What Is It About Theories in the Human Sciences and Natural Sciences That Makes Them Convincing

When I was very young, my science teacher taught me Charles Darwin’s evolution theory, and I never doubted that theory since Darwin is a well-known scientist and the authority in the field of biology. Until one day, I became a Christian; I need to accept another theory which is that human beings are created by God. My knowledge had a crash. I have never seen neither earlier species develop to human beings nor God creates human beings by using mud. That is when I started to question the knowledge that I have acquired from all the areas of knowledge. Why I am convinced by the theories?What do I or should I really believe? When I was first introduced to Newton’s third law of motions which is the mutual force of action and reaction between two bodies are equal, opposite and collinear; I doubted it for a very long time. Since every time when I play roller skate and hit to a wall, I am the one who falls and got hurt, then how can I believe the wall got the same mutual force f rom me as well? However, one day, my teacher brought two same sized basketballs to the class. He put both of them on the floor and called two students to push the balls.When the basketballs collided with each other; both of them started to move backward. That is how my teacher proved Newton’s third law of motion and that’s when I started to believe. My sight as one of the sense perception witnessed someone prove the law and based on the past experiences, my sense perception rarely lies to me ergo I accepted something that I did not believe in natural science because of my faith in the sense perception. Also, as an IB natural science student, I knew that there is a very strict systematic methodology (observation, hypothesis, experiment, law, and theory) in natural science.If some scientist wants to find a theory form his or her observation then he or she needs to follow the methodology precisely so that other scientist could use the same method to recreate the experimen t and to prove the theory. In other words, natural science is universal; the theory will not change because of culture, gender or age etc. just like playing piano, as long as one gets the piano sheets, the melody that he or she plays will be the same with others who are at the different age or have different cultural background.However, one’s emotion could effects the accuracy of the natural sciences sometimes. The natural scientists therefore are required to do the experiment over and over again also they try to control all the possible variables in order to avoid the result affected by the emotion. For me, I can prove theories in natural sciences by using the same method as the scientist did. No matter how many times I do the experiment. The result does not change. The strict and universally accept methodology makes me have a very strong faith in theories in natural sciences.Even though we can use different methods to justify most of the natural science theories, some of th e theories are so abstract that even some of the scientists cannot understand them. When facing those theories that I am not smart enough to question or to challenge, I am not a natural science student anymore, I became like an uneducated child, but I am still convinced by those abstruse theories. This is not blind faith, I used reasoning as a way of knowing to decide whether the knowledge is convincing.When I read â€Å"the Brief History of Time† by Steven Hawking I did not understand any theories mentioned in the book, but I still believe it. This is because that since a lot of Hawking’s theories had been commonly accepted, I believe that he is an authority in the field of physics and many other scientists are convinced by Hawking too. As he has been right for a long time ergo I assumed there is enough reason to believe he is right for this time as well. Since there are not many potions and are not many theories that I known of are competing with Hawking’s.I a m sometimes convinced by one natural science theory simply because that the scientist who came up with the theory is the authority and there are not any other theories to believe. If natural sciences are the studies of non-living objects then in my opinion human sciences studies the most vigorous objects, the minds of human beings. As I mentioned earlier, natural science is like playing piano, as long as people follow the symbol written on the piano sheets, they will get the same melody. In contrary, human beings

Children and young peoples workforce Essay

Explain the risk and possible consequences for children and young people of being online and using a mobile phone. There are many different types of ricks and possible consequences when children are using the internet, such as cyber bullying, it can make children feel vulnerable, isolated and depressed. Another risk is going on chat rooms, this is a big risk as they get speaking to people that children do not no, they could be lying about their age, or sex, so if a child started speaking to someone who they met online there is a risk that something could happen to the child or young person. Another risk is seeing Inappropriate Material such as seeing the wrong thing for the age, e.g. pornographic, hateful or violent photos. Using a mobile phone can also make you at risk as most mobile phones now have internet. ‘’while this provides opportunities for communication, interaction and entertainment, there are possible risk to children and young people’’ (children and young people’s workforce 2011, p139) protection harm includes doing things of their phone without their parents’ permission such as having contact with strangers, and looking at harmful context, which is not good for the child. Describe ways of reducing rick of children and young people from: social networking, internet use, buying online, using a mobile phone. internet use When children are using the internet there should be filter systems in order so that it can prevent children and young people from looking at inappropriate materials. There also should be procedures in place that if a child or young people do see inappropriate materials so that they can report this. buying online children and young people shouldn’t be given bank cards at a early age, but if they are they should be told about some of the consequences such as identity theft and security issues. To help prevent this you should make sure your virus software works and is up to date, only use retail shops that you trust and that you know are real websites and make sure that you have a strong password. using a mobile phone. To help prevent consequences using a mobile phone you should phone an operator up so that they can put an internet filter on their phones so it won’t allow them to look at anything inappropriate if they are under 18, make sure they you register their phone and make sure you give them the right age.

