Coca-Cola India Case Study Example | Topics and Well Written Essays - 500 words

Coca-Cola India - Case Study Example For more than 100 years, coca-cola has maintained the leading position in demand for soft drinks in the industry. The company made its entry into India through Coca-Cola India Private Limited; Coca-Cola India PVT is a wholly owned subsidiary of the company. In 19963, the company re-launched coca-cola two years after opening up the Indian economy (Banerjee, 2009). Since the re-launch of Coca-Cola in 1963, the company’s operations have increased rapidly. Coca-Cola Company uses a model that supports bottling operations that are both locally and company owned. Indian distributors are approximately 7000 while retailers are 2.2million. This wide distribution network has made Coca-Cola products a leading brand in most of the beverage segments. Coca-Cola India produces a variety of brands including Coca-Cola, Limca, Thumbs Up, Kinley, Minute Maid, Fanta Orange, Sprite, Burn, Maaza and Vitingo. The authorized bottlers are engaged in independent development markets for these products and distribute them to grocers, small retailers, restaurants, and supermarkets. In addition to USD 2 billion that Coca-Cola has already invested in India, there are plans for investing additional USD 5 billion by the year 2020 (Banerjee, 2009). Coca-Cola’s operations in India has not been streamlined despite huge investments. One of the crisis in the company’s history in India revolves involves August 5, 2003 attack. The Centre for Science and Environment, an activist group comprising of engineers, environmentalists, scientists, and journalists attacked coca-cola citing evidence of unsafe products in the company’s beverages (Banerjee, 2009). The press release stated that Coca-Cola India’s twelve major brands sold in Dheli contained deadly cocktail pesticide pesticides. The accusation caused fear concerning the sustainability of Coca-Coca Company in India and the safety of its products. This incidence had significant implications on the company’s profitability, corporate

Blowback Article Example | Topics and Well Written Essays - 500 words

Blowback - Article Example However, the above policies changed after learning how harmful such policies could be to the entire world (Johnson pp.6-10). The U.S aimed to restore peace and prosperity after the cold war. Whereby, the U.S established certain bodies to restore peace and prosperity. This idea was embraced by almost entire world after learning how destructive war may turn the world economy (Johnson p.7). 5. Identify one of the pre-2001 blowback incidents Johnson mentions and explain how it relates to core themes of this class. Are there other examples that we have covered that may involve blowback, but are not mentioned in this reading? Some of the blowbacks that faced United States include; terrorist attacks among its innocent citizens. Whereby, the attacks were attributed to the previous imperial acts committed by the U.S to other nations. In addition, some economic policies that united state formulated with an aim of harming other economies turned to affect the U.S. For instance, the 1977 economic meltdown affected Thailand, Indonesia, Korea and other countries were reported to have been caused by America. Those crises were least anticipated (Johnson pp.6-10). Additionally, the drug menace was reported to be a major blowback that affected Americans citizens. The drug problem may was attributed to American acts that were previously committed by corrupt CIA military officers. In addition, the Bombing of American embassies in Nairobi Kenya and Dare salaam in 1988 July was another relevant example of Blowbacks (Johnson pp.10). Another, unmentioned blowback that has not been put forth involves China becoming a super power economy. For instance, China is one of the biggest markets for Americans because most of the items utilize in the United States are imported from China. This indicates that economic policies that were put forth by Americans to benefit them at the

Comparing And Contrasting Writings Of Puritans And Deist Religion Essay

Comparing And Contrasting Writings Of Puritans And Deist Religion Essay The writings of Puritans like John Winthrop, Michael Wigglesworth, John Dane, and Mary Rowlandson can be easily compared to the autobiography of Deist Benjamin Franklin. The two religious views have obvious differences while still having some relating ideas. These similar ideas found in Benjamin Franklins autobiography could have come from his Puritan upbringing. He seems to take some key beliefs from the Puritan religion and develops them into more rational ideas he can believe in. Franklin looks to make his beliefs come from more tangible sources other than just faith. While Puritan and Deist beliefs on Gods characteristics and the afterlife have several distinct differences, they also contain some similar ideas concerning Gods existence and living with high moral standards. In his autobiography, Franklin doesnt mention any of his religious beliefs affecting his life until he comes across Deism. While the Puritan readings discuss Gods involvement in their lives frequently, Franklin does not. He is raised as a strict Calvinist until he was about fifteen and began doubting different books he read including the Bible (Franklin, 5). Instead of discussing God influencing his life, Franklin talks about his father in his autobiography. He describes all of his fathers good qualities in much detail. Franklins description of his father is an example of how he focuses on peoples character and morals instead of looking to God for guidance. He seems to admire his fathers traits and strives to have those same good qualities when he grows up. These conflicting views seem to exemplify the differences between Benjamin Franklins ideologies from the Puritans beliefs. While the Puritans values derive from complete faith of God, Franklin uses physical, real life examples like his father to build his foundation of faith. Another example of Purists and Deists conflicting views can be found looking at their beliefs on the afterlife. After reading excerpts of writings from these authors, it is interesting to see their differing views of the afterlife. While Franklin clearly states it is not necessary to worry about life after death, the Puritan readings all mention fearing God and their beliefs of salvation. As Franklin describes his ideas of pleasure and pain, he states that even if there is an afterlife, we wont remember our earthly existence so there is no importance of worrying about it (Franklin, 7). His ideas of life after death paint a very different picture than those of the Purist views. Michael Wigglesworths poem depicts what he believes will happen at the end of the world. In Wigglesworth poem, he describes what judgment day will look like and says No heart so bold, but now grows cold and almost dead with fear (Wigglesworth, 3). This description explains how all will fear God on judgment day no matter how brave they once were. Wigglesworth also goes on to explain how all people are predestined to be sent to Hell or given salvation. He mentions how easy it is to believe that you are among the saved when you really are not (Wigglesworth, 4). Both examples show very contrasting views of the afterlife between Puritan and Deist religions. With these differences, readers can also find similarities within the Purist and Deist writings. One corresponding idea both Ben Franklin and the Puritan authors have is that God exists. While the two religions only partially agree, they still both claim there is a God and they both look toward him for guidance. All four Puritan readings openly express God their all-knowing maker. They all try to lead lives following his moral laws. In Danes reading, he and his parents look to the Bible to help him decide whether or not he should move to New England. After the Bible encourages him, his family helps him be able to move to New England as fast as possible. John Dane and his parents believed that God would guide them to the right decision by looking in to the Bible for answers. Soon after, before her son leaves home, John Danes mother warns him Go where you will, God he will find you. (Dane, 2). This warning means to tell Dane that no matter where he is, God will still be able to find hi m and see what he is doing. Danes mother illustrates the Purists certainty in God existence and in his guidance. Ben Franklin, along with other Deists, also maintains that God exist; However, Franklin states that there is a god, just not a Christian God (Franklin, 6). He accepts that we were all created by one original maker. In his dissertation, Benjamin Franklin writes that there is said to be a First Mover, who is called GOD, Maker of the Universe (Franklin, 6). Franklin not only accepts there is a god, he also looks to him for guidance. During his journey in bettering himself, Franklin looks to God for guidance towards knowledge. He explains: Conceiving God to be the fountain of wisdom, I thought it right and necessary to solicit his assistance for obtaining it (Franklin, 14). He makes up a prayer that he says every day asking for wisdom from God. These examples show evidence of Benjamin Franklins Purist upbringing and the adaptations he made towards his Deist beliefs. While he agrees with Dane and other Puritans that God does exist, he modifies certain ideas to make them more concrete and suitable for his religious conviction. Another example of likeness between the Puritans and Deists views is their beliefs on how one should behave. In terms of human nature, both readings state that it is important to live with high moral standards. From a Deist perspective, Benjamin Franklin composes a list of thirteen virtues to help him live as morally perfect as possible. He talks about reaching moral perfection and states: I wishd to live without committing any fault at any time (Franklin, 12). As Franklin continues in his autobiography, his reasoning for living towards moral perfection seems to come from a personal goal instead of a religious goal. He argues that since he is aware of the difference between right and wrong, he sees no reason why he shouldnt try to always choose to do the right thing (Franklin, 12). Like Franklin, the Puritans also believe in living morally correct; however, unlike Franklin, their reasoning stems from their religion. John Winthrop, along with the other Puritan authors, also talks about living with high moral laws. Winthrop describes that the best liberty to live by is the civil liberty. This liberty is the only liberty which is good, just, and honest (Winthrop, 1). These proclamations appear to come from Winthrops beliefs that civil liberty is Gods moral laws. John Dane also touches on living morally correct. Dane speaks of how growing up with godly parents made his conscience able to identify evils that he should avoid (Dane, 1). His parents religious rules taught Dane how to live his life through Gods rules. While both the Deist and Purist authors have different reasons for living with high moral standards, they still both agree having high moral standards is important. When comparing the readings from Puritans like Winthrop, Wigglesworth, Dane, and Rowlandson to Franklins autobiography it is easy to see the many differences between Puritans and Deists ideology on God and human nature. Differentiations between these Puritan and Deist authors ideas like Gods characteristics and ideas on the afterlife are exemplified throughout the readings. With these differences, similarities on Purist and Deists beliefs of God and human nature can also be found. After looking at these discrepancies and resemblances, it is evident that Benjamin Franklin took his Puritan upbringing and molded those ideas into a more realistic and rational religion he could believe in.

