Trends in the universities also draw it closer to customer-oriented service industries. Students   want to be involved in the decision making process of the universities more than depending on the market forces, this qualifies   the students to be the customers since the articulation of their opinions increases or decreases the royalty and retention rate of the universities customers. In some countries like UK and Austral, universities senior management and government agencies insist on the need to consider students as the customers. This is evident in Oxford University where the satisfaction of the students is a paramount objective for the institution. This is justified by the fact that the marketing department of the university has students suggestion cites where they collect the needs and wants of the students. This opinion is however, not supported by the academic staff that states that recognition of students as customers decreases the quality of education since the needs of the students are not in all cases right like the expectation in businesses(Lomas, 2007, p.34). Governments all over the world and particularly the UK government have been seen to put in place mechanisms for assessing the quality of the services provided by universities. This assessment is meant to allow the government to identify areas that need improvement. The government also puts in place measures that drive up the quality of education and provide enough information about the universities that will help students determine on what institution is proper or the best among the many provided. Government makes reforms at universities to change the perception of universities into business –like organizations (Lomas, 2007, p.54). According to Pittman (p. 342), the relationship between the student and the universities are special unlike most of the service industries. The recognition of universities as service providers, in one way or another the market forces lead into the treatment of the institutions as businesses. The treatment of universities as businesses has been evident in the running of Cambridge university and other leading universities in the UK that engage in marketing strategies aimed at pleasing the students in the universities. This therefore includes the marketing strategies used by businesses. The business focus is the satisfaction or meeting customer needs and similarly universities should focus on meeting the students’ needs to survive in the market. Students attend universities with different objectives including, pursuit of their person interest, desire to gain qualifications, prepare for academic and research careers and preparation for the world of work. These needs are sufficiently provided by most of the universities however, the students choose the universities that provide these services with a more customer centric culture. The universities are now under pressure to make the students feel as the kings and at the same time not deteriorate their standards of their curriculums or standards. This calls for the universities to differentiate themselves and creating a customer oriented relation with the students to increase the enrollments and retention rate. Customer Relationship Management Theory Customer relationship management is an important aspect of any business. It is the process of obtaining, retaining an increase the market share, or customer base of a business. It includes the management of off-line and in-line relationships with consumers. Customer relationship management requires the running of business in a customer centric approach that considers the customers first. Universities have increased in number necessitating the need of marketing activities that differentiate each university and increase their competitive advantage. The ever-increasing competition levels have brought about changes in the dynamics of the education business particularly in the university level. The customers of universities have continuously been enlightened and choose the best among the universities. This has increased the need and importance of a customer centric culture that strives to understand the customer’s needs. Universities have understood the need to invest in new technologies to allow them to gain advantage in the competition by exploiting their brand value, customer base, and investments in infrastructure in order to increase the number of enrollments, as their direct link to the customer satisfaction and profitability (Martinez, 2013, p.56). Customer relationship management allows the universities to analyze their consumers at different levels to allow the detection of their needs, preferences, potential areas that require improvement and after this, the universities are able to establish or implement the necessary actions to achieve customer satisfaction. Universities engage in every year orientation for the students to display the facilities in the institutions. This is evident in Manchester University, Liverpool and Cambridge that allow the interested students to view the facilities and from their judgment choose a university that best suits their needs. Achievement of customer satisfaction is a core objective to many businesses as it increases the competitive advantage and thus increasing profitability of the organization. The increase in number of universities increases the bargaining power of the consumers who in this case are the students. Today students want to enroll in universities with better services, lower fees, good infrastructure, skilled tutors, and access to various services within an institution. This pressures the universities to look for new ways that are going to satisfy these needs and ways to keep the students and the rest of the customers satisfied before any other institution does (West, Ford, Ibrahim, 2010, pg.89). According to Bay, Darlenen, Daniel, Harold (p. 15), students are the purchasers of the service provides and therefore the customers of some of the campus services and the facilities, which are provided at a price. Students have to pay for the education provided at full price in order to benefit. The service provider determines the standards of the service though the services provided at aimed at satisfying the customers. This is similar with the universities who are expected to determine the needs of the customers but at the same time ensure that they satisfy the customer’s needs. Students can also be seen as clients of the campus facilities such as libraries, administrative services, and computer laboratories. Students could use these services as free of charge but since they are charged this makes the students the clients of the universities. These universities have a responsibility to the students Total Quality Management According to total quality, management customers are the people to whom an organization sells its services or products. This makes the students and in some cases the parents, private and public institution, and the government the customers of the universities. TQM model identifies students as stakeholders in educational decisions. They are however, not the only stakeholders and at times, the needs of the students come second to those of the society. Under the TQM, frame work the students create a market force under which the universities have to adopt to survive in the market (White Naomi, 2007, p. 600). The TQM model states that quality starts and ends with the customer, this is because of the increased competition in the market that has necessitated the focus on the customer to gain a competitive advantage. According to the concept, the satisfaction of internal customers leads to the satisfaction of the external customers and consequently every customer both the external and internal are satisfied. The