Dictinory

EASIER ENGLISH BASIC DICTIONARY SECOND EDITION Dictionary Titles in the Series English Language: Easier English Basic Synonyms 0 7475 6979 7 English Study Dictionary 1 9016 5963 1 Easier English Student Dictionary 0 7475 6624 0 English Thesaurus for Students 1 9016 5931 3 Specialist Dictionaries: Dictionary of Accounting 0 7475 6991 6 Dictionary of Banking and Finance 0 7475 6685 2 Dictionary of Business 0 7475 9680 0 Dictionary of Economics 0 7475 6632 1 Dictionary of Environment and Ecology 0 7475 7201 1 Dictionary of Hotels, Tourism and Catering Management 1 9016 5999 2Dictionary of Human Resources and Personnel Management 0 7475 6623 2 Dictionary of ICT 0 7475 6990 8 Dictionary of Marketing 0 7475 6621 6 Dictionary of Medical Terms 0 7475 6987 8 Dictionary of Military Terms 1 9038 5620 5 Dictionary of Nursing 0 7475 6634 8 Dictionary of Science and Technology 0 7475 6620 8 Check your English Vocabulary Workbooks: Business 0 7475 6626 7 Computing 1 9016 5928 3 English for Academic Purposes 0 7475 6691 7 PET 0 7475 6627 5 FCE + 0 7475 6981 9 IELTS TOEFL 0 7475 6982 7  ® 0 7475 6984 3 Visit our website for full details of all our books ttp://www. bloomsbury. com/reference EASIER ENGLISH BASIC DICTIONARY SECOND EDITION General editor P. H. Collin A BLOOMSBURY REFERENCE BOOK www. bloomsbury. com Second edition published 2004 First published in Great Britain 2001  © Copyright P. H. Collin, F. Collin, S. M. H. Collin 2001 This edition  © Copyright Bloomsbury Publishing 2004 Bloomsbury Publishing Plc 38 Soho Square London W1D 3HB All rights reserved. No part of this publication may be reproduced in any form or by any means without the permission of the publishers. British Library Cataloguing-in-Publication DataA catalogue record for this book is available from the British Library ISBN 0 7475 6644 5 eISBN-13: 978-1-4081-0202-2 Text processing and computer typesetting by Bloomsbury Publishing Printed and bound in Italy by Legoprint All papers used by Bloomsbury Publishing are natural, recyclable products made from wood grown in well-managed forests. The manufacturing processes conform to the environmental regulations of the country of origin. GENERAL EDITOR P. H. Collin Editorial Contributors Penelope Hands, Howard Sargeant Text Production and Proofreading Katy McAdam, Joel Adams, Daisy Jackson, Sarah LusznatPreface This dictionary contains the most frequently used words in English and provides the basic vocabulary needed for everyday communication by anyone starting to learn the language. It is especially useful for elementary and pre-intermediate students of all ages and would be suitable for those working towards an elementary level English examination such as KET or PET. Each word is individually defined, and no words, not even adverbs, are given without a definition. Examples are included for many words to provide patterns for the user’s own production of English sentences.Each word, including compound words and phrasal verbs, has its own easy-to-find main entry in bold type. Each word has a pronunciation in the International Phonetic Alphabet. Common phrases and idioms associated with the main term are shown in bold type and separately defined within the entry. The meanings of the main common senses of each word are given clearly and simply, using a limited and easily understood vocabulary. Meanings are grouped together by their part of speech. Extra help is offered in Notes at the end of some entries.These include warnings about words which can confused with each other, unusual inflected forms and regularly collocating prepositions. The major differences in US and British spelling are noted. A useful companion to this dictionary is Easier English Basic Synonyms which compares and contrasts words with similar meanings, showing the similarities and differences in usage. Symbols before a new part of speech before examples before a phrase or collocation before an idiom a definition of the word will be foun d at the place indicated extra information will be found at the place indicated i ? PronunciationThe following symbols have been used to show the pronunciation of the main words in the dictionary. Stress has been indicated by a main stress mark ( ) and a secondary stress mark ( ). Note that these are only guides, as the stress of the word changes according to its position in the sentence. Vowels ? ? a? a? a a ? e e? e? e? i i ? ? u u ? Consonants back harm stop type how hire hour course annoy head fair make go word keep happy about fit near annual pool book tour shut b d ? d f h j k l m n ? p r s ? t t? ? v w x z buck dead other jump fare gold head yellow cab leave mix nil sing print rest ave shop take change theft value work loch measure zone Basic. fm Page 1 Friday, January 16, 2004 3:10 PM A a1 /e? /, A noun the first letter of the alpha- very able manager. There are special activities for able children. a bet, followed by B Do you mean ‘dependant’ spelt with an à ¢â‚¬Ëœa’ or ‘dependent’ with an ‘e’? from A to Z completely, all the way through about /? ba? t/ preposition 1. referring to about something He told me all about his operation. What do you want to speak to the doctor about? 