Moral Education and Emotional Lying Essay -- Philosophy Papers

Moral Education and Emotional Lying There is a long tradition, fathered by Aristotle and recurring like some recessive gene in recent virtue theorists, that holds that the emotions, like acts, must be 'trained'. Consider the following: [In Beckett's portrayal,] "Emotions are not feelings that well up in some natural and untutored way from our natural selves, that they are, in fact, not personal or natural at all, that they are, instead, contrivances, social constructs. We learn how to feel, and we learn our emotional repertoire. We learn emotions in the same way that we learn our beliefs — from our society." (Nussbaum 1990, p287) "Emotions, in Aristotle's view, are not always correct, any more than beliefs or actions are always correct. They need to be educated and brought into harmony with a correct view of the good human life ... with regard to both passions and actions". (Nussbaum 1994, p96) "Developing moral character ... requires training and developing passions and patterns of desire, choice, and emotion." (Stocker, 1980) According to Stuart Hampshire's 'second theory' in Two Theories of Morality (Oxford, 1977), Aristotle's proponent asserts that "one's childhood morality needs civilizing adjustment". (quoted by Stevens, p.6) "If [moral] education does not revolve around issues such as what to fear, what to be angry about, ... I do not know what it is. ... As Aristotle perceived, we are concerned with ... the education of the emotions." (Williams 1973, p225) Rorty (1980b), following Aristotle, also holds that emotions are learned. Now, it is clear that people can be trained to exhibit 'appropriate' emotions at the 'appropriate' time and to the 'appropriate' degree, or they learn to do so in... ...d. Explaining Emotions. Berkeley, 1980. (Rorty 1980b) Rorty, Amà ©lie Oksenberg. "Introduction". Pages 1-7 in Rorty (1980a). (Stevens 1981) Stevens, Rex P. Kant on Moral Practice. Mercer University Press, Macon, Ga., 1981. (Stocker 1980) Stocker, Michael. "Intellectual Desire, Emotion, and Action". Pages 323-338 in Rorty (1980a). (Williams 1973) Williams, Bernard. "Morality and the Emotions". Pages 207-229 in Problems of the Self (Cambridge, 1973). (Williams 1981) Williams, Bernard. "Moral Luck", pages 20-39 in Moral Luck. Cambridge University Press, 1981. (Williams 1993) Williams, Bernard. "Moral Luck: A Postscript", in Statman, Daniel, ed. Moral Luck. Albany: State University of New York Press, 1993; reprinted in Williams (1995), pages 241-247. (Williams 1995) Williams, Bernard. Making Sense of Humanity. Cambridge University Press, 1995.

History of Graphics

As a doctor in Montreal, Bethink frequently sought out the poor and gave them free medical care. As a thoracic surgeon, he traveled to Spain (1936? 1 937) and to China (1938-1939) to perform battlefield surgical operations on war casualties. Created by Ghana Sin Guy. Huber People's Publishing House. [107] Culture and politics[edit] This magazine cover reproduced from an Orlando poster by Gusty Novel, depicts four famous Iranian writers of the 20th century (Gala Assam Bearing, All- Kafka Deckhand, and Sadie Headway). In order to create this color scheme the artist uses only two colors (orange and green) over a yellow background.By using a circular arrangement of faces she tries to achieve a balanced (1971). Richard Evaded was an American photographer. Evaded capitalized on his early success in fashion photography and expanded into the realm of fine art. This is a salaried poster portraits of the Battles, originally produced for 9 January 1967 edition of the American magazine Look. The Barack Obama â€Å"hope† poster is an Iconic Image of Barack Obama designed by artist Sheppard Faller. The Image became one of the most widely recognized symbols of Beam's campaign message, spawning many variations and imitations, including some commissioned by the Obama campaign.In January 2009, after Obama had won the election, Fairy's mixed-media stencil portrait version of the Image was acquired by the Smithsonian Institution for Its National Portrait Gallery. This political poster by Sociopath ?r L © about Ulster. Andrew Pavlov's poster of Poet IMMUNOASSAY (2003). This poster is a graphic 1 OFF (Constructivism) was almost always in demand in Russia and it can become one of principal trends now. Some of the contemporary Russian artists and art historians have already suggested the new term – Additive Constructivism.It emphasizes the return to modernism, which starts to significantly push out the postmodern art practices. It's not a postmodern performance. The Co nstructivist color solution proves that so it is. Do Computer aided graphic design in posters[edit] With the arrival of computer aided graphic design an assortment of novel effects, digital techniques, and innovative styles have been emerged in poster designs. With software such as Adobe Photos, Corer and Windows' Paint program, image editing as become very cheap, and artists can experiment easily with a variety of color schemes, filters and special effects.For instance, utilizing various filters of Photos, many artists have created â€Å"vectored† designs in posters where a photographic image is socialized, sharpened, rendered into watercolors or stained glass effects or converted into bare lines with block colors. Other designs created soft or blurry styles, ripple or cascade effects and other special filters. Advertising[edit] Graphic design is used in advertising to announce a persuasive message by an identified sponsor; or a promotion by a firm of its products to its exi sting and potential customers.Egyptians used papyrus to make sales messages and wall posters. Commercial messages and political campaign displays have been found in the ruins of Pompeii and ancient Arabia. Lost and found advertising on papyrus was common in Ancient Greece and Ancient Rome. Wall or rock painting for commercial advertising is another manifestation of an ancient advertising form, which is present to this day in many parts of Asia, Africa, and South America. [110] Advertising in the 19th century[edit] This advertising flier from 1806 is for a traditional medicine called Keynesian.Display in the Eddo Tokyo Museum. This is a 19th-century advertising poster for the hydrotherapy baths of Bagels De Loren (France). This is a playbill for Perhaps Opera Vocalists, 1856. This poster from the second half of the asses advertises for Buffalo Bill's Wild West show, advertising â€Å"Miss Annie Oakley, the peerless lady wing-shot†. Advertising in the early 20th century[edit] T his is a French poster for Deadbeat et Alleviate. The Deadbeat & Alleviate was a French automobile, manufactured in Lyon from 1894 to 1901.This is a German poster by Frizz Ream for Leafier Cigarettes (published 1896-1900) Hanson Troupe in the most astonishing mid-air achievements ever accomplished. † â€Å"Drink Coca-Cola SC†, an asses advertising poster showing a woman in fancy clothes (partially vaguely influenced by 16th- and 17th-century styles) drinking Coke. German Plastic, â€Å"Poster style†[edit] In the early 20th century, Germany became the cradle of many of the avian-garden art movements particularly for posters. This created the â€Å"Plastic† or â€Å"Poster style† movement. This movement became very influential and had a considerable impact n the graphic design for posters.Posters in this style would feature few but strong colors, a sharp, non-cluttered, minimal composition and bold, clear types. [111] Ludwig Howling[edit] Howling Kara te Corps Germanic Munched 1913. JPG Ludwig Howling was born in Germany in 1874. He was trained and practiced as an architect until 1906 when he switched to poster design. Hellion's adaptations of photographic images was based on a deep and intuitive understanding of graphical principles. His creative use of color and architectural compositions dispels any suggestion that he uses photos as a substitute for creative design. Or Requite Praline Tea c. 920-1926. Howling was born in the Rhine-Main region of Germany, though he and his work are associated with Munich and Bavaria in southern Germany. There were two schools of Cheeseburger's in Germany at the time, North and South. Hellion's high tonal contrasts and a network of interlocking shapes made his work instantly recognizable. Poster historian Lain We'll comments that â€Å"Howling was the most prolific and brilliant German posterior of the 20th century†¦ Beginning with his first efforts, Howling found his style with disconcert ing facility. It would vary little for the next forty years.The drawing was perfect from the start, nothing seemed alien to him, and in any case, nothing posed a problem for him. His figures are full of touches of color and a play of light and shade that brings them out of their background and gives them substance†[112] Lucian Bernhard[edit] With nothing to lose, Lucian Bernhard entered a poster contest for the Priest Match Company. The Judges, found this poster bizarre, and ignored it. However Ernst Growled, sales manager for Berlins leading proto-advertising agency and poster renter, saw the discarded poster and exclaimed: â€Å"This is my first prize.