theory states that several factors including, customer expectation, company operations, and the employees responsible for delivering the services to the customer bring about customer satisfaction. The creation of a customer centric culture is of great importance to an organization. This creates satisfaction among the consumers and the customers increasing their royalty and increases the retention rate of customers. Focus on customers increases the advertisement of a product by the word of mouth of the satisfied clients reducing the operation cost and increasing the number of consumers. Concentration on consumers is the best tactic or weapon against competitors since the customers are the final determinants in the existence of an organization (George David, 2007, p.970). Universities are businesses that should re-orient the services rendered so to keep the customers satisfied. In the past universities were not treated as businesses since there were countable universities and the number of students were minimal and there were no competition. Currently the market is flooded with universities, which increases the need of the perception of the customer as the king and always right. With the increased number of universities the buyers of universities services are fewer and this increases the need for quality services   which is dependent on the extent that   an university is able to meet and exceed the customers’ requirements (King, 2001, p.190). Total quality, management recognizes the student’s perception of quality change as they progress from one stage to another. This allows the institutions to continuously update their services to meet the customers’ needs and expectations in every level, Needs of the customers in universities consist of the minimum necessary human elements that must be rendered to retain the customers in this case the student. If the students’ needs are not met then they are likely to discontinue their education in one university and continue in another that meets its needs. Universities are defined to be successful if the student enrollment and retention rate is high compared to the rest in the market. Total quality, management programs are also seen to be successful if they facilitate customer retention and enrollment in universities. Needs and want satisfaction in universities is therefore structured towards the basics of performance, providing what the students want and what they are unable to survive without (White Naomi, 2007, p. 600). Ways in Which Expectations Can Be Managed and Service Excellence Achieved Universities can use different mechanisms to improve their service excellence. The first strategy on improving service excellence is the determination of the superior services they offer. The service must identify and target customers segments according to the type of services attributes that they must demand. Universities must identify group or students with similar expectations in terms of what aspects are associated with the excellence in service. The universities should continuously find the proper trade- off between inferior performance for one attribute with superior performance for another (Bay, Darlene, Daniel Harold, 2001, p.16), The customers themselves best understand their needs. Expectations can be managed if the service providers are able to understand the needs of the customers. In universities, the students are the main consumers of the services offered. Universities should identify the students’ needs by encouraging feedback on the services provided. This allows the meeting of their needs and consequently increasing the customer royalty and the enrollment rate. The second strategy is the employee management system that allows ensures that the employees treat the customers are content. Universities should ensure that their employees meet the needs of the customers and have a customer centric culture. In the case of universities the academic personnel should ensure the student’s needs are met and also that the services rendered are of quality (Lomas Laurie, 2007, p.35) The third element is benchmarking the service provided and the services provided by other universities. This allows the universities to identify the areas that need improving and the areas that are outstanding. This allows the universities to merge or close up the gap between them and their competitors. Benchmarking also gives new ideas of products or the services that the competitors are offering. This increases the products offered and the quality of service (West, Ford, Ibrahim, 2010, pg.89). The fourth element is continuous improvement of the services and products offered by institutions. The continuous improvement of services reduces the chances of products becoming obsolete. University students needs keep changing with periods, change in equipment infrastructure, and the time. This necessitates the universities to update their services continuously so at to increase customer satisfaction and maintain customer royalty. The last step is being of conscious of bad service delivery. Looking at the past bad experiences allows and institutions to learn what are being done wrong. Continuous review of past mistakes allow the correction of the poor standard services previously provided and introduction of new services that meet the customers need. The last is the implementation of technology to improve customer satisfaction and in meeting the customer needs. The increased perception of students as customers has increased the enrollment in most universities. This is because of the students feeling that their needs are catered for. This has been evident with the increased enrollments in the oxford university. Conclusion The focus on customers is a core objective for any business. Universities are classified as service delivery business with the students being the major customers. The identification of the customer needs is a relevant and important factor in the satisfaction of customer needs. In universities and higher education institutions students are classified as customers since they are the purchasers of the services provided by the institutions. Universities are obliged to provide quality services to the students. There has been increased number of universities with time, which has increased the competition among the universities to gain competitive advantage. The increased competition has necessitated the need for a customer centric culture to gain more customers. References Bay, D.   Daniel, H. 2001. â€Å"The Student Is Not the Customer-An Alternative Perspective†, Journal of Marketing for Higher Education Vol.11, No. 1, pp.1-19 Biswas, S. 2011. Relationship marketing: concepts, theories and cases. New Dehli, India, PHI Learning. George, D. 2007. â€Å"Market Overreach: The Student As Customer†, The Journal of Socio-Economics, Vol.36, pp.965-977 HErnon, P., Whitman, J. R. 2000. Delivering satisfaction and service quality: a customer-based approach for libraries. Chicago, American Library Association. Hess, E. D. 2011. Growing an entrepreneurial business: concepts and cases. Stanford, California, Stanford Business Books. King, S.P. 2001. â€Å"The Funding of Higher Education in Australia: Overview and Alternatives†, The Australian Economic Review, Vol.34, No.2, pp.190-194 Lomas, L. 2007. â€Å"Are Students Customers? Perceptions of Academic Staff†, Quality in Higher Education, Vol.13, No.1, April, pp.32-43 Martinez, M. 2013. Creating a service culture in higher education administration. West, D. C., Ford, J. B., Ibrahim, E. 2010. Strategic marketing: creating competitive advantage. Oxford, Oxford University Press. White, N, R. 2007. â€Å"The Customer Is Always Right? Student Discourse About Higher Education In Australia†, High Education, Vol.54, pp.593-604.

