I need a review of the movie Go Tell The Spartans

I need a of the Go Tell The Spartans - Movie Review Example The men are inexperienced and have no real sense of what the war will entail. They are badly outnumbered by Viet Cong troops and there are reports of fighting in the area. Their commander is named Barker, and he is the heart and soul of the film. Barker has fought in many wars and is world-weary and wise. He knows his men are foolish and outnumbered. He does everything he can to teach them to prepare themselves for battle. But the men at Muc Wa are just one cog in a larger wheel. We see how the bureaucracy of the American armed forces slows things down and prevents soldiers from showing initiative. Even after numerous complaints, Barker is still undermanned. In a sense, he is only awaiting his own death. In order the fully understand this excellent film, it is important to understand America's role in Vietnam during the period. Unlike the Second World War, where the purpose of the U.S. was clear, and its vital interests at stake, the Vietnam War had an unclear objective. Americans ha d trouble understanding why it was in their national interest to send hundreds of thousands of soldiers to this far-away land. Some of the actions taken by their own soldiers ashamed them, and the losses of life were enormous. Many aspects of the war in retrospect seem surreal.

An investigation into the impact of control management practices on Essay

An investigation into the impact of control management practices on employee performance at British Airways - Essay Example From a future-oriented perspective, control can be seen as the â€Å"exercise of influence over the actions and decisions of others† (Camillus, 1986:9). The remedial perspective has of late been set aside as old-fashioned. The future oriented perspective has more relevance today. Early research (Antony, Dearden and Vancil, 1972:2) had concluded that every control system essentially has four elements, namely, a detector or sensor, an assessor, an effector and a communications network. These respectively are linked to measuring problems, determining the importance, altering behavior and transmitting information to all those who are concerned (Antony, Dearden and Vancil, 1972:2). Management control was defined by Antony, Dearden and Vancil (1972:6) as â€Å"the process by which managers influence other members of the organization to implement the organization’s strategies† (Antony, Dearden and Vancil, 1972:2). This is only a primary level definition when compared to the advanced thoughts involved in the current management studies. A recent management theory book (Macintosh and Quattrone, 2010:3) has drawn attention to the phenomenon that half of the world thinks control is undesirable and against freedom and the rest believe that the world is in c haos and needs to be more in control. As management theoreticians went on having a deeper understanding of this concept, a consensus was evolved where bureaucratic control is replaced by intelligent control (Leitch, 2008:8). Today control management systems are designed so as to â€Å"give each person the benefits of effective and helpful supervision while information about control performance is moved efficiently upwards and used† (Leitch, 2008:101). Control management now involves setting the standards for effective performance, evaluation of performance according to those standards and altering behavior to better the performance if any lacuna is found. If the standards are not being met, there have

Karim rashid work's images Research Paper Example | Topics and Well Written Essays - 2500 words - 1