Objectives Of The Integrated Food Law Environmental Sciences Essay

Consolidate the Torahs associating to nutrient and set up a individual mention point for all affairs associating to nutrient safety and criterions, by traveling from multi-level, multi-departmental control to a individual line of bid. Establish the Food Safety and Standards Authority of India ( FSSAI ) as an apex regulative authorization for puting down scientific discipline based criterions for articles of nutrient. Regulate industry, storage, distribution and sale and import of articles of nutrient to guarantee handiness of safe and wholesome nutrient for human ingestion. Pool substructure, manpower and proving installations for better criterion arrested development and enforcement through their proper redisposition and consideration. New commissariats of FSS Act Covering Functional Foods, addendums, Nutraceuticals Issue of Licenses within 2 months of application. Provision of Improvement Notice by Designated Officers Prosecution, should be within 1 twelvemonth of offense. Particular Courts for drumhead tests Compensation to Victims ( for any instance of Injury/ Grievous injury/ Death ) Wagess to betrayers ( informing about the lawbreakers – debasement etc. ) by State Govt. 197 One composite licence for unit ( s ) falling in one country Promoting Self ordinance and attachment to specified nutrient safety direction systems. No License for junior-grade nutrient concern operators ; merely enrollment is compulsory Cardinal licensing from Authority for high hazard points. Food Safety Officer with a wider authorization will replace nutrient Inspector. Decriminalization of jurisprudence and expeditious disposal of instances Financial punishments for less serious instances. Right to contend research lab consequences by choosing to direct sample to commissioned research lab. 6.102 About the authorization, function and duty and the powers of the Authority the Committee were informed that Food Authority has the authorization of puting down scientific discipline based criterions for articles of nutrient and to modulate their industry, storage, distribution, sale and import to guarantee handiness of safe and wholesome nutrient for human ingestion. The duties are as follows: ( a ) Developing the criterions and guidelines in relation to articles of nutrient and stipulating an appropriate system for implementing assorted criterions notified under this Act ; ( B ) arrested development of the bounds for usage of nutrient additives, harvest contaminations, pesticide residues, residues of veterinary drugs, heavy metals, treating AIDSs, myco-toxins, antibiotics and pharmacological active substances and irradiation of nutrient ; ( degree Celsius ) advising the mechanisms and guidelines for accreditation of enfranchisement organic structures engaged in enfranchisement of nutrient safety direction systems for nutrient concerns ; ( vitamin D ) developing the process and the enforcement of quality control in relation to any article of nutrient imported into India ; ( vitamin E ) developing the process and guidelines for accreditation of research labs and presentment of the commissioned research labs ; 198 ( degree Fahrenheit ) advising the method of trying, analysis and exchange of information among enforcement governments ; ( g ) behavior study of enforcement and disposal of this Act in the state ; ( H ) lay down nutrient labelling criterions including claims on wellness, nutrition, particular dietetic utilizations and nutrient class systems for nutrients ; and ( I ) the mode in which and the process topic to which hazard analysis, hazard appraisal, hazard communicating and hazard direction shall be undertaken. ( J ) provide scientific advice and proficient support to the Central Government and the State Governments in affairs of bordering the policy and regulations in countries which have a direct or indirect bearing on nutrient safety and nutrition ; ( K ) hunt, collect, collate, analyse and summarise relevant scientific and proficient informations peculiarly associating to – ( I ) nutrient ingestion and the exposure of persons to hazards related to the ingestion of nutrient ; ( two ) incidence and prevalence of biological hazard ; ( three ) contaminations in nutrient ; ( four ) residues of assorted contaminations ; ( V ) designation of emerging hazards ; and ( six ) debut of rapid watchful system ; ( cubic decimeter ) promote, coordinate and issue guidelines for the development of hazard appraisal methodological analysiss and proctor and behavior and forward messages on the wellness and nutritionary hazards of nutrient to the Cardinal Government, State Governments and Commissioners of Food Safety ; ( m ) provide scientific and proficient advice and aid to the Cardinal Government and the State Governments in 199 execution of crisis direction processs with respect to nutrient safety and to pull up a general program for crisis direction and work in close co-operation with the crisis unit set up by the Cardinal Government in this respect ; ( N ) set up a system of web of administrations with the purpose to ease a scientific co-operation model by the co-ordination of activities, the exchange of information, the development and execution of joint undertakings, the exchange of expertness and best patterns in the Fieldss within the Food Authorityaa‚Â ¬a„?s duty ; ( o ) provide scientific and proficient aid to the Central Government and the State Governments for bettering cooperation with international administrations ; ( P ) take all such stairss to guarantee that the populace, consumers, interested parties and all degrees of panchayets receive rapid, dependable, nonsubjective and comprehensive information through appropriate methods and agencies ; ( Q ) provide, whether within or outside their country, preparation programmes in nutrient safety and criterions for individuals who are or intend to go involved in nutrient concerns, whether as nutrient concern operators or employees or otherwise ; ( R ) undertake any other undertaking assigned to it by the Central Government to transport out the objects of this Act ; ( s ) contribute to the development of international proficient criterions for nutrient, healthful and phyto-sanitary criterions ; ( T ) contribute, where relevant and appropriate to the development of understanding on acknowledgment of the equality of specific nutrient related steps ; ( u ) promote co-ordination of work on nutrient criterions undertaken by international governmental and nongovernmental administrations ; 200 ( V ) promote consistence between international proficient criterions and domestic nutrient criterions while guaranting that the degree of protection adopted in the state is non reduced ; and ( tungsten ) promote general consciousness as to nutrient safety and nutrient criterions. 6.103 When asked about the adequateness of substructure, work force, installations, etc. available with the Authority vis-a-vis undertaking at manus and the stairss being taken to take deficits, if any along with their time-lines the Authority replied that The Food Safety and Standards Act, 2006 seeks to replace the multiple nutrient Torahs, standard puting organic structures and enforcement bureaus prevalent in the state with one integrated nutrient jurisprudence. Hitherto, nutrient was being regulated in the state through assorted bureaus under different Ministries/Departments. The States/UTs are responsible for execution of Prevention of Food Adulteration Act, 1954, while there are other cardinal bureaus under assorted Acts and Orders viz. , the Fruit Products Order, 1955, the Meat Food Products Order,1973, the Milk and Milk Merchandises Order, 1992, the Vegetable Oil Products ( Control ) Order, 1947, the Edible Oils Packaging ( Regulation ) Order, 1998, the Solvent Extracted Oil, De oiled Meal, and Edible Flour ( Control ) Order,1967 and any other order issued under the Essential Commodities Act, 1955 for licensing of industries. The nutrient regulative mechanism had several constrictions in execution as follows: ( a ) Multiplicity of nutrient Torahs, standard scene and enforcement bureaus for different sectors of nutrient ( B ) Varied Quality/Safety criterions and hapless harmonisation ( degree Celsius ) Thin spread of work force, hapless research labs substructure and other resources ( vitamin D ) Standards stiff and non-responsive to scientific promotions and modern engineerings ( vitamin E ) Poor information airing to consumers. 6.104 The cardinal characteristics of the Food Safety and Standards Act, 2006 to 201 address the challenges in nutrient safety are: ( a ) Motion from multi-level and multi-department control to a individual line of bid ( B ) FSSAI as a individual mention point for all affairs associating to Food Safety and Standards, Regulations and Enforcement ( degree Celsius ) Unified licencing system and proviso for enrollment of little nutrient concern operators ( vitamin D ) Achieve high grade of consumer assurance in quality and safety of nutrient ( vitamin E ) Effective, transparent and accountable regulative model ( degree Fahrenheit ) Emphasis on gradual displacement from regulative government to self conformity ( g ) Adequate information airing on nutrient to enable consumer to do informed picks. ( H ) Mechanism for speedy disposal of instances and proviso for ranked punishments based on gravitation of discourtesy ( I ) Food research labs accredited by NABL or other suited bureau. ( J ) Focus on nutrient safety throughout the full nutrient concatenation. ( K ) Preventive attack based on nutrient safety system instead than terminal merchandise attack. ( cubic decimeter ) Emphasis on preparation and capacity edifice of all stakeholders ( m ) Consistency between domestic and international nutrient criterions without cut downing precautions to public wellness and consumer protection 6.105 The undermentioned activities have been done so far toward the execution of FSS Act, 2006: ( a ) Food Authority/ Central Advisory Committee, 8 Scientific Panels, and Scientific Committee established. ( B ) Integration of Staff under subdivision 90 from assorted Ministries/Departments ( degree Celsius ) Gap analysis survey of 50 State Food Testing Laboratories completed ( vitamin D ) Food Import ordinance mechanism started at major ports of entries. 202 ( vitamin E ) Regular interactions with State/ UTs to guarantee readying toward execution ( degree Fahrenheit ) Awareness Generation, Training of State regulators ( more than 400 forces trained including trainers ) , ( g ) More than 20 National consultations/ Regional Conferences including one International workshop conducted ( H ) Model for accreditation of the nutrient research labs, Certification/Inspection organic structures to scrutinize conformity to nutrient safety system, Food safety Plan. ( I ) Rules for assorted commissariats under FSS Act, 2006 notified on 5-5- 2011. ( J ) Regulations for assorted commissariats under FSS Act, 2006 are under blessing and likely to be notified shortly 6.106 Although, the Act was notified on 24th August, 2006, the Food Safety and Standards Authority of India was notified merely on 5th September, 2008. The Authority could get down working from January/ February, 2009 with the transportation of staff from assorted Ministries/ Departments and the assignment of a full clip Chief Executive Officer. 6.107 The Food Safety and Standards Act, 2006 will come into force three months after the presentment of the Rules, i.e. from 5th August, 2011. The following 5 old ages are hence, really important as several new activities and enterprises will take off, for which equal substructure, including increased work force, is perfectly indispensable for successful enforcement of the Act. The enforcement of the Act is through the State Government machinery and State Governments need to be suitably and rapidly strengthened to guarantee effectual enforcement. In the first three old ages of its being, the FSSAI has been allotted Rs.8.00cr in 2008-09, Rs.21.00cr. in 2009-10 and Rs. 32.37 crore in 2010-11 mainly for wages and assorted administrative disbursals. This degree of fund allocation can non evidently run into the demands of FSSAI in the subsequent old ages and will be grossly unequal for transporting out its authorization. Therefore, FSSAI requires significant support for the following 5 old ages both for Central degree and State degree substructure and work force. 203 6.108 The followers was submitted by the Authority about the jobs to be addressed: ( a ) Inadequate substructure, manpower and other resources at the Cardinal and State degrees for enforcement of the FSS Act. ( B ) Inadequate research lab substructure at Central and State degrees for testing of nutrient articles. ( degree Celsius ) Lack of consciousness of consumers and other stakeholders about nutrient safety issues. ( vitamin D ) Existing licencing mechanism under multiple bureaus which demands to be replaced with a incorporate licensing/ enrollment mechanism under the FSS Act. ( vitamin E ) Lack of any integrated nutrient safety surveillance system, including surveillance of imported nutrient. ( degree Fahrenheit ) Need for constitution of e- administration system from panchayet degree upwards for nutrient safety affairs. ( g ) Absence of any national degree province of the art establishment for transporting out research on nutrient scientific discipline and hazard appraisal. ( H ) Lack of trained forces and absence of any cardinal preparation institute to provide to the demands of FSSAI for execution of the FSS Act. 6.109 About the stairss proposed to Address the above Problems, it was submitted that the undermentioned activities are proposed for turn toing the above issues: A. At Central degree ( a ) Strengthening of FSSAIaa‚Â ¬a„?s central offices Staffing with equal figure of suitably qualified forces Construction of new office edifice for FSSAI headquarter Construction of residential adjustment for FSSAI staff ( B ) Development of scientific discipline based criterions Enrolling forces with makings and expertness in relevant field 204 Constitution of a National Food Science and Risk Assessment Centre ( degree Celsius ) Food proving installations Upgradation of bing Central Food Laboratory at Kolkata and constitution of new CFL at Mumbai. Constitution of proving installations for genetically modified nutrient. ( vitamin D ) Surveillance mechanism Development of a nutrient safety surveillance model and set uping a mechanism for surveillance, both active and passive, which will be implemented through a competent bureau selected through a competitory procedure. Safety of imported nutrient for which equal figure of forces, and substructure for new offices are required. ( vitamin E ) Enforcement of the Act Staff demand for cardinal licensing Awareness coevals and educational programmes Communication through media Development of developing stuff and particular classs in association with professional establishments and universities Constitution of National Food Safety Training Institute ( NFSTI ) Training of stakeholders at NFSTI ( degree Fahrenheit ) Reward strategy for information on adulterated/ insecure nutrient ( g ) Constitution of a national helpline B. At State degree ( a ) Strengthening of territory degree nutrient safety office Construction of edifice Provision of office equipment, vehicle etc. ( B ) Food proving installations 205 Upgradation of 62 public nutrient research labs Upgradation of 10 public nutrient research labs to referral research labs Supplying one nomadic nutrient research lab each to every State and U.T. Supplying one nutrient research lab each to 150 territories. ( degree Celsius ) Constitution of exigency response Centre in each State ( vitamin D ) Training programmes by the States/ UTs ( vitamin E ) Information, instruction and communicating activities of the State Governments ( degree Fahrenheit ) E- administration from panchayat degree upwards Existing webs of other Ministries will be utilised. 