Comparison of Political Ideologies in the UK

Comparison of Political Ideologies in the UK Despite their different roots, the three main parties in Britain are now in broad ideological agreement Introduction Since the 1997 election victory of Labour commentators and academics have repeatedly said that there is now little ideological difference between the Liberal Democrats, Labour and the Conservatives. This is based on the belief that although there are policy differences between the three, there is now a broad consensus in issues such as the economy and public services where previously there were clear ideological divides.[1] Recently however as a result of the global financial crisis, the parties have presented very different policies for economic recovery which reflect their ideological roots. Is this an indication that all three parties have reverted back to their ideological foundations, or does their still remain a broad ideological agreement between the three parties of Government? This essay will first briefly examine the party’s historical and ideological roots, looking at the central principles which have defined the parties. We will look at the main ideological differences between the three up to 1997. In our second Chapter we will examine the evidence indicating that the three parties are in broad ideological agreement, firstly looking at how the three came to be in such agreement, as well as pointing out the similarities and common points of the three parties since 1997. In our final Chapter we will advance the argument that the recent economic crises has brought an end to the ideological agreement of the three parties, and that by putting forward three very different economic policies the parties have to some extent returned to their ideological roots. Chapter One The Labour party root’s go back to the formation of the Labour Representation Committee in 1900, made up primarily of union members and left wing groups like the Fabians Society.[2] It was and remained, certainly until 1994, a party that represented the interests of the trade unions, its main financial backers to this day, and the working classes. Although it formed several Governments in the 1920s, it was the Labour Government of 1945 which best represents Labour’s ideology in practice.[3] The commitment to nationalisation, the creation of the NHS and the extension of the welfare State defined Labour ideology till the early 1990s. The idea that the State could and should intervene in and play a part in Society for the good of the nation, and regulate the excesses of Capitalism contrasted sharply with the traditional Tory ideology of free market, laissez faire policies where the State played a much smaller role. Labour ideology and policies gradually became part of the mainstream political world, as today the NHS and other â€Å"Socialist† institutions are accepted as necessary and successful by even the most right wing politicians. The Conservative Party has its roots in the late seventeenth Century, traditionally the party of the Aristocracy and the Business Elite of Britain, the Conservatives have adapted their ideology and policies over the years to adapt to changing times and circumstances, however in the Twentieth Century they can be said to have several core principles despite the various factions and different types of Tories that have existed within the party.[4] Traditional Conservative ideology believes in law and order, a limited Government role in the economy and society, low taxes, continuity and family values. The election of Margaret Thatcher in 1979 radically changed Conservative ideology, leading it to promote monetarism and a free market program of privatisation, leading to rapid growth but increasing the gap between rich and poor and shifting the landscape of what was accepted as the mainstream to the right in social and economic terms. Conservative ideology can perhaps be encapsulated as giv ing power to individuals to participate in economy and society, whilst accepting that there will be inequality and claiming that an individuals actions rather than Society determines their opportunities and outcomes. [5] Although the Liberal Democrats have only existed since 1988, they can trace the roots back to the Liberal Party that existed from around 1846.[6] The Liberal Democrats do not have as firm an ideology as Labour or the Conservatives, but they can be broadly defined as believing in individual freedom in social issues, such as drugs and sexuality, socialist policies regarding education and welfare, a pro European stance and a general anti war ideology. One of the pillars of Liberal Democrat ideology has always been higher taxes to pay for increased investment in education and health, although the new leader Nick Clegg has recently made lower taxes for lower income groups a central policy in the re-branding of the Liberal Democrats. Chapter Two The turning point for the broad ideological agreement of the three parties came with the election of Tony Blair to the Labour party leadership in 1994. In order to make Labour electable Blair set out to change much of the Labour ideology which voters clearly believed was too left wing, specifically its commitment to nationalisation and its policy of higher taxes and public expenditure.[7] He shifted Labour from being a left wing party to being more centre left. The change worked, and New Labour was elected in a landslide victory in 1997. Since this time there has existed the broad ideological agreement of the three parties on the central issues of Government, most notably the promotion of free market policies and a commitment to economic growth over the redistribution of wealth. The Conservatives did shift to the right on issues such immigration, crime and social policies, but remained committed to the free market policies that were now being pursued by the Labour Government.