Karim rashid work's images - Research Paper Example Bdesigns%26b%3D148%26ni%3D21%26ei%3DUTF-8%26xargs%3D0%26pstart%3D1%26fr%3Dchr-yie8%26fr2%3Dtab-web&w=330&h=330&imgurl=www.modernrestaurantseating.com%2Fwp-content%2Fuploads%2F2007%2F12%2Fkarim_rashid_kite_chair.jpg&rurl=http%3A%2F%2Fwww.modernrestaurantseating.com%2Fkite-chair-by-karim-rashid-light-and-convenient&size=8k&name=karim+rashid+kit...&p=karim+rashid+designs&oid=1fd9cc2308e679e2&fr2=tab-web&no=166&tt=288&b=148&ni=21&sigr=12mjumc8l&sigi=12m8ea27d&sigb=141seuem1 http://images.search.yahoo.com/images/view?back=http%3A%2F%2Fimages.search.yahoo.com%2Fsearch%2Fimages%3Fp%3Dkarim%2Brashid%2Bdesign%26ei%3Dutf-8%26fr%3Dchr-yie8&w=500&h=494&imgurl=deco-design.biz%2Fwp-content%2Fsoundwave-flo-panneau-acous.jpg&rurl=http%3A%2F%2Fletsgodeco.blogs.marieclairemaison.com%2Fdesign&size=146k&name=soundwave+flo+pa...&p=karim+rashid+design&oid=6d971e700056e8ba&fr2=&no=2&tt=16645&sigr=11kqcloko&sigi=11qdtrj9g&sigb=12n0232lc http://images.search.yahoo.com/images/view?back=http%3A%2F%2Fimages.search.yahoo.com%2Fsearch%2Fimages%3Fp%3Dkarim%2Brashid%2Bdesign%26ei%3Dutf-8%26fr%3Dchr-yie8&w=468&h=414&imgurl=marvinblog.com%2Fwp-content%2Fuploads%2F2009%2F09%2FRashid-Colors.bmp&rurl=http%3A%2F%2Fmarvinblog.com%2Fkarim-rashid-for-gorenje&size=567k&name=Rashid+Colors&p=karim+rashid+design&oid=d9d22d8896cebc86&fr2=&no=15&tt=16645&sigr=11edp4eg0&sigi=11ropkcfr&sigb=12n0232lc http://images.search.yahoo.com/images/view?back=http%3A%2F%2Fimages.search.yahoo.com%2Fsearch%2Fimages%3Fp%3Dkarim%2Brashid%2Bdesign%26b%3D22%26ni%3D21%26ei%3Dutf-8%26xargs%3D0%26pstart%3D1%26fr%3Dchr-yie8&w=600&h=592&imgurl=www.trender.fr%2Fwp-content%2Fuploads%2F2008%2F12%2Fkarim9.jpg&rurl=http%3A%2F%2Fwww.trender.fr%2Fpage%2F8&size=79k&name=karim9&p=karim+rashid+design&oid=33aa9ba4612d699e&fr2=&no=30&tt=16218&b=22&ni=21&sigr=10sede1d8&sigi=11kg7q1lt&sigb=13jn4jkia

The Effects of Temp & PH on Enzymes Lab Report Example | Topics and Well Written Essays - 1500 words

The Effects of Temp & PH on Enzymes - Lab Report Example The activity of enzymes is highly affected by changes in pH and temperature and as such each enzyme works best at a given pH and temperature (Jencks, 1987). Changes in pH alter the state of ionization of charged amino acids that may play a crucial role in substrate binding and/or the catalytic action itself. Similarly, hydrogen bonds are easily disrupted by increasing temperature which disrupts the shape of the enzyme such that its affinity for its substrate diminishes (Groves, 1997). In this experiment, each group of four students was provided with a tube of concentrated -amylase that was labeled A, B or C. The tube with enzyme was kept on ice. Each group performed part 1 and 2 of the experiment. First, -amylase preparation C was recorded and then one test tube was labeled "blank" and five others as 40C, 230C, 370C, 650C and 1000C. 1ml of 1% starch solution at pH 7 was added to each test tube, whereby the starch was the substrate for the reaction. Each tube was placed in a water bath that was set as one of the indicated temperatures. The blank and the 230C were placed at room temperatures while the 40C on ice. All the tubes were allowed to equilibrate to the desired temperatures for ten minutes. A fresh dilution of the unknown -amylase was made by mixing 100l of the concentrated enzyme stock with 9.9 of dH20 shaking to mix. The stock and the diluted solutions were kept on ice. All the tubes were retrieved after 10 minutes of pre- incubation step. 1ml of dH20 was added to the blank tube only. To the other five tubes, a timer