6.110 When queried about the on-going initiatives the undermentioned information was submitted to the Committee: ( a ) 355 stations have been sanctioned for FSSAI in September, 2010, most of the Service Rules have been approved by the Government and Recruitment Rules are being finalised for make fulling up the stations. Besides the Authority has farther made a probationary appraisal of work force demand for providing to assorted duties assigned to the Authority as per FSS Act, 2006 over following program period for its effectual and smooth execution. ( B ) Gap analysis of 50 nutrient proving research labs has been carried out. ( degree Celsius ) Imported nutrient clearance procedure has been taken over at 5 ports, 4 airdromes and ICDs at Delhi and operationalisation of activities at 7 extra ports planned for 2011-12. ( vitamin D ) FSSAI Regional Offices have been established in Delhi and Mumbai. ( vitamin E ) Procedure of standard scene for some new points as, for illustration probiotics, nutrient for particular intent and nutritionary utilizations, alcoholic drinks, trans fatty acids, GM nutrient labelling, caffeinated drinks etc. have been initiated. 206 ( degree Fahrenheit ) Training programmes have been organised for Food Safety Commissioners, Food Safety Officers ( ToT ) , Designated Military officers and Authorized Officers ( for imported nutrient safety ) . Several States have conducted farther preparation programmes for their Food Safety Officers. ( g ) For consciousness coevals, print advertizements on nutrient safety, characteristic programme on Doordarshan, Kalyani and wireless jangles on AIR have already been initiated. Booklets, booklets etc. on FSSAI have been widely distributed. FSSAI besides has a really enlightening web site which is daily updated. ( H ) Advisories have been issued by FSSAI whenever warranted, as for illustration in the instance of cyanuramide in imported milk, possibility of radioactive taint in imported nutrients from Japan, antibiotics in honey etc. ( I ) FSSAI has established linkages with relevant institutes for development of developing stuff or carry oning studies/ studies or reding FSSAI in proficient affairs. Such institutes are IIPA, IGNOU, NIN, IIMB, EIC, NISG, APEDA, NDDB, QCI, IVRI and CFTRI. 6.111 As respects timelines for the intent it was stated that the activities of FSSAI are ongoing. However, the first 5 old ages after the Act comes into force are the most important old ages as the success of the Act and the fulfillment of its authorization will wholly depend on the handiness of financess for originating all the activities included in the strategy. Therefore, budget demand has been projected for the first 5 old ages, which coincides with the Twelfth Five Year Plan period. 6.112 Asked to spell out the quantum of fund required for the activities proposed the undermentioned estimations were furnished to the Committee: Broad Head of Activity/ Initiative Fund Required in 12th Plan Period ( Rs.in crore ) Cardinal Level State/UT degree Strengthening of Food Safety Infrastructure both at 630.00 410.00 Cardinal and State degree 207 Strengthening of Food Laboratory Infrastructure 195.00 1021.00 ( Including Up-gradation of 72 Public Labs, Mobile Labs, Food Lab at each District, National Food Science & A ; Risk Assessment Centre and Up-gradation of CFLs Training & A ; Capacity Building of Stakeholders including 15.00 30.00 National Food Safety Training Institute E-Governance system for Food Safety from Panchayat 506.00 50.00 upwards and Food Safety Surveillance Communication, Awareness & A ; Educational Programmes 900.00 350.00 New Building for FSSAI Headquarter & A ; Housing installation 450.00 – for staff SUB- TOTAL 2696.00 1861.00 GRAND TOTAL 4557.00 Note: Fiscal spending of Rs. 2,530 crore required by State/UT Governments in footings of merely wage of work force for Enforcement System during the 12th Five Year Plan is non included in the above. Regulating and Monitoring of Imported nutrient As per Clause 16 of the Act: ( 1 ) aa‚Â ¬E?it shall be the responsibility of the Food Authority to modulate and supervise the industry, processing, distribution, sale and import of nutrient so as to guarantee safe and wholesome nutrient. ( 2 ) Without bias to the commissariats of sub-section ( 1 ) , the Food Authority may by ordinances specify – ( a ) The criterions and guidelines in relation to articles of nutrient and stipulating an appropriate system for implementing assorted criterions notified under this Act ( B ) the bounds for usage of nutrient additives, harvest contaminations, pesticide residues, residues of veterinary drugs, heavy metals, treating AIDSs, myco-toxinz, antibiotics and pharmacological active substances and irradiation of nutrient ; ( degree Celsius ) the mechanisms and guidelines for accreditation of enfranchisement organic structures engaged in enfranchisement of nutrient safety direction systems for nutrient concerns ; ( vitamin D ) the process and the enforcement of quality control in relation to any article of nutrient imported into India ; ( vitamin E ) the process and guidelines for accreditation of research labs and presentment of the commissioned research labs ; ( degree Fahrenheit ) the method of trying, analysis and exchange of information among enforcement governments ; 208 ( g ) behavior study of enforcement and disposal of this Act in the Country ; ( H ) nutrient labeling criterions including claims on wellness, nutrition, particular dietetic utilizations and nutrient class systems for nutrients ; and ( I ) the mode in which and the process topic to which hazard analysis, hazard appraisal, hazard communicating and hazard direction shall be undertaken. 6.113 As reportedly nutrient products/commodities derived from transgenic beginnings are being sold in the Country, the Committee desired to cognize about the action taken by the Authority with a position to modulate the distribution, sale and import of such points. In response they were informed that at present all affairs refering to GM Organisms including GM nutrient is regulated by Genetic Engineering Approval Committee of the Ministry of Environment & A ; Forest in the Country. 6.114 Asked farther if the Authority by agencies of a specified ordinance defined bounds for usage of nutrient additives, harvests contaminations, pesticide residues, residues of veterinary drugs, heavy metals, treating AIDSs, myco- toxinz, antibiotics and pharmacological active substances and irradiation of nutrient, it was submitted that the bill of exchange Food Safety and Standards Regulations, 2010 were published vide Notification dated 20-10-2010 for ask foring public remarks. Based on the remarks received, the Regulations are under procedure of finalisation. ( 1 ) The usage of nutrient additives and their bounds and irradiation of nutrients are covered under Food Safety and Standards ( Food Merchandises criterions and Food Additive ) Regulations, 2011. ( 2 ) The definitions and bounds etc. of heavy metals, harvest contaminations, myco-toxinz, pesticide residues and residue of veterinary drugs, antibiotics are covered under separate ordinance viz. Food Safety and Standards ( Contaminants, Toxins and Residues ) Regulations, 2011. ( 3 ) The labelling of Irradiated Foods is given under Food Safety and Standards ( Packaging and Labelling ) Regulations, 2011. 6.115 It was further submitted that the above Regulations are in line with bing Prevention of Food Adulteration Rules, 1955 which will be repealed 209 after the new ordinances are notified shortly. The Chapter on Processing Aids has non been prescribed soon and this will be considered by Scientific Panel on Food Additives, Flavouring, Processing Aids and Material in Contact with Food before the bill of exchange Regulations in this respect are published for public remarks. 6.116 About the Authority holding specified mechanisms and guidelines for accreditation of enfranchisement organic structures engaged in enfranchisement of nutrient safety direction systems for nutrient concerns, the Committee were told that the figure and capablenesss of regulative bureaus in the provinces, municipalities and panchayets are presently unequal and it will take some clip for constructing up a strong cell of nutrient safety officers across the state. Keeping in position the accent placed by the Act on ego conformity, it is necessary for the Food Authority to set in topographic point elaborate counsel paperss on nutrient safety demands to be followed by nutrient concern operators. This will enable FBOs to measure themselves against these demands and retain grounds of their due diligence in this respect. 6.117 The Act specifies that the primary duty for safety is on the nutrient concern operators and for this, execution of appropriate nutrient safety direction systems is indispensable for which the FBO can be held accountable. The FSSAI as a portion of its ordinances has developed mention paperss which prescribe and provide degrees of safety and supply guidelines and norms which can at the same clip, be evaluated. FBOs are required to follow with these demands with whatever resources available and bit by bit achieve acceptable degrees of safety. In a sector which is characterised by complex engineering, unorganized operations and big figure of little participants, merely a flexible system of ego conformity, to be sporadically audited by the regulator, will be executable. The grade of conformity can so be checked by periodic regulative review. It will besides incentivise better safety patterns in industry, thereby cut downing the demand for frequent reviews. 6.118 The undermentioned bill of exchange paperss have been developed to back up the model through competent execution bureau: Requirements for enfranchisement organic structures / Inspection Bodies 210 Procedure for Recognition of Certification / Inspection Bodies by FSSAI and application signifier India HACCP criterions demands Agreement to be signed between recognized CBs/IBs and FSSAI Agreement between FSSAI and NABCB Certification standards for Food Safety Professional along with competency demands. Certification Process of Food Safety Professionals 6.119 To a question of the Committee as to whether the process and the enforcement of quality control in relation to any article of nutrient imported into India in general and of commodities/food merchandises derived from transgenic beginnings has been specified by the Authority, it was stated that the following Model for Safety of Imported Food has been laid down by FSSAI: Demand for imported nutrient points has increased well in India co-occuring with the impressive economic growing achieved by the State and coincident alterations in the import ordinances since last few old ages. Imports into India are permitted to be made through 255 entry points. These include 82 imposts ports, 32 imposts airdromes, 132 land imposts Stationss and 9 foreign station offices/sub-foreign station offices. Harmonizing to Directorate General of Commercial Intelligence & A ; Statisticss ( DGCI & A ; S ) , Ministry of Commerce, information India imported more than 76 lakh MTs of nutrient points during 2007-08 and 2008-09. Under the Food Safety and Standards Act, 2006, the Food Authority has besides the authorization of guaranting safety of nutrient points imported into the state. Port Health Officers ( PHOs ) of Directorate General of Health Servicess ( DGHS ) who were executing the responsibility of taking samples of imported nutrient points under subdivision 6 of PFA Act and acquiring tested in Cardinal Food Laboratories ( CFLs ) or PFA labs in States had withdrawn from the services related imported nutrient safety at some of the ports. Keeping in position the authorization under FSS Act and based on the treatment & A ; deliberations, it was realized that the FSSAI should acquire 211 into the procedure of imported nutrient clearance through assignment of Authorized Military officers in pursuit of subdivision 47 ( 5 ) of FSS Act, 2006 and take over the maps of PHOs where services had been withdrawn by DGHS. The FSSAI has operationalized the Food Import Clearance Process since August-September, 2010 in a phased mode through assignment of Authorized Officers in footings of subdivision 47 ( 5 ) of the FSS Act, 2006, at Chennai, Kolkata, Haldia, Mumbai and JNPT havens, Chennai International Airport, Mumbai International Airport, Kolkata International Airport, Indira Gandhi International Airport, New Delhi, CONCOR-ICD Tughlakabad, CWC-ICD Patparganj, ICD Faridabad/Ballabhgarh, ICD Dadri and ICD Loni in the NCR part. The maps of the FSSAIaa‚Â ¬a„?s Authorized Officer inter alia include the bing maps of the Port Health Officer under the PFA Act, 1954 with regard to imported nutrient clearance procedure, in co-ordination with the Customs governments. Adequate Numberss of NABL accredited research labs have been authorized at these locations for analysis of samples of imported nutrient points. MIS system to set import activities online has already been developed and pilot tally has been started at Chennai w.e.f. 1st June, 2011. Draft Food Import Regulations have besides been developed. Entire 29,756 Samples ( till 31st May, 2011 ) tested so far out which 152 were non-conforming. 6.120 The FSSAI will besides develop informations base for hazard based nutrient clearance system in due class.