[8] This ideological convergence is not a solely British event. Since the collapse of the Soviet Union many left wing parties in the West, and in Eastern Europe, have gradually abandoned their Socialist roots and principles, accepting the free market as the only viable way in which a State can achieve sustainable economic growth and future prosperity. It is not just the Labour party which has adjusted its policies and ideology to conform to the new global economic consensus. The Liberal Democrats recently abandoned their commitment to higher taxes, stating that if elected they would reduce taxes for those on low incomes, a significant swing to the centre. On many issues the Liberal Democrats have also shifted to the centre ground, although they are certainly left wing on social issues, such as law and order and drug policy, the Liberal Democrats economic policy remains committed to free market policies and a limited role for the State in Society.[9] This is not a recent development for the Liberal Democrats, who have long presented themselves as a moderate, centrist party often in stark contrast to the ideological inflexibility of Labour and the Conservatives.[10] Although Labour has certainly moved to the right, abandoning its foundational principles regarding nationalisation and the redistribution of wealth, the Conservative Party itself has also been forced to adjust its policies, moving into the centre ground from its increasingly right wing position under the leadership of Michael Howard.[11] Following several election defeats the Conservative Party decided to match Labour spending plans, stating that if elected they would not cut taxes, and would continue to invest heavily in health and education. Does this commitment indicate that the parties share an increasingly Socialist ideology in regards to public services? No, as the ideological commitment to free market economy remains, as does the commitment to economic growth over equality, however this is matched by higher spending in institutions like the NHS and schools, which are seen as assisting economic growth by training the future workforce and providing for its medical needs. On all the major ideological issues then it would appear that there is a broad consensus. On Law and Order, all parties compete to sound the toughest, promising harsher sentences, more prisons and more police. On the welfare State all three parties have policies to decrease those on unemployment benefit, reform welfare and cut payments to the long term unemployed. Before the economic crisis, privatisation was accepted as necessary, the free market was sacred and any party suggesting a return to the days of the State planning the economy or controlling prices would have been committing political suicide. In summing up then, whilst all three parties had different policies, styles and approaches, their existed a broad ideological agreement between the three that any future Government should minimise its direct role in the economy, should not intervene in the free market or over-regulate but at the same time should be committed to public services . As we will demonstrate in the next chap ter however, the recent economic crisis has led to many predicting that the era of ideological agreement has now passed. Chapter Three In 2008 an economic crisis which started in the United States quickly spread throughout the world. Several large British banks, such as Northern Rock and HBOS, risked going bankrupt, so an unprecedented nationalisation of the banks by the British Government went ahead, similar nationalisations also went ahead in the USA and other European Countries. [12] The Government, in a move which many would have thought impossible months before, gave billions in taxpayer’s money to the banks in order to keep the economy moving. The Government now plans to borrow heavily and play a more direct role in the economy, although this is to support Capitalist institutions the Labour Party is seemingly moving back towards its Socialist roots, propping up failing industries to save jobs, putting taxpayer’s money into the economy and even considering joining the Euro.[13] The Conservatives however have opposed this move, and have drawn up radically different, ideologically opposed economic p lans which favour a cut in public spending, and a continued commitment to Government not directly putting cash into the economy to prop up failing businesses.[14] Both parties have been returning to their ideological roots since the crisis began. The Conservatives have claimed that Government spending and high taxes are the problem; although they have condemned banker’s greed they continue to support de-regulation, the free market and the creation of wealth over policies of regulation and equality. Their recent welfare policies reflect their ideological beginnings, promoting individualism, responsibility and the family and marriage as the primary means to tackle poverty. Labour has found a renewed self confidence in traditional left wing policies, Ministers talk of a renewed effort to tackle social inequality, of distributing wealth and tackling the huge gap between rich and poor that exists in British Society today. The era of Labour tax and spend seems to be re-appearing, and although the old left and the trade unions have not taken over the