2. to be about to do something to be going to do something very soon We were about to go home when you arrived. 3. ot exactly I’ve been waiting for about four hours. She’s only about fifteen years old. how about? 1. what do you think about? We can’t find a new chairperson for the club – What about Sarah? 2. would you like a cup of tea? while you’re about it at the same time as the thing you are doing While you’re about it, can you post this letter? a2 /? , e? /, an /? n, n/ article 1. one a an enormous hole a useful guidebook She’s bought a new car. I want a cup of tea. We had to wait an hour for the bus. (NOTE: an is used before words beginning with a, e, i, o, u and with h if the h is not pronounced: an apple or an hour. is used before words beginning with all other letters and also before u where u is pronounced /ju / : a useful guidebook) 2. for each or to each Apples cost ? 1. 50 a kilo. The car was travelling at 50 kilometres an hour. He earns ? 100 a day. above /? b v/ preposition 1. higher than above The plane was flying above the clouds. The temperature in the street was above 30 degrees. At prices above ? 20, nobody will buy it. 2. older than If you are above 18, you have to pay the full fare. 3. louder than I couldn’t hear the telephone above the noise of the drills. abandon /? b nd? n/ verb 1. to leave abandon someone or something in an unkind wayThe dog had been abandoned by its owner. 2. to give up or stop doing something The company has decided to abandon the project. We abandoned the idea of setting up a London office. abbreviation /? bri vi e (? )n/ noun a abbreviation short form of a word abroad /? br? d/ adverb in or to another abroad country They’ve gone abroad on holiday. I lived abroad for three years. ability /? b? l? ti/ noun 1. a natural tendenability cy to do something well I admire his ability to stay calm in difficult situations. We can develop their natural abilities. (NOTE: The plural is abilities. ) I’ll do it to the best of my ability I’ll o it as well as I can 2. the fact of being clever suitable for different levels of ability (NOTE: no plural) absence / bs? ns/ noun the fact of beabsence ing away from a place She did not explain her absence from the meeting. The former president was sentenced in his absence. in the absence of because someone or something is not there In the absence of the chairman, his deputy took over. In the absence of any official support, we had to raise our own funds. able / e? b(? )l/ adjective 1. to be able to able do something to be capable of something or have the chance to do something They weren’t able to find the ouse. Will you be able to c ome to the meeting? 2. good at doing something, or good at doing many things She’s a absent / bs? nt/ adjective not there absent Ten of the staff are absent with flu. absolute / bs? lu t/ adjective comabsolute plete or total Basic. fm Page 2 Friday, January 16, 2004 3:10 PM absolutely 2 accompany absolutely adverb 1. / bs? lu tli/ com- little gift. 2. to say ‘yes’ or to agree to something She accepted the offer of a job in Australia. I invited her to come with us and she accepted. (NOTE: Do not absolutely pletely I am absolutely sure I left the keys in my coat pocket. 2. / bs? lu tli/ es, of course Did you build it yourself? – Absolutely! absorb /? b z? b/ verb 1. to take in something such as a liquid The water should be absorbed by the paper. Salt absorbs moisture from the air. 2. to reduce a shock The car’s springs are supposed to absorb any shock from the road surface. absurd /? b s d/ adjective completely unreasonable or impossible to believe It ’s absurd to expect you will win the lottery if you only buy one ticket. abuse1 /? bju s/ noun 1. rude words The people being arrested shouted abuse at the police. 2. very bad treatment the sexual abuse of children She suffered physical abuse in prison. absorb bsurd abuse (NOTE: [all senses] no plural) abuse2 /? bju z/ verb 1. to treat someabuse one very badly, usually physically or sexually She had been abused as a child. 2. to make the wrong use of something He abused his position as finance director. 3. to say rude things about someone The crowd noisily abused the group of politicians as they entered the building. academic / k? dem? k/ adjective 1. relating to study at a university Members of the academic staff received a letter from the principal. 2. only in theory, not in practice It is only of academic interest. i noun a university teacher All her friends are academics. ccelerate /? k sel? re? t/ verb to go faster Don’t accelerate when you get to traffic lights. accent / ks? nt/ noun 1. a particular way of pronouncing something He speaks with an American accent. 