The contribution of Immanuel Kant to the modern philosophy

The contribution of Immanuel Kant to the modern philosophy Introduction The contribution of Immanuel Kant to the modern philosophy made him be considered as one of the greatest and the most remarkable philosophers existed in the 18th century. His ideas on the transcendental idealism, opposition to skepticism and ideas about metaphysics gained him a niche in the world of philosophy. Born in Konisberg, Kant showed great interest in academics and learning.Advertising We will write a custom essay sample on The contribution of Immanuel Kant to the modern philosophy specifically for you for only $16.05 $11/page Learn More His work was influenced by significant historical movements in philosophy Empiricism and Rationalism that took place in the 18th century. (Guyer,2010) He found and addressed all the gaps in the contents and arguments of the empiricists and rationalists. It is also believed that his â€Å"philosophical awakening and reasoning† emerged after studying the works of a Scottish philosopher Hume. (Guye r, 2010) Transcendental Idealism Transcendental idealism is one of the major beliefs that Kant postulated in his philosophical approaches. Kant claimed that human beings focused too much on appearance but not on their feelings and their inner world (Guyer, 2010). He ascertained that space and time were only immanent forms of human hunch. To advance that reasoning, Kant referred to it as â€Å"transcendental idealism†. (Guyer, 2010) In his view, Kant appreciated that one’s experience of some phenomenon in life was based on how such things appeared to the individual, but not on the way the things precisely were. He based his approach on the acknowledgement of a priori mental function (Guyer, 2010). The appearance of these spectacles, according to Kant, existed outside nature. Kant and Empiricism Empiricists like John Locke argued that knowledge was gained through our senses. John Locke, for instance, posited that human beings were born as blank slates (Allison, 1983). Th e senses synthesize everything the one is exposed to, leading to learning. Dismissing this theory, he argued that it was deficient in explaining the beliefs an individual had on the objects he/she possessed. In fact, philosopher proposed that portions of the belief came through experience that the mind of an individual had undergone (Guyer, 2010) Kant and rationalism Kant rebutted the ideas of Descartes on rationalism. Descartes argued that an individual could actually extrapolate the existence of objects outside him/her, basing them on knowledge of his own existence. However, Kant strongly rejected this reasoning. External objects, according to him, could not be known through inference. Kant and moral philosophy Kant argued that moral responsibilities were based on â€Å"categorical Imperative†, meaning that an immoral individual breached the â€Å"categorical Imperative†. (Guyer, 2010)Advertising Looking for essay on philosophy? Let's see if we can help you! Get your first paper with 15% OFF Learn More He immensely contributed to the philosophical understanding of ethics. Kant posited that actions could either be moral or immoral. In such a case, the morality could only be deduced from the motive of an action but not from its consequence. He further asserted that only motives dowered actions with moral value arising from universal principles discovered by reason. This was in contrast with the utilitarianism view of actions. The utilitarianism school of thought laid emphasis on the outcome of actions and not on the objectives. Kant objected to that belief, saying that the utilitarian theories focused entirely on the end result of actions, ignoring the initial goals. Moreover, utilitarianism is motivated by human spectacles and happiness. It ignores the role of reasoning to an individual. In summary, Kant immensely contributed to modern philosophy; he bridged the rationalists’ school of thought to the empiricists re asoning and outlined the difference between how things were and how we perceived them. Due to his work, philosophers have established a distinct difference between Empiricism and Rationalism. References Allison, H. E. (1983). Kants transcendental idealism: an interpretation and defense. New Haven: Yale University Press. Guyer, P. (2010). The Cambridge companion to Kants Critique of pure reason. Cambridge: Cambridge University Press.

How to Treat Geological and Astronomical Terms

How to Treat Geological and Astronomical Terms How to Treat Geological and Astronomical Terms How to Treat Geological and Astronomical Terms By Mark Nichol Determining whether to refer to geological and astronomical terms with initial uppercase or lowercase letters can be a challenge, because various publications and publishers differ on capitalization style. The following guidelines, however, appear to predominate: Names of geological time spans are capitalized, but the terms for the magnitude of duration (eons, eras, periods, epochs, and stages, in descending order of length), are not; in scientific and nonscientific prose alike, these terms can be omitted: â€Å"The Mesozoic is also known as the Age of Dinosaurs.† â€Å"Mrs. Wattle has been teaching Freshman Composition since the Mesozoic.† Whether modifying terms such as early, middle, and late are capitalized depends on whether they are themselves modified: â€Å"Tyrannosaurus rex lived during the Late Cretaceous.† â€Å"The Deccan Traps erupted in the very late Cretaceous.† â€Å"Ice age† is considered a generic term because multiple such events have occurred. In astronomy, general terms in proper names of celestial bodies are generally capitalized (â€Å"Orion’s Belt,† â€Å"Barnard’s Star,† â€Å"Comet Halley†). Note, however, that comet is lowercased in lay references to â€Å"Halley’s comet.† In nontechnical contexts, sun and moon are often lowercased: â€Å"She shielded her eyes from the bright light of the sun.† â€Å"Beware when the moon is full.† In works about astronomy, or those in which other celestial bodies are referenced, uppercase them: â€Å"The Sun is merely one of countless stars.† â€Å"The Moon orbits our planet roughly every twenty-eight days.† The same rule applies to the name of our planet. In idioms such as â€Å"where on earth,† â€Å"down to earth,† and â€Å"move heaven and earth,† the name requires no emphasis, and references to our world from a surface perspective and to its soil are likewise lowercased: â€Å"I traveled to the four corners of the earth to find it.† â€Å"The earth here is rich and loamy.† But the word as the name of the planet should be emphasized like any other: â€Å"The first four planets, Mercury, Venus, Earth, and Mars, consisting mostly of rock and metals, are called the terrestrial planets.† (Note that Earth, in such contexts, need not be, and rarely is, preceded by the.) General terms like â€Å"solar system,† galaxy, and universe are usually not capitalized; some publications and books uppercase them (especially in references to our own solar system and the Milky Way galaxy). Names of celestial phenomena and objects such as the aurora borealis and the rings orbiting Jupiter and Saturn are lowercased. Remember, too, when discussing the planets orbiting the Sun, that Pluto was in 2006 demoted to a dwarf planet one of four in the solar system’s distant Kuiper belt (a fifth dwarf planet lies in the asteroid belt, between the orbits of Mars and Jupiter), and may not even be the largest one. (The scientific jury is still out on whether the similarly sized Eris is larger). And why is belt capitalized in â€Å"Orion’s Belt† and not in â€Å"the Kuiper belt†? In the former term, it’s a reference to part of the personification of the Orion constellation, but in the latter, it’s merely a description, just as in â€Å"the asteroid belt.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:45 Synonyms for â€Å"Food†Select vs. SelectedSit vs. Set

Flat Adverbs Are Flat-Out Useful

Flat Adverbs Are Flat-Out Useful Flat Adverbs Are Flat-Out Useful Flat Adverbs Are Flat-Out Useful By Mark Nichol An adverb is a word that modifies a verb or another adverb, or perhaps an adjective or possibly even a clause or an entire sentence. How versatile! But there’s more to this part of speech: It can sometimes shed the nearly ubiquitous -ly ending and, though it subsequently appears to be an adjective, retains its adverbial function. The most notorious instance of this transformation was the 1997 Apple Computer ad campaign that urged people to â€Å"Think different.† Oh, the uproar from uptight grammarians! (Followed by a quieter â€Å"Get over it† from ahem more open-minded observers.) Not only has different been attested in adverbial use for hundreds of years, but many other similar terms are part of the language (and they used to be even more common than they are now). Some flat adverbs have no normal adverbial form (that is, one ending in -ly): Straight is one example. Others have a normal form, but the two forms have distinct meanings (â€Å"Jump high,† but â€Å"I think highly of her†). Still others are interchangeable. (â€Å"Hold on tight† and â€Å"Hold on tightly† mean the same thing.) Here are some other flat adverbs; note how they’re most often suitable for brief imperative sentences (those in which the writer is issuing a direction or a command): 1. Bright: This word is interchangeable with brightly in sentences such as â€Å"The stars shine so bright on moonless nights.† 2. Clean: This usage is distinct from the -ly form: The idiomatic expression â€Å"Come clean† doesn’t have the same sense as the literal phrase â€Å"Come cleanly shaved.† 3. Close: The flat form and the normal form have related but different meanings: â€Å"Keep close,† but â€Å"Keep closely arrayed in formation.† 4. Deep: This term can be interchangeable with the -ly form (â€Å"Breathe deep† and â€Å"Breathe deeply† are identical in meaning), but it also has a distinct idiomatic usage: â€Å"Go deep.† 5. Far: This flat adverb has no -ly form: â€Å"You will go far in life.† 6. Fast: Fast is another flat adverb with no normal equivalent: â€Å"Run fast.† 7. Flat: The flat and normal senses of this term are similar but distinct: â€Å"I was turned down flat,† but â€Å"I was flatly refused.† 8. Hard: Hard and its -ly form are highly distinct in meaning: â€Å"I hit it hard† is almost the opposite of â€Å"I hardly hit it.† 9. Kind: Kind and kindly have slightly different roles: â€Å"Be kind,† but â€Å"Think kindly of her.† 10. Quick: This flat adverb is interchangeable with its normal equivalent: â€Å"Come quick† and â€Å"Come quickly† mean the same thing. 11. Right: Right and rightly have different senses: â€Å"Do right,† â€Å"Stay right there,† or â€Å"He aimed right for the target,† but â€Å"You are rightly upset.† 12. Sharp: Sharp and its normal form are interchangeable (â€Å"Dress sharp,† or â€Å"Dress sharply†), but there’s also a distinct flat-form meaning: â€Å"Show up at eight o’clock sharp.† 13. Slow: Slow and slowly are interchangeable: â€Å"Drive slow† and â€Å"Drive slowly† mean the same thing. 14. Soon: This flat adverb has no -ly equivalent: â€Å"Come again soon.† 15. Tough: This adverb is also without a normal version: â€Å"Hang tough.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:12 Types of LanguageSelect vs. Selected3 Types of Essays Are Models for Professional Writing Forms