party, there has been a definite ideological break from the centre ground and a renewed belief in the power of the State to intervene positively in the economy and society. The Liberal Democrats look set to take their traditional role as the moderate centre party, positioning themselves between the ideologically separated dominant parties. Conclusion This essay has demonstrated that as far back as 1994 there has existed a broad ideological consensus between the three main UK parties. Although there were differences in policy, with the Conservatives venturing to the right in issues of immigration and Europe, there has been agreement about the role that Government should play in the economy and the role of the free market in generating wealth. The recent economic crisis has for the first time in over a decade, threatened the long term future of that agreement, as the two main parties return to their ideological roots and the Liberal Democrats position themselves as the party of moderation and social reform. Bibliography Bentley, Roy â€Å"British Politics in Focus† (Causeway Press, Ormskirk, 2006) Elliot, Larry â€Å"The financial crisis has exposed the bankruptcy of New Labour economics† (The Guardian, 08/10/2008) Jones, Bill â€Å"Politics UK† (Harlow, Pearson, Longman, London, 2006) Leonard, Dick â€Å"A Century of Premiers: From Salisbury to Blair† (Palgrave Macmillan, Basingstoke, 2005) McCormick, John â€Å"Contemporary Britain† (Palgrave Macmillan, Basingstoke, 2007) Milne, Seamus â€Å"Now we see what the return of Tory Britain would be like† (The Guardian, 30/08/2007) Liberal Democrats – UK Politics – accessed 01/12/2008 http://www.solarnavigator.net/embassies/liberal_democrat_party_politics.htm Rentoul, John â€Å"Tony Blair: Prime Minister† (Time Warner, London, 2001) 1 Footnotes [1] Elliot, Larry â€Å"The financial crisis has exposed the bankruptcy of New Labour economics† (The Guardian, 08/10/2008, p.35) [2] Bentley, Roy â€Å"British Politics in Focus† (Causeway Press, Ormskirk, 2006) p.152 [3] Leonard, Dick â€Å"A Century of Premiers: From Salisbury to Blair† (Palgrave Macmillan, Basingstoke, 2005) pp30-42 [4] McCormick, John â€Å"Contemporary Britain† (Palgrave Macmillan, Basingstoke, 2007, p.134) [5] Jones, Bill â€Å"Politics UK† (Harlow, Pearson, Longman, London, 2006, pp.21-33) [6] Bentley, Roy â€Å"British Politics in Focus† (Causeway Press, Ormskirk, 2006) p.163 [7] Rentoul, John â€Å"Tony Blair: Prime Minister† (Time Warner, London, 2001, p.56) [8] McCormick, John â€Å"Contemporary Britain† (Palgrave Macmillan, Basingstoke, 2007, pp.132-134) [9] Bentley, Roy â€Å"British Politics in Focus† (Causeway Press, Ormskirk, 2006) pp.165-166 [10] Liberal Democrats – UK Politics – accessed 01/12/2008 http://www.solarnavigator.net/embassies/liberal_democrat_party_politics.htm [11] Bentley, Roy â€Å"British Politics in Focus† (Causeway Press, Ormskirk, 2006) pp.170-173 [12] Elliot, Larry â€Å"The financial crisis has exposed the bankruptcy of New Labour economics† (The Guardian, 08/10/2008, p.35) [13] Leonard, Dick â€Å"A Century of Premiers: From Salisbury to Blair† (Palgrave Macmillan, Basingstoke, 2005, pp.201-213) [14] Milne, Seamus â€Å"Now we see what the return of Tory Britain would be like† (The Guardian, 30/08/2007, p.40)

Medical Revolutions :: essays research papers

The Civil War started as a picnic and ended in compassion, but in between were four hideous years of twisted flesh, burning fevers, rampant pus, and oozing raw stumps. Never before had America faced even a hint of such agony and the way it responded to the occasion is fascinating history. In a very real sense the War Between the States brought forth a medical revolution and, perhaps above all, an awareness of public health. The terrible, swift scalpel became less terrible: and the dank, dirty, dingy pesthouse evolved into a pavilion of hope. Nursing, dentistry, and pharmacy also experienced a renaissance and the art and science of military medicine was projected into the future. The man of medicine who served in the Civil War was, whether he liked it or not, first and foremost a surgeon and always referred to as such. Though his first knife may well have been government issued, he learned the tricks of the trade in due course and sometimes became quite an expert. â€Å"Do your best† was the general idea, and most surgeons did, or at least tried. Nearly all the older doctors had received their education on an apprenticeship basis but the younger men, those who made up the bulk of the army surgeons, usually held a medical school diploma along with an office internship. Little attention was paid to clinical instruction, and in most cases the laboratory was all but forgotten. Further, stethoscopes, thermometers, syringes, and the like were widely used in Europe while many doctors here at home had never seen them let alone used them. In regard to ability and competence, there is no reason to believe the doctors in the North and the South differed in any significant way. While the North was home to more prestigious medical institutions, the South was learning to become less dependent on the North in this area at the outbreak of the war. A number of schools became established. Whether good, bad, or indifferent, the doctors were needed and just about every device was tried to keep up supply, a task compounded by frequent absenteeism. This situation was by no means peculiar to the medical people, for many others in the Civil War had the habit of picking up their blankets and heading back to the old homestead. This is exactly the case for Inman in the novel, Cold Mountain, by Carles Frazier.