2. the stronger or louder part of a word or sentence In the word ‘letter’ the accent is on the first syllable. 3. a mark over a letter showing a particular way of pronouncing it Cafe has an accent on the ‘e’. accept /? k sept/ verb 1. to take and keep a present We hope you will accept this academic accelerate accent accept confuse with except. ) acceptable /? k sept? b(? )l/ adjective acceptable good enough to be accepted, although ot particularly good Fighting in the street is not acceptable behaviour. Smoking is becoming less socially acceptable. A small gift of flowers would be very acceptable. The offer is not acceptable to the vendor. access / kses/ noun a way of reaching a place The concert hall has access for wheelchairs. At present there is no access to the site. to have access to something to be able to reach a place, meet a person, or obtain somet hing I’ll have access to the studio day and night. The company has access to substantial funds. i verb to get information from a computer She tried to access the address list. accident / ks? d(? nt/ noun 1. an unpleasant thing which happens and causes damage or injury He lost his leg in an accident at work. She was involved in a car accident and had to go to hospital. 2. something that happens unexpectedly Their third baby was an accident. by accident without being planned or expected He found the missing papers by accident. accidental / ks? dent(? )l/ adjective happening without being planned or expected an accidental meeting accidental damage His death was not accidental. accidentally / ks? dent(? )li/ adverb without being planned or expected accommodation /? k? m? de (? )n/ noun a place to live or somewhere to tay for a short time Are you still looking for accommodation? Visitors have difficulty in finding hotel accommodation during the summer. (NOTE: In Britaccess acciden t accidental accidentally accommodation ish English, accommodation has no plural. ) accompany /? k mp(? )ni/ verb 1. to accompany go with someone or something She accompanied me to the door. 2. to play a musical instrument while someone Basic. fm Page 3 Friday, January 16, 2004 3:10 PM accomplish else plays another instrument or sings She sang and was accompanied on the piano by her father. (NOTE: accompanied by someone or something) accomplish /? k mpl / verb to do omething successfully You won’t accomplish anything by arguing. according to /? k? d tu / preposition 1. as someone says or writes The washing machine was installed according to the manufacturer’s instructions. According to the police, the car was going too fast. 2. in agreement with rules or a system Everything went according to plan or schedule. 3. in relation to The teachers have separated the children into classes according to their ages. account /? ka? nt/ noun 1. same as bank account 2. I was worried on her account I was afraid something might happen to her on account of because of, due to The trains are late n account of the fog. We don’t use the car much on account of the price of petrol. take something into account to consider something We have to take the weather into account. on no account not at all accurate / kj? r? t/ adjective correct in all details Are the figures accurate? We asked them to make an accurate copy of the plan. accurately / kj? r? tli/ adverb correctly The weather forecast accurately predicted the storm. accuse /? kju z/ verb to say that someone has done something wrong The police accused her of stealing the money. (NOTE: You accuse someone of a accomplish according to account accurate accurately accuse rime or of doing something. ) achieve /? t? i v/ verb to succeed in doachieve ing something after trying very hard Have you achieved all your aims? The company has achieved great success in the USA. achievement /? t? i vm? nt/ noun something which h as been done successfully She is very modest about her achievements. Coming sixth was a great achievement, since he had never entered the competition before. achievement 3 action acid / s? d/ noun a chemical substance acid that is able to dissolve metals acknowledge /? k n? l? d / verb 1. to acknowledge say that something has been received She didn’t acknowledge receiving my etter. 2. to accept that something is true She acknowledged that she had seen me there. acknowledgement /? k n? l? d m? nt/ noun a letter or note sent to say that something has been received acorn / e? k? n/ noun the fruit of an oak tree acquaintance /? kwe? nt? ns/ noun a person you know slightly She has many acquaintances in the travel industry but no real friends. acquire /? kwa / verb to become the owner of something She has acquired a large collection of old books. across /? kr? s/ preposition 1. from one side to