Level 3 Research Statistics Assignment Example | Topics and Well Written Essays - 1250 words

Level 3 Research Statistics - Assignment Example Online journal articles Websites of the regulatory bodies Medical websites Reliability and Validity of information Printed information Oral information Electronic information Based on facts Data collection procedure explained Analysis made open to verification Concurs with other independently published material. Cross verify by asking multiple individuals Verify against previously ascertained data Based on facts Data collection procedure explained Analysis made open to verification Concurs with other independently published material. 5. Introduction: The effects of alcohol on various cognitive processes are well documented. There is evidence that even at low BAC’s there can be significant impairing of key psycho-motor functions that are implicated in driving, including vision, perception, tracking, attention and information processing. The effects of alcohol are also affected by habit, gender, age, weight and emotional state. Burns and Moskowitz (1977) have found that chronic drinkers show less impairment on the surface as compared to occasional drinkers. The same alcohol consumption leads to differing BAC levels depending on the weight of the drinker. Women are more likely to show impairment as compared to men with the same amount of alcohol consumption (Howat et. al.; 1991). ... Vision is significantly impaired by alcohol consumption, in that there is a tendency to focus centrally, with less use of peripheral vision; such that the ability to us peripheral vision is impaired (Buikhuisen and Jongman, 1972). Apparently, alcohol consumption causes a narrowing of the field of vision. Other data has shown that this impairment, though significant, is not enough to account for crashes. Other evidence suggests that the problem is more explainable by the impairment of perception. Alcohol reduces the individuals’ ability to process perceptually complex information. This may explain why simple driving conditions are not particularly impaired, as compared to complex conditions brought about by multiple stimuli present on city streets (Adams and Brown, 1975). Tracking – in driving conditions the steering of the vehicle – is a very complex activity under the best of circumstances. Even minor impairment seems to have significant effects of steering beha viour as it requires activation of multiple faculties (Drew et al., 1959). The mind stores information under different classifications, creating a complex mental structure. When requires, activation of the relevant parts of this structure allow us to use the necessary information. Alcohol inhibits this ability of the brain to access information; and also makes the interpretation of presented information more difficult (Attwood, 1978). It has been found that response times lengthen under the effect of alcohol, an effect seen more prominently as the number of stimuli keeps increasing (Boyd et al., 1962). Attention is among the first of the psycho-motor abilities to be affected by alcohol, making the task of gathering information more

Should goverments be responsible for homeless people Essay

Should goverments be responsible for homeless people - Essay Example Again, the government is responsible for the policies that are made, which result to high costs of living. These costs make people fail to afford homes. Governments are responsible for aiding their people, where the homeless are part of the people that should be helped. Many constitutions state that the government is for the people. Therefore, if the government is not able to support its own people, it shows a failure in its responsibilities. There are some countries like Scotland that support the homeless by providing them with housing facilities. This is a clear indication that it is very possible for other governments to support their citizens who are homeless. Another way of providing homes for the homeless is creating jobs for them. When the government introduces automated technology in the workplaces, which result to most of the workers being retrenched, it should provide alternative means for these people to get income. In conclusion, governments should be responsible for their own people. They should be in a position to offer homes and other needs because that is the main reason they are in existence; to serve their

Acid rain Research Paper Example | Topics and Well Written Essays - 1000 words - 1

Acid rain - Research Paper Example It appears to change the characteristics of the environment on a planetary scale; therefore, the global ecological crisis is dangerous to the world’s population. Dealing with global environmental crisis is complicated due to the fact that it requires the cooperative actions of the whole world, rather than the individual actions of the certain country or population group. It needs to minimize the pollution produced by mankind to the levels that the nature can cope with it on its own. Currently, the global environmental crisis consists of two main components: acid rain, the greenhouse effect, pollution with super toxicants, and the ozone holes. In the current paper we are going to discuss the phenomenon of acid rain and its effects on nature and humanity. The term â€Å"acid rain† was introduced by Robert Smith, English engineer, in his book Air and Rain: The Beginning of a Chemical Climatology (1872) (Myers 267). Acid rains containing solutes of sulfuric and nitric acids cause serious damage to nature, because soil, water, vegetation, animals, and people become their victims. Gases that are released by burning of fossil fuels, among others, are composed from dioxins of sulfur and nitrogen. Depending on the composition of a certain fuel there may be more or less of these dioxins. Fuel oil and sour coal provide the most saturated sulfur dioxide emissions. Tons of sulfur dioxide emitted into the atmosphere resulting from chemical reactions turn into weak acid solution. In the internal combustion engines and boiler systems, nitrogen and oxygen under high temperatures form the nitrogen oxides. In this respect, energy production is accompanied by oxidation of the environment. Emissions are dispersed over vast areas due to the heigh t of the power plant pipes (Granier, Artaxo, and Reeves 54). The acidity of the water solution is determined by the presence of positively charged hydrogen ions H+ in it and

Video Games and Their Benefits Research Paper Example | Topics and Well Written Essays - 1250 words - 21

Video Games and Their Benefits - Research Paper Example The work tries to summarize all research on the positive impact of playing video games, focusing on four main domains: motivational, cognitive, emotional, and social. By assimilating understandings from positive, developmental and media psychology, as well as social psychology, we suggest some candidate ways by which playing video games may lead to real-world psychosocial benefits(Gunter, 1998). The main objective of the work is to provide solid enough evidence and a theoretical rationale to inspire new programs of research on the fundamentally unexplored mental health benefits of gaming. And finally to call to the intervention researchers and practitioners to test the constructive and positive uses of video games and giving the way forward and suggestion of doing so.  Most people normally use diverse media is in order to manage their moods and to enhance their emotional states. Through video games which are the most efficient and effective means by which youths and children genera te positive feelings which in turn improve their mood and increases their positive emotions, for example, playing puzzle video game, a game with minimal interference, high degree of accessibility and short-term commitment, improves players moods, promotes relaxation, and ward of anxiety(McGonigal, 2012). From the 2009's Annual Review of Cybertherapy and Telemedicine, gamers who suffered from mental health issues like depression and stress are able to vent their aggression and frustration by playing video games, this leads to great improvement in their state of mind. Also, most people play video games for enjoyment and improving their mood, the game also distracts them from real-world problems (e.g. bulling and other negative behaviors from young children). When the gamer succeeds in the game they get to have positive feelings, becoming more relaxed and reduced anxiety.

The Impact of British Airways' Corporate Brand Name Essay

The Impact of British Airways' Corporate Brand Name - Essay Example From assets to job opportunities to complete consumer satisfaction Van Riel and Van den Ban (2001) have stated that coming up with corporate brands is a long and challenging process which entails the preservation of a company’s name and reputation along with other important factors. This process is generally accomplished through the stakeholders making use of the particular corporate brand. A company can come up with their own brand by using a sign, character, figure, image or any representation of a concept that will recognize and distinguish their products and service when compared with other companies. To simply put it, the brand will put the company forward and allow the public to recognize them. Findings have confirmed that a potential customer will pay a large amount of money for a good, satisfactory brand while staying loyal to such brand (Shih 2009). Because of these actions, it is necessary most especially for companies and organizations to fully understand the role of brands as well as the consumers’ thoughts, feelings and behaviors toward it. Brand names along with the manners on how consumers act toward it have received a small deal of attention in previous studies. Identifying and implementing brand names play a very important role in any kind of business as companies, despite any challenges from competitors, can gain advantages in just by using the appropriate branding strategy. To avoid committing marketing and branding mistakes, a company along with its customers must be able to understand how important a brand name is and how it can positively or negatively affect consumer behavior. In previous studies, researchers only highlighted the significance of a company brand; however, over the recent years, the concept of a â€Å"corporate brand† was introduced to the business sector and studying such type of brands has revealed very important aspects in branding.