Changing Roles of Men and Women :: Womens Studies

Changing Roles of Men and Women Women’s lives have changed dramatically, for the last half-twentieth century as Paula England said. One significant change has been an increase of women in the labor force. In 1950 only 30 percent of women were in the labor force. By 1994, the number of women in the labor force had reached 58 percent. Most women were married with young children. Women worked in the same jobs as men did. However, they got less pay and fewer opportunities. At that time, women did more work than men in the housework, which was unequal. On the other hand, as I heard in the Morning Edition by David Molpus, today’s generation is trying to change inequity. There is a young married couple, who both have full time jobs, and children. They think 50-50 is a good idea, because it will allow men the opportunity to spend more time with their children. Also, there is another married couple who believe the same as the others. They are against day care because they think day care is not safe for children. These men share with their wives everything they experience . In my opinion, men and women should have equity for career work and inside the home. I believe if women have the same jobs men do, they should get the same pay and opportunity as men. For instance, women have the same pressure, responsibility, and accountability. According to Paula England table on p-41. The job evaluation points shows that female registered nurses have a higher point value in comparison to male chemists. So I don’t see the reason women should get less pay and equity. Men should help their wives with the housework. It is not fair to expect women to work harder than men, because they are human beings too. Men should feel the same responsibility women feel. Today is not the time women should stay at home to raise children. We are in a new generation which times has changed.

Winter Essay -- Creative Writing Essays

I pressed my face up against the glass window, my moist breath causing it to fog up. I watched the boy's dark silhouette shift positions slightly, as he leaned back against the deteriorating stonewall, and buried his head in his hands. Tendrils of dark bronze hair assisted in the covering of his face, making it even more impossible to see what he might look like. He didn't know I was here, quietly watching him. Hell, he didn't even know I existed. I squinted, straining my vision, hoping I could maybe see his face in order to have a visual picture of him. But I couldn't. The nighttime environment only helped him remain anonymous. Yet, even without being able to clearly see him, I was slowly being overwhelmed by a very strange feeling - that I had to leave. Now. And as if he'd planned it, the boy's head snapped up, and his eyes immediately met mine. They were a shockingly bright turquoise, and in them was an unknown emotion so overpowering that I actually gasped and stumbled backwards. My heart was pounding so loudly that all other noise seemed to fade away. - "What is that, Winter?" Tyler inquired, pointing to the new diamond stud in the side of my nose. "A nose piercing," I replied irritably. I was in a dark mood, and even my best guy friend was bothering me at the moment. I just didn't want to talk to anyone. All I wanted to do was go back to that house - with that boy. His face had been burned in my mind, those aqua eyes haunting my thoughts. The corners of Ty's lips turned down, his eyes showing that he was upset. His angelic face didn't hide his emotions either, he was hurt. "I know. I just want to talk to you." "Sorry," I muttered halfheartedly. "I didn't mean to be so snappish. I'm in a bad m... ...'s your name?" he requested, a small laugh following the statement, and causing my heart to throb uncontrollably. "Because I can't keep calling you 'pretty', as true as it is." I felt lightheaded at his compliment, and reminded myself to breathe. "Winter," I said, my voice sounding stifled and forced. "Winter, eh? The name suits you quite well. Pale skin, gorgeous blue eyes†¦ the beauty and colors of the season." He winked at me, suddenly seeming a bit more human, not to mention all the more seductive. "Thank you," I said nervously. God, I must be so awkward to talk to right now. "I†¦ I almost feel like I have to come," I admitted quietly. "There's something that keeps drawing me back." A small smile formed on his lips, and there was a glint in his eyes that was bordering sinister. "Oh†¦ is there now? Finding the long way home, aren't you?" Winter Essay -- Creative Writing Essays I pressed my face up against the glass window, my moist breath causing it to fog up. I watched the boy's dark silhouette shift positions slightly, as he leaned back against the deteriorating stonewall, and buried his head in his hands. Tendrils of dark bronze hair assisted in the covering of his face, making it even more impossible to see what he might look like. He didn't know I was here, quietly watching him. Hell, he didn't even know I existed. I squinted, straining my vision, hoping I could maybe see his face in order to have a visual picture of him. But I couldn't. The nighttime environment only helped him remain anonymous. Yet, even without being able to clearly see him, I was slowly being overwhelmed by a very strange feeling - that I had to leave. Now. And as if he'd planned it, the boy's head snapped up, and his eyes immediately met mine. They were a shockingly bright turquoise, and in them was an unknown emotion so overpowering that I actually gasped and stumbled backwards. My heart was pounding so loudly that all other noise seemed to fade away. - "What is that, Winter?" Tyler inquired, pointing to the new diamond stud in the side of my nose. "A nose piercing," I replied irritably. I was in a dark mood, and even my best guy friend was bothering me at the moment. I just didn't want to talk to anyone. All I wanted to do was go back to that house - with that boy. His face had been burned in my mind, those aqua eyes haunting my thoughts. The corners of Ty's lips turned down, his eyes showing that he was upset. His angelic face didn't hide his emotions either, he was hurt. "I know. I just want to talk to you." "Sorry," I muttered halfheartedly. "I didn't mean to be so snappish. I'm in a bad m... ...'s your name?" he requested, a small laugh following the statement, and causing my heart to throb uncontrollably. "Because I can't keep calling you 'pretty', as true as it is." I felt lightheaded at his compliment, and reminded myself to breathe. "Winter," I said, my voice sounding stifled and forced. "Winter, eh? The name suits you quite well. Pale skin, gorgeous blue eyes†¦ the beauty and colors of the season." He winked at me, suddenly seeming a bit more human, not to mention all the more seductive. "Thank you," I said nervously. God, I must be so awkward to talk to right now. "I†¦ I almost feel like I have to come," I admitted quietly. "There's something that keeps drawing me back." A small smile formed on his lips, and there was a glint in his eyes that was bordering sinister. "Oh†¦ is there now? Finding the long way home, aren't you?"