How are convergence and interactivity defined in new media studies Essay

How are convergence and interactivity defined in new media studies Using examples, critically evaluate these concepts in relation to those of remediation and intra-activity - Essay Example product of convergence between â€Å"old† and â€Å"new† media through â€Å"remediation,† which they examined in their book, Remediation: Understanding New Media. This essay aims to study how convergence and interactivity are defined in new media studies. Through several examples and definitions, it critically evaluates these concepts in relation to remediation and intra-activity. According to new media scholars, convergence is defined through technological convergence, the lens of consumer agency (Lister et al., 2009: 48; Suchman, 2007), cultural/system/corporate convergences (Jenkins, 2008; Murdoch, 2000), and remediation (Bolter and Grusin, 2000), while interactivity has been defined as a cause, enabler, and result of convergence (Murdoch, 2000; Manovich, 2001); however, the â€Å"myth of interactivity† (Manovich, 2001: 74) and the process of inter-activity (Barad, 2007) criticise the intuitive and interactive notions of new media interactivity and con vergence (Hay and Couldry, 2011). Before convergence is further understood, the meaning of new media must be explored first because it shapes the philosophical conceptualisation of convergence. One of the common definitions of new media is the interaction between old and modern media, especially computers, mobile information and telecommunication devices, and the Internet. New media is more complex and varied than the use of current web and mobile technology interfaces, nonetheless. In the article, â€Å"How Should We Read New Media and New Technologies?† Gà ¶kà §ek (2011) cautioned people in seeing new media as a single and homogenous object, when it is composed of a â€Å"...collection of objects which should be analysed economically, socially, culturally, politically, philosophically, theoretically and technologically† (71). He resisted separating new media from its social context, as well as bundling it into a simplistic view of networked and interactive modern technological systems. Manovich (20 01), in The Language

Holborne - Pavane and Galliard Essay Example for Free

Holborne Pavane and Galliard Essay Holborne’s Pavane ‘The image of melancholy’ and Galliard ‘Ecce quam bonum’ (Behold, how good a thing is) are two pieces that belong to the genre of ‘consort music’, a form of domestic music that made its appearance in Elizabethan England. A consort may have derived from the French ‘concert’ which implied an ensemble of instruments or voices that perform. In later years, from about 1575, ‘Broken consorts’ were introduced and these included mixed ensembles. The usual instrumentation for a broken consort was lutes, viols (treble and bass) and flute. Consorts of viols began to appear during the time of Henry VIII with the earliest source of the music being a songbook of Henry VIII, found after his death that included copies of Viol consorts. There are three main types of consorts, one being the Pavane and Galliard, which is a dance form. In many of the pieces, the writing was very similar to that of contemporary writing for voices; therefore it was usually polyphonic in texture. When paired together, the Pavane usually takes the more melancholy character, while the Galliard a more cheerful one which is shown in these two movements by Holborne. Although dance forms were used for both movements, the dense counterpoint provides melodic interest for all five players and also listeners, which suggests the music to be more for listening than dancing. Not much is known about Holborne, but he did publish two collections of music with about 120 works altogether.