Essay - 500-600 words Example | Topics and Well Written Essays - 500 words

- 500-600 words - Essay Example Solving or at least alleviating this problem would also benefit the fraction of the population who would constitute the next generation of America and these are the children. In upholding the welfare of American children, it is not only the economic side that should be improved for their future. Their moral and social welfare are far more important than their financial welfare. In addition to these is their ability to survive and adapt in various kinds of conditions. To resolve a problem that involves children, the root of the problem should be traced first. This economic slump that America is facing and affects the lives of all of its citizens down to the youngest American can be traced to its moral values. Stripping off all hypocrisy and admitting that degradation of values is one of the causes of this financial predicament would make citizens realize that excessive spending, unrestrained buying, and discontent on what one already has caused America to fall into this self-made pit. To help American children would call for changes not in their surroundings but on the children. Education is important but textbooks and curriculums are not the only factors that should be taught and improved in schools and at home. Teaching children to be frugal and to maximize things that can be found at home instead of constantly buying new items would be a great start and the best way to improve the lives of American children. Furthermore, improving lives of American children through education would also need lessons on survival through improvisation and activities that would develop their adaptability in different kinds of conditions. This way, the children would be emotionally prepared and would be capable to find and invent ways if sudden changes would occur as results of the changing status of the state. As the head of the state, there is nothing wrong in improving the financial and social environment of the nation for the present population and the next

The Impact of British Airways' Corporate Brand Name Essay

The Impact of British Airways' Corporate Brand Name - Essay Example From assets to job opportunities to complete consumer satisfaction Van Riel and Van den Ban (2001) have stated that coming up with corporate brands is a long and challenging process which entails the preservation of a company’s name and reputation along with other important factors. This process is generally accomplished through the stakeholders making use of the particular corporate brand. A company can come up with their own brand by using a sign, character, figure, image or any representation of a concept that will recognize and distinguish their products and service when compared with other companies. To simply put it, the brand will put the company forward and allow the public to recognize them. Findings have confirmed that a potential customer will pay a large amount of money for a good, satisfactory brand while staying loyal to such brand (Shih 2009). Because of these actions, it is necessary most especially for companies and organizations to fully understand the role of brands as well as the consumers’ thoughts, feelings and behaviors toward it. Brand names along with the manners on how consumers act toward it have received a small deal of attention in previous studies. Identifying and implementing brand names play a very important role in any kind of business as companies, despite any challenges from competitors, can gain advantages in just by using the appropriate branding strategy. To avoid committing marketing and branding mistakes, a company along with its customers must be able to understand how important a brand name is and how it can positively or negatively affect consumer behavior. In previous studies, researchers only highlighted the significance of a company brand; however, over the recent years, the concept of a â€Å"corporate brand† was introduced to the business sector and studying such type of brands has revealed very important aspects in branding.

A critical essay based on three scenes Essay Example for Free

A critical essay based on three scenes Essay Consider the importance of these scenes in the play as a whole. You should write about:   Dramatic effect   The language of the scenes Presentation of character   Changes in mood and tone Key themes within Romeo and Juliet are conveyed to the audience within the prologue. These themes help the audience to understand the first meeting between Romeo and Juliet and also their later meetings. Within the prologue, it is written by Shakespeare that from these two families, Romeo and Juliet are destined to fall in love; it also conveys the hatred of both families: From forth the fatal loins of these two foes A pair of star-crossd lovers take their life. The audience has already been told that they are destined to fall in love, it is written in the stars and also are destined to take their own lives. The first impression that helps the reader to understand Romeo is that he is in love with a girl called Rosaline, however Romeo has been rejected. Consequently, Romeo feels very lonely and isolated, and he has also become depressed. This prepares the audience for his meeting with Juliet. Juliet does not come into the story until Act 1 Scene 2, where Capulet, her father, and Paris who wishes to marry Juliet are discussing her. The first impression of Juliet that the audience understands is that she is a very dutiful daughter to the Capulet family. Juliet has also become very obedient. The adults control her in her life, all of her decisions are made for her and she is protected form the outside world. These impressions tell the reader that both Romeo and Juliet are very vulnerable. Juliet has never loved anyone whereas Romeo has been depressed from falling out of love. These all lead up to Act 1 scene 5 where Romeo and Juliet meet. Romeo and Juliet are destined to meet because the servant cannot read and asks Romeo for help. Benvolio persuades Romeo to go so that he can see other woman, however destiny has facilitated Romeo and Juliets meeting. Act 1 scene 5 is the first scene is the first scene where Romeo and Juliet meet each other. There is a mascarade party within the Capulet household. This is the scene where Romeo and Juliet first kiss. Everything builds up to this scene. Firstly, the beginning of the scene shows the presentation of the characters wearing masks to cover their faces. Within this scene, when Romeo and Juliet first meet, Shakespeare changes the language, which they both speak to each other. The language used by Romeo and Juliet speak is very poetic, and also very religious, also Romeo speaks first: This holy shrine, the gentle sin is this. The layout of the way Romeo and Juliet speak is very poetic, and is also in the form of a sonnet. This quote shows that Romeo is comparing Juliet to a shrine and pilgrims: My lips, two blushing pilgrims, ready stand. This play has a strong religious base, as it shows signs of death and marriage. Religion also conveys purity and key elements within life. Romeo and Juliet both speak in a manner of a sonnet. They both speak a full stanza, and then two lines each, and then a couplet, which they both share. Juliet gains confidence as the conversation goes on. As both Romeo and Juliets responses become much shorter, they also move closer to each other ready to kiss. Within the sonnet, the use of a couplet which Romeo and Juliet both share, suggests that they are meant to be: Juliet: Saints do not move, though grant for prayers sake. Romeo: Then move not while my prayers effect I take. This couplet adds an effect that they are meant to be, love at first sight and are immediately attracted. Fate has dictated that they would die together which allows many moments of dramatic irony due to the audience already knowing that it is written in the prologue. The dramatic effect within this scene is the use of religion. Later on in the scene, dramatic irony is shown again as Juliet speaks to the nurse: My grave is like to be my wedding bed. This is dramatic irony, as the audience already knows from reading the prologue that this will come true, as it is their destiny. Act 2 scene 2 is the second meeting where Romeo and Juliet meet. This is one of the most famous scenes in Romeo and Juliet, and also the most romantic scenes in the history of drama. This is the balcony scene where the destined lovers engage in a very poetic and romantic conversation. The mood and tone of this scene is built up by romantic conversation, firstly, Romeo speaking aloud. Romeo dominates this scene, as he is the one who pursues her. He begins the conversation in the opening of the scene. This whole scene is devoted to Romeo and Juliets interaction. Romeo sees light in the window of the balcony, and uses a metaphor to compare Juliet to the sun: It is the east, and Juliet is the sun. Romeo compares Juliet to the sun, as light is essential for everyone to survive, as Juliet is essential for Romeo to live. Light is eternal and it shows security and warmth. It is also very pure. Again, within this scene, religion is used to convey Juliets innocence: As is a winged messenger of heaven. Romeo compares Juliet to an angel, which shows love, purity and innocence. Within this scene, Romeo is very poetic, whereas Juliet is pragmatic: If they do see thee, they will murder thee. This shows that Juliet is aware of the consequences that will befall Romeo if he is caught. Within this scene Juliet is very nervous and feels very insecure: Dost thou love me? I know thou wilt say Ay. This quote shows that Juliet feels herself very insecure and questions Romeo about their love. In the scene, Romeo uses a variety of techniques to declare her love: I should adventure for such merchandise. Romeo uses this to persuade Juliet and shows exaggerated devotion towards her. Juliet also changes during the course of the scene. In touch, fair Montague, I am too fond. Juliet uses an epithet- fair Montague which shows that she has had a change in confidence. Juliets perception of Romeo is that he is fair and kind. Romeo gives Juliet his reassurance of their love: Thexchange of thy loves faithful vow for mine. This quote shows that Romeo wants her love. In this scene dramatic irony is introduced again: And the place death, considering who thou art, If any of my kinsmen find thee here. This quote shows that Juliets family will come after Romeo if they find him here, Tybalts violent threats earlier in the play increase the tension. Juliet switches the conversation to where they will next meet: I have no joy of this contract tonight. Once Juliet is sure Romeo is in love with her, she needs a sense of future security whereas Romeo continues to be romantic and live for the moment. Act 3 scene 5 is the third and final scene which Romeo and Juliet are presented to the audience alive. Between Act 2 scene 2 to this scene, Shakespeare has added violence to contrast with love. This is so that the audience can anticipate the tragedy as it builds up tension towards the death scene. Within this scene, the mood has changed from previous scenes where Tybalt has been killed, and Capulet insisting on Juliet marrying Paris, the tension has lifted. Juliet opens the scene, which shows that she is more confident now. Juliet is very poetic: It was the nightingale, and not the lark. Juliet is playing with Romeo, teasing him and with the use of romantic imagery she is trying to persuade Romeo to stay with her. Within this scene Romeo and Juliet speak equally, feeling both equally confident. Most of what Juliet is saying is that she wants him to stay longer, due to his banishment: Therefore stay yet, thou needst not to be gone. This quote shows Juliets insecurity, she needs to feel his devotion. Romeo replies to this question: I have more care to stay than will to go. This response is what Juliet wants to hear to feel his devotion and reassurance of their love. Within this scene, due to Juliet feeling confident, she once again becomes pragmatic: It is, it is, hie hence, be gone, away! . There is again also dramatic irony in this scene: More light and light, more dark and dark our woes! This illustrates that there future is very bleak, becoming depressing as the day goes on. Juliet feels her life is Romeo: Then, window, let day in, and let life out. There is another case of dramatic irony when Romeo and Juliet speak: O thinkst thou we shall ever meet again? . These words are said in innocence but the audience suspect that this will be the last time they are together alive: From these three scenes we can come to a conclusion that Romeo and Juliets relationship was set to end in tragedy, which was their destiny. There relationship dramatically changed over the course of five days. The three scenes in which Romeo and Juliet interact all lead up to the tragic ending. The intensity of their love propelled them forward to a tragic end. Over the course of their love the audience can observe that Juliet is becoming more confident in her love for Romeo. Their seemingly desperate need for each other blinds them from behaving rationally. Their love shows intensity which shows that they were meant to be, as together as one soul. Fate and destiny has made them fall in love and also takes their lives.