‘If’ by Rudyard Kipling Analysis

The poem ‘If’ is directed to Kipling’s son, and is a message to him on his route to manhood. This is seen in the very last line of the poem, when Kipling writes: â€Å"And- which is more- you’ll be a Man, my son! † The poem is about setting goals, taking risks, being a leader and self-belief, but all in moderation. An example in the text is: â€Å"If you can trust yourself when all men doubt you. But make allowance for their doubting too†. Kipling tells his son to believe in himself, but to never be over-confident. Throughout the poem, Kipling writes what it takes to be a man, and what his son should aspire to be.The purpose of the poem is to both inspire and warn the reader. An example in the text is â€Å"If you can dream- and not make dreams your master;†. This phrase inspires readers to dream and set goals in their life, through hardships and failures. However, it also warns readers to never let these dreams consume them, and to be able to detach from these dreams when they need to. This phrase sends a message to keep a balance. You can work towards a dream, but it should not be all you work towards, and you should not be a slave to that dream. Throughout the poem ‘If’, emotion is expressed.At the start of the poem (stanza 1) the emotion is generally quite sad and more depressing then the rest of the poem. This is shown in the second line â€Å"Are losing theirs and blaming it on you;†. However, as the poem progresses the emotion of the poem becomes happier and more inspirational. This is shown in the line â€Å"Or walk with Kings- not lose the common touch†. The poem seeks to make the reader reflect on their own life and to compare the attitudes and feelings to the ones described in the poem. Kipling uses many writing techniques in his poem to help get his message across.A few of these include personal pronouns, repetition and personification. An example of personification in the te xt is: â€Å"Except the Will which says to them†, where Kipling personifies a will. Kipling uses personal pronouns such as â€Å"you† to make the reader feel as if the poem is directed to them, and therefore make it more personalised. This use of personal pronouns could inspire readers, as the feel they are being directly spoken to. Kipling uses repetition to emphasise certain points, an example of this in the text is â€Å"if you can†.This phrase is also repeated to inspire, as readers may think, â€Å"If I can do something, I’ll be able to get this†. The poem is made up of four octaves. Every other line of the poem rhymes with each other (e. g. ABAB rhyming structure). The first line of the poem has eleven syllables and the second has ten syllables this pattern continuous throughout the poem, with every other line having 11 syllables. Throughout the poem there are only two main sentences, from stanza one to three, and the last stanza is its own s entence. In the poem a semi-colon or colon splits the main phrases up.The lack of punctuation throughout the poem makes the poem easier to read, as it is almost one collective thought. Kipling could possibly be showing the confusion in a boy’s head when entering manhood. The poem is almost constructed as an instructional manual, as the language of the poem is quite descriptive and somewhat instructional, yet mainly simple words are used throughout the poem. This is shown in the first two lines, where Kipling writes: â€Å"If you can keep your head when all about you Are losing theirs and blaming it on you†.This type of language is quite appropriate as it is supposed to be directed to his son (so simple words are used), and is a guide towards how his son should act (so the instructions in the poem are clear). Using this type of language the instructions are easy to understand. Kipling uses various techniques to get different images in the reader’s head; commonly used techniques include metaphors and personification. An example of personification in the text is â€Å"If you can meet with Triumph and Disaster, and treat those two imposters just the same.†Where Kipling personifies Triumph and Disasters as two people who have betrayed someone. An example of a metaphor in the poem is â€Å"If you can fill the unforgiving minute With sixty seconds' worth of distance run†, where he uses running as a metaphor for life. In this metaphor Kipling says you must try you’re hardest all the time, even if it leaves you exhausted, which is what running does. These different forms of imagery could have been written in order to make the reader imagine and dream. Therefore, they can get a better understanding of what message the writer may be trying to convey.The poem ‘If’ has a regular rhythm following the pattern of an iambic pentameter. An example in the poem is (where the capitalised words are stressed syllables): â€Å"i f YOU can KEEP your HEAD†. The regular rhythm of an unstressed syllable followed by a stressed syllable is quite calming and reassuring. The poem flows very well and it is almost written like a song. This steady rhythm allows readers to be inspired, as they are reassured by the calmness of the poem. Kipling uses alliteration throughout his poem to emphasise key points.An example in the text is when Kipling writes â€Å"Twisted by knaves to make a trap for fools†. In this sentence a hard ‘t’ sound starts three different words. The hard ‘t’ sounds could be said to reinforce negativity in the sentence. The last two words of the line have a ‘f’ sound at the start which could be said to reinforce the ‘fools’ sound. The last word of every other line in the poem rhyme with each other (e. g. ABAB) rhyming structure. For example â€Å"not make dreams your master†¦ Meet with Triumph and Disaster†. This structure coul d be implemented to make the poem more interesting.I feel like this poem was written very well as through the use of many techniques it does achieve the poet’s purpose, which is to inspire. The poem is written in a very easy way to understand, as the language is relatively simple, the rhythm is regular, great imagery is used and the poem is structured well. The poem teaches one to be a leader, to have a strong work ethic and to be self-righteous, yet always be able to detach from these things when necessary. Due to the strong message the poem conveys and great craftsmanship, I really enjoyed this poem.

Novel Frankenstein Essay

â€Å"The Novel Frankenstein is as relevant and terrifying today as it was when it was first published† Explain How Mary Shelley makes her narrative effective and why it has fascinated and shocked audiences for nearly 190 years. ‘Frankenstein’ is one of the most well known gothic horror stories. ‘Frankenstein’ is set in the seventeen hundreds and was written by Mary Shelley. Mary Shelley wrote the book in 1816 and ‘Frankenstein’ was first published in 1818. Mary Shelley blends gothic horror and romance which makes this novel world-famous and so successful. The novel has also been so successful because of the effective narrative Mary Shelley uses to shock and fascinate her readers. Such as the use of a lot of very detailed descriptive language and the use of three narrators to get different emotions and feelings to the reader. During the nineteenth century, electricity was a relatively new invention. This meant that many scientists were testing the use of electricity with the body. Scientists thought that Electricity could bring a dead person back to life. Erasmus Darwin suggested that this was possible. Mary Shelley was aware of a process called galvanism and a scientist named Luigi Galvani who had discovered that electricity flowed through nerves meaning that when electricity was placed in certain places on a dead body or animal if would move and look like it was alive. Scientists were learning more and more about the human body and how it worked. The general public were very interested and fascinated by these discoveries. Mary Shelley was from the romantic period. The ‘Romantics’ believed in the power of the imagination. They looked to nature for and saw awe and wonder in its majesty. They distanced themselves from the evils of capitalism and industrialism. This could have lead here to write this story to show people how messing with science could lead to disaster, as it was messing with nature which was the main inspiration for the ‘romantics’. Mary Shelley was from a very radical family with very strong beliefs. Her mother was a campaigner for women to have equal rights and her father was another political free-thinker. He said that as long as people acted sensibly, there would be no need for rules or laws. Her mother died 10 ten days after giving birth to her and Mary Shelley also lost her own daughter within 2 weeks of giving birth. The reader also experiences these feelings when Frankenstein’s mother dies, just like Mary Shelley’s mother. This is a technique to get the reader to feel the same as Shelley did to make the novel seem more real. These could be the reasons why Mary Shelley was so obsessed with bringing the dead back to life and the inspiration behind her novel ‘Frankenstein’. Mary Shelley got the inspiration for the novel in the snowy summer of 1816. In 1815 there had been an eruption from Tambora which had set the world into a long volcanic winter meaning that the summer of 1816 was a dark and cold one. Mary Shelley and her husband Percy Shelley had visited Lord Byron at his villa by Lake Geneva in Switzerland. The weather was too cold to go outside and enjoy a normal summer, so Byron challenged Mary Shelley and his personal physician John Polidori to each compose a story of their own, and the winner would be whose story was the most terrifying. Mary Shelley got the idea for her novel when she had a half-waking nightmare, and then she wrote this down giving her the main inspiration for ‘Frankenstein’. ‘Frankenstein’ is about a young student of natural philosophy called Victor Frankenstein. He is determined to find the secret of life, and when he does he creates a living creature. The monster is gentle and kind, but is abounded by Frankenstein because he looks too ugly; this means he has to hide away from society as all who meet him are afraid of him. As the monster is lonely and isolated, that causes him to take revenge on his creator. He does this by not killing him, but all the ones he loves and cares about. Frankenstein, having nothing worth living for, pursues his monster to the Artic in order to destroy him. This leads him to exhaustion and death, the monster then sees he is dead and then kills himself as it is the only place he can seek rest. The novel shows the horrible consequences of playing God and this is what makes the book fascinating, as it questions all the main beliefs of religion and the soul. The book is different as it has three narrators who are Frankenstein, Robert Walton and the monster. They all narrate and give the reader a different insight into the story, which makes the book very unique. This technique is very effective because as it gives a different insight into each character it can make the reader feel different emotions for each character. Such as when it is Victor Frankenstein telling us his own story, it makes the reader feel more sympathetic towards him because the reader experiences the tragedies and upsets that Frankenstein feels.