Continuing Professional Education in Nursing

Continuing Professional Education in Nursing Chapter 2 Review of Related Literature This section shows the significant studies about the literatures on factors influencing continuing participation education among nurses in selected tertiary hospitals. This section talks about the discussions of the research. It is made up of the following; what is continuing professional education, Motivations to CPE, Barriers to CPE and the Requirements for CPE. What is Continuing Professional Education or CPE? Continuing Professional Education is a type of education that is conducted for participants in different professional fields that will help them keep their knowledge and skills updated and other relatable information that will aid them to achieve wider understanding of their selected profession. The CPE consist of programs that are properly arranged and planned set of activities, the implementation of the program requires the participation of well determined group of professionals that are seeking improvements with their knowledge and skill to maintain their capacity to work for their profession. The American Nursing Association defines continuing nursing education as education activities planned to construct the educational and experience base for professional nurses and to strengthen practice, education, administration, research or theoretical development, with a view to improving users’ health (Peà ±a, Castillo, 2006). It is the responsibility and accountability of a professional to continue his/her professional development and is vital to organizational and professional success (O’Sullivan 2004). Continuing Professional Education is considered as the systematic maintenance, improvement and broadening of knowledge and skills, and the development of personal qualities necessary for execution of professional, technical duties throughout the individual’s working life (A.Yfantis et al., 2010). The primary objective of continuing professional education is to facilitate continuous career growth, professional development and to improve nursing practices (National League for Nursing, 2001). Motivation to Continue Professional Education Motivation is what drives a professional to participate in an activity like continuing professional education that will help them improve their skills and knowledge regarding their profession to make them more competent and more reliable to execute things that should be done in their work area. In this area, the previous studies showed some motivational factors that affected the decisions of nurses to continue professional education. Improving quality of patient care involves the participation of nurses in continuing education (Rebecca, 2000). The previous Jordanian study showed the consistency of result that for nurses to improve their knowledge and skills they have to participate in continuing education (Al-Bakheit, 1991). Professional reasons are what motivate nurses to participate in continuing education (F. Hayajneh, 2009). Upgrading skills and knowledge to increase professionalism are the factors that motivate Malayan nurses to participate in continuing professional education (Muthu, 2006). Increasing professional knowledge, compliance with the policy of the hospital, improvement of skills in taking care of patients and to meet the recommended goal of status are the major factors identified that motivate Hong Kong nurses to participate in continuing professional education (Lai, 2006). The study found that participating in continuing professional development had a great beneficial effect in the planning of nursing care and formulating techniques and thinking what to do in practice (A. Yfantis, I, Tiniakou E, Yfanti, 2010). Those nurses who are less satisfied with their career goals for income and advancement may realize that their work environment is stressful and they may believe that an additional nursing degree will afford them wider chance, and this will make them more motivated to enroll for higher degree program (J. I. Warren, M. E. Mills, 2009). The results showed that those nurses who are satisfied with their career are less likely to engage in continuing professional education because they are already contented with their job (J. I. Warren, et al., 2009). The patients are expecting high quality health care services from health care providers which lead them to enhance their educational status in order to meet the expectations of the patients (A. Yfantis e t al., 2010). The main goals of participating in continuing professional education are to enhance and improve practice and to make sure that the care being delivered is the highest quality that a professional can give for its patient (Claflin, 2005). Nurses supported the importance of lifelong learning and recognized the value of continuing education that assists them in coping with changes in their work environment (Hayajneh, 2009). The primary motivator to continue extended education came from personal desire, which quoted as consistent with the literature (Delaney Piscopo, 2004; Reilley, 2003). Professional knowledge, professional advancement, relief from routine, compliance with authority, improvement in social welfare skills, and improvement in social relations and acquisition of credentials are the most common factors found in the previous studies that motivates professional nurses to participate in continuing education (Kristjanson Scanlon, 1989; Thomas, 1986; Waddell, 1993). Technology and nursing practice continually change, creating a need for nurses to pursue continuing education to remain competent (D. J. Schweitzer, T. J. Krassa, 2010). Intrinsic and extrinsic motivations are the reasons why nurses participate in continuing education (Kubsch, Henniges, Lorenzoni, Eckardt, Oleniczak, 2003). With the attendance to continuing education, job satisfaction increases (Kubsch et al., 2003), burnout decreases (Espeland, 2006; Kubsch et al., 2003), and skills are updated (Sousher et al., 2999; Wood, 2006). Motivational factors includes nurses’ desire to be current, obtain immediate practical benefit, secure advancement, meet formal requirements, and interact with colleagues (Dealy Bass, 1995). One way to keep on nursing advances is to attend continuing professional education opportunities (D. J. Schweitzer, T. J. Krassa, 2010). Barriers to Continuing Professional Education The barriers are the factors that hinder professionals to continue professional education hence, making them less competent or less reliable compared to those who are motivated to enhance their skills and knowledge to perform better in the work area. Here, we will see the different barriers identified by the previous studies that affect the decision and eligibility of nurses to join in activities that will improve their skills and knowledge as a professional. The common barriers include money, family, time and interest to pursue professional education. These factors are still present since the past years and are not easy to eliminate in the list of barriers. The barriers includes the cost of tuition, responsibilities in the family, lack of information about program and work responsibilities, opinion of peers, and the attitudes (Glass, T. Atkinson, 1999).Lack of availability of courses on personal interests, lack of time, and difficulty in requesting time off from work are some of the barrier in continuing professional education (Lee, Tiwari, Choi, Yuen and Wong, 2005). Non supportive supervisors, non-supportive spouses, unchangeable work schedules, not enough funds and time, and distance of travel (Beatty, 2001). Schedule of work and responsibilities, lack of budget, travel distance to CE, and lack of available programs that will provide their needs were major barriers for nurses to continue education (Aucoin, 1998). On the other hand, According to (Yfantis, A., Tiniakou, I., and Yfanti, E, 2010) another finding is that nurses doesn’t have past experiences and also can’t assess the effectiveness because of the new programs that are established. There were consistent deterrents over the last 20 years of study regarding continuing professional education and these include lack of quality or interesting topics, lack of benefit in attending continuing education, lack of support from the administration, and peer opinions and attitudes (D. J. Schweitzer, T. J. Krassa, 2010). There were five major factors listed that prevented nurses from participating in continuing professional education and these are work commitments, time constraints, schedule of continuing education programs, domestic responsibilities, and the cost of courses which is consistent in the previous studies about continuing professional education (M. C. Chong, K. Francis, K. L. Abdullah, 2011). In the past 20 years, there were identified deterrents that are consistently present in the list of barriers and these are lack of quality or interesting topic for the participants, lack of benefit in attending Continuing Education, lack of support from the administration and the peer opinions and their attitudes. All these deterrents have a great effect on the motivation of a professional to pursue continuing education (D. J. Schweitzer, T. J. Krassa, 2010). Minimal research has been conducted to investigate the perception of rural health care providers regarding the availability and accessibility of relevant continuing education (A. Jukkala, S. Henly, L. Lindeke, 2008). There are multiple barriers experienced by the rural health care professionals when they try to access continuing professional education, geographic isolation (Curran, Fleet, Kirby, 2006; Hegge, Powers, Hendrickx, Vinson, 2002), lack of financial resources (Alexander, Chadwick, Slay, Petersen, Pass, 2002), and in ability to take time away from work (Hendrickx). There are identified natural barriers to participation in distant continuing education and these are rough geographic terrain and inclement weather which makes travel in rural areas complicated (A. Jukkala, S. Henly, L. Lindeke, 2008). Top reasons selected for not pursuing higher education included: too old, won’t earn more money, not needed by hospitals, and not needed to give good care (Altmann, 2011). Work commitments, domestic responsibilities, time constraints, scheduling of CPE activities, and cost of course are the top five most important factors that prevented nurses from participating in CPE based on the previous studies (M. C. Chong, K. Francis, K. L. Abdullah, 2011). Time constraint and family commitment were factors affecting the flexibility of the nurses’ availability for CPE such as arrangement for household chores and child care, travelling, and access to computers during nonworking time are other barriers (M. C. Chong, K. Francis, K. L. Abdullah, 2011). Younger and less experienced nurses participated in continuing professional education to a lesser level because of the financial implications associated with accessing continuing professional education (M. C. Chong, K. Francis, K. L. Ab dullah, 2011). Participation in continuing education was made as an obligation to the nurses in other countries because they knew that professionals are lacking in motivation to voluntarily update their skills and knowledge when there is no external pressure (Peà ±a et al., 2006). Requirements for Continuing Professional education There are things that a professional must have to make them eligible to participate in an activity that can help them grow as a more trustworthy person in their chosen career. In this area, the different studies showed some of the requirements needed to make a professional be engaged in an activity that will make them more proficient. In continuing professional education it is important to develop a positive attitude to benefit more and to have a significant improvement in professional self-development and growth of an individual (F. Hayajneh, 2009). Professional reasons like improving knowledge and nursing skills to provide better care for patients are stated as the reason why nurses are participating in continuing education. Study showed also that nurses are aware that they need to enhance their knowledge and skills in nursing to provide a more quality care for their patients (F. Hayajneh, 2009). Recent studies showed that senior nurses are more capable of participating in continuing education because of their higher income compared to those nurses in lower position (M. C. Chong, K. Francis, K. L. Abdullah, 2011). But this finding was contradicted by Bariball and While (1996) stating that younger and less experienced nurses favored continuing professional education. Enabling continuous professional development in health care needs a revitalizing work environment, mentoring and support for the registered nurses. Clinical managers in the United Kingdom stated that Continuing Professional Development is a very important factor in enhancing job satisfaction. Having an attainable and high level continuing educational programs are connected to job satisfaction (Andrews et al., 2005; Levett-Jones, 2005). The capacity of group to encourage and maintain health care professionals is greatly needed to convince nurses to continue professional education (Booth Lawrence, 2001; Brewer, Zayas, Kahn, Sienkiewicz, 2006). Specialization requires that nurses keep up-to-date with new information in nursing science (Hayajneh, 2009). Positive attitudes will increase the number of nurses who participate. Program developers can focus on needed continuing education content within their institutions to develop and maintain professionally and scientifically guided care for patients (Hayajneh, 2009). In order for nursing profession to achieve professionalism, nurses must develop greater skills, undertake higher educa tion, and engage in lifelong learning (Happell, 2004). Nursing prudence demands that nurses continue to advance their knowledge in nursing and its foundational disciplines (Orem, 2001). Full commitment of health care agencies and schools of nursing with dedicated mentors at all sites can identify and motivate nurses to enrol for an advanced degree. Admission, registration, advisement, and instructional support designed to ease transition to the student role are effective. Tuition support and instructional flexibility are major incentives (J. I. Warren, M. E. Mills, 2009). The nursing degree curriculum in Malaysia generally encompasses nursing sciences, behavioral science, health sciences, and information technology and communication skills. Research is an important component of degree program, student are required to attend three credit hours of research and biostatic courses, and to conduct a project with contribute six credit hours of the courses (Chong et al., 2011). The Nursing Board of Malaysia in 1998 was influenced by the globalization wave regarding development in nursing to include the requirement of CPE in the Nurses’ Code of Conduct. All nurses should have at least ten hours in CPE activities per year (Chong et al., 2011). The Malaysian Nurses’ Board required the participation of nurses in a minimum of hours of education and training each year (Chong et al., 2011). References: Andrews,M.E., Stewart,N.J., Pitblado,J.R., Morgan,D.G., Forbes,D., DArcy,C. (2005).Registered nurses working alone in rural and remote Canada.Canadian Journal of Nursing Research,37(1), 14-33. Beatty,R.M. (2001). Continuing professional education, organizational support, and professional competence: Dilemmas of rural nurses.The Journal of Continuing Education in Nursing,32(5), 203-209. Booth,B., Lawrence,R. (2001). Quality assurance and continuing education needs of rural and remoter general practitioners: How are they changing?Australian Journal of Rural Health,9(6), 265-274. Deacon,M., Warne,T., McAndrew,S. (2006). Closeness, chaos and crisis: The attraction of working in acute mental health care.Journal of Psychiatric Mental Health Nursing,13, 750-757. Gould,D., Daniel,K., Len,G., Maidwell,A. (2001). The changing training needs of clinical nurse managers: exploring issues for continuing professional development.J AdvNurs, 34(1), 7-17. Griscti,O., Jacono,J. (2006). Effectiveness of Continuing education programs in nursing: Literature review.Journal of Advanced Nursing,55(4), 449-456. Hayajneh, PhD, RN,F. (2009).Attitudes of Professional Jordanian Nurses toward Continuing Education.The Journal of Continuing Education in Nursing,40(1), 44. Huseman,R.C. (2009). The importance of positive culture in hospitals.Journals of Nursing Administration,39, 60-63. Lee,A.C. K., Tiwari,A.F. Y., Choi,E.W. H., Yuen,K.H., Wong,A. (2005). Hong Kong nurses’ perceptions of and participation in continuing education.The Journal of Continuing Education in Nursing,36(5), 205-212. Schweitzer,D.J., Krassa,T.J. (2010). Deterrents to Nurses Participation in Continuing Professional Development.The Journal of Continuing Education in Nursing,41(10), 441-447. Rebecca,M.B. (2000).Rural nurses attitudes toward participation in continuing professional education.Unpublished doctoral dissertation, Pennsylvania State University, State College. Yfantis,A., Tiniakou,I., Yfanti,E. (2010).Nurses attitudes regarding Continuing Professional Development in a district hospital in Greece.Health Science Journal,4(3), 198.