Teaching and Learning in Clinical Practice

Teaching and Learning in Clinical Practice The purpose of this essay is to outline the episode of teaching and learning in clinical practice that I have been involved. It will describe the significance of under penning theory of teaching, It will demonstrate knowledge and understanding teaching and learning methods relate with learning outcomes/objectives, assessment, and evaluation and quality assurance. It will also going to looking at the reflection that has been required to the teaching session based on the evaluation. I am going to use Gibbs (1988) Reflective Cycle. This model is a recognized framework for my reflection. Gibbs (1988) consists of six stages to complete one cycle which is able to improve my teaching practice continuously and learning from the experience for better practice in the future. Learning is the act or process by which behavioural change, knowledge, skills and attitudes are acquired Boyd, et al. (1980) therefore learning is not just attending a class or reading books it is all about changing behaviours and attitudes, reflecting what has been taught by practicing. There are three sets of learning theory generally used in educational circles these are behaviourist, humanistic, and cognitive. For my teaching session I have used Cognitive approach because the cognitive method is student-centred. In other words, as an adult learner, the students find out for themselves in a self-directed way Pritchard, A. (2008). According to Knowles, M.S. (2005) and Quinn, F.M Hughes, S (2007) cognitive learning is a great method that provides the means of knowledge, and goes well beyond simple imitation of others. Conditioning can never explain what you are learning from reading our web-site. This learning illustrates the importance of cognitive learning Conner, M. L. (2005).. Cognitive learning defined as the gaining of knowledge and skill by mental or cognitive processes. The procedures we have for manipulating information in our heads Cognitive processes include creating mental representations of physical objects and events, and other forms of information processing Thorners.L (2009). In cognitive learning, the individual learns by listening, watching, touching, reading, or experiencing and then processing and remembering the information. Cognitive learning might seem to be passive learning, because there is no motor movement. However, the learner is quite active, in a cognitive way, in processing and r emembering newly incoming information. One of the most useful descriptive models available of the adult learning process provided by Kolb (1984) suggesting that there are four stages in learning which follow from each other: Concrete Experience is followed by Reflection on that experience on a personal basis. This may then be followed by the derivation of general rules describing the experience, or the application of known theories to it Abstract Conceptualisation, and thus to the construction of ways of modifying the next occurrence of the experience Active Experimentation, leading in turn to the next Concrete Experience. All this may happen in a flash, or over days, weeks or months, depending on the topic, and there may be wheels within wheels process at the same time Muijs.D And Reynolds.D (2006),à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦. According to Pritchard, A. (2008) the best way for a person to learn depends on the person, of course. It is well know that people have different leaning styles that work best for them. The best approach for a teacher to take is to address a variety of learning styles with their teaching plan. It is also helpful to encourage students to understand their preferred leaning style. Teachers should make students aware of the various learning styles and encourage them to consider their preferred style as they complete their studies. Wragg.E.C (2004) recommended that teachers should create an environment with lots of tools for developing an understanding of the topic. I have provided PowerPoint slide and image from the web so that the students can learn in both way from the slide and image. I have applied them by allowing the students to be active participants discussing on the topic, monitoring students progress and ask lots questions and answer. Teachers should provide use of visual and v erbal teaching methods as well as speak out loud student using technique. Student should think deeply and answer questions about the topic to further develop their understanding. Incorrect answer can be a good thing as it helps the student recognise that they need learn more to achieve purpose of the topic Conner, M. L. (2005). Cognitive learning strategies include case studies, research, discussions, self-assessment and presentations. As an adult learner, I used PowerPoint presentation with good font size and good background light as well as topic related image which can attracts the audience and grape their tension. The topic of the lesson I have prepared was based on the audience level and relevant for their future nursing career. According to NMC (2008) we have a duty to facilitate students of nursing, midwifery and specialist community public health nursing and others to develop their competence. I have a responsibility to teach based on current evidence, best practice and, where acceptable, validated research when it is available. According to Malcolm (2005) the Andragogical Model in adult learners has a self-concept of being responsible for their own decisions, for their own lives. Ones they arrived at that self-concept, they develop a deep psychological need to be seen by others and treated by other s as being capable of self-direction. This includes letting learners know how the topic is important to learn, showing learners how to direct themselves through information and relating the topic to their experiences. In addition, people will not learn until they are ready and motivated to learn. Often this requires helping them overcome inhibitions, behaviours, and beliefs about learning Conner, M. L. (2005). Lesson plan is one of the most important principles of good teaching so that the teacher can check that he/she keeping to time and actually what the content of her/his lesson is, as well as a framework for reflection and evaluation Pritchard, A. (2008) Thorners.L (2009) I have structured my lesson plan by asking myself about the title for the session, the type of expected learning, about teaching and learning methods, length of time available, location of teaching session, access computer, internet resources, etc. I also think about the audience the number of learners and their study level or stage in training, and how will I know if the students understand? This is by assessing student Informal and formal way, questioning techniques, feedback from learners Knowles, M.S. (2005), Muijs.D And Reynolds.D (2006) and Surgenor.P (2010) I have also set out the aim and objectives for my teaching session, that way the students know what to expect and also what they are expected to know by the end of the session. Surgenor.P (2010), Muijs.D And Reynolds.D (2006) explained that the goal of creating learning objectives is to provide a means of clarifying the purpose of teaching to ensure the lesson is successful and the objectives are achieved. Clearly identifying learning objectives improves the communication between the teacher and the learner. When the objectives of a teaching have been clearly identified and presented in an orderly progression, the desired learning outcomes will be attained. In this paragraph, I am going to reflect on the situation that taken place during my teaching session using Gibbs module which consist six stages. The cycle starts with a description of the situation, next is to analysis of the feelings, third is an evaluation of the experience, fourth stage is an analysis to make sense of the experience, fifth stage is a conclusion of what else could I have done and final stage is an action plan to prepare if the situation arose again NHS, (2006). Dunn.L, (2002) and Wragg.E.C (2004) gave some reasons why reflection is require in the reflective practice. They state that a reflect is to generate the practice knowledge, assist an ability to adapt new situations, develop self-esteem and satisfaction as well as to value, develop and professionalizing practice. However, Jasper M (2003) explain that reflection is about gaining self-confidence, identify when to improve, learning from own mistakes and behaviour, looking at other people perspectives, being se lf-aware and improving the future by learning the past. Description, I had a clinical teaching session PowerPoint presentation for my fellow students at London South Bank University in January 2011. It was a 20 minutes teaching session based on nursing related topic I left home early as I wanted to print my note. Unfortunately it was just a shame that I forgot my student card and couldnt print my work for this result I was panicking but I managed to teach using the PowerPoint slides. I thought the students will come up with lots questions which would challenge me. Feelings, I was feeling nervous just before I begin to talk and during the first  five minutes, and then things get much easier. Before I started to teach, I introduced myself and approached the students to build a good connection with them as I do not want them to feel bored as well as I myself was blank due to anxiety. My first approached was to ask them how much they know about the topic. The students were interested in the topic and they were quite knowledge about the topic. In this situation, I showed up my emphatic listening. According to Wold (2004) the emphatic listening is about the motivation to understand the other person not just judging the persons fact. Then, I start going through slides in detail each point and I ensured if the students could hear me as I was quite quickly spoken and coughing during talk due to mouth dryness. In the meantime I used non-verbal communication skills with them including using my body gesturers and facial expression. Body gesturers and fa cial expressions are referred as a non-verbal communication Surgenor.P (2010) and Jasper M (2003). As a result, the students gave a good collaboration and enjoyed the session until finished. Evaluating, I was pleased to see that the students did not disappoint with the session. I feel I make the right decision to accompany and assess student if they could hear me in order to get my point. Furthermore, I could develop my confident to teach/communicate more effectively. Although Pollard.A, (2008), would describe it as a task-centre communication as one of the element caused the lack communication among teachers. My worry was that during my preparation it was not considered how I could handle my anxieties and nerves which affect my communication by talking quick or may not clear enough. In my analysis, generally the session went well because I used cognitive approach correctly and used appropriate teaching method. Point out that Pritchard, A. (2008) cognitive theory is a great theory to follow when teaching. I was suffering with mouth dryness and talked quickly, it seemed because I was nerves, otherwise enjoyed good teaching. During my presentation it might have helped to have a print out note of my presentation so that I dont get blank and also I might have helped if it was considered how I will handle my own anxieties and nerves for example to have a bottle of water would have help to hydrate me. Study suggested that to practice my talk and keep a note of timings and any helpful stage direction as well as considering how to react under pressure. Study also shows that it is common to speak more quickly when nervous and therefore, it is useful to think of ways of slowing down at the beginning of your talk NHS (2006), Pollard.A, (2008), Skinner.D (2010). The students were satisfied to learn new thing from the topic that has no previously done and learnt the important point of the session. I was satisfied with engaging students by asking questions and answering, student discussion and that they appeared to be knowledgeable. According to West, Clark and Jasper (2007) provide students with best opportunity for success during the assessment process it is essential to ensure they have a feasible workload for their stage of education that can enable them to learn as well as to work therefore I was giving them every opportunities to ask question and to discuses on the topic by assessing what they learnt and by asking questions which help students to build up their confidence. Conclusion, after analysed the situation, I could conclude that I was able to know how important a good practice is valuing student respect them and treat them as an individual to deliver a good teaching. I also gain knowledge the skills for effective communication with the student weather I am nerves or anxious, I could communicate effectively with student such as approach the student, asking questions, be an active listening, show my understanding and support the encourage for further reading. There wasnt a lot I could have done in this situation; I did ask students as much as I could and I was able to answer their question as well which makes me feel good. However, I could have challenged the students by kept a little bit more if I had print out my note. The Gibbs reflective method has helped me to learn from experience and has given me an insight on what I would do differently if the situation happened again. In the future I believe that I will be able to demonstrate and work closely with both service users to support them, by assessing their needs, reviewing risks, policies and procedures that apply to them. Action plan, for the future I will be able to give the best teaching practice because now I have gain more knowledge about how to prepare teaching session and how to teach. I am also aware that by assisting patients in many ways for example, help patients to contain uncomfortable feelings, by assessing what my symptoms are, I need to learn how to hide these symptoms and pretend to be more confident. For example, if my hands were shaking I wouldnt hold my notes in my hands. If my mouth does dry, then I would keep a bottle of water along. According to Pollard.A, (2008), often by finding ways of controlling the symptoms, you will find that you are no longer feeling quite so anxious. During this essay I learnt the role of teaching and learning theory and I have developed skills and professional knowledge to work effectively with others. Also this essay helped me to develop my knowledge in teaching and learning and understand how the laws and policies are set up to give a better quality practice for teaching so I will use this for my future teaching in practice. I also learnt about individual needs in teaching and the important of approach to teach with student that promotes diversity and valuing differences, Self-esteem and positive group identity, fulfilment of individual potential, and, the full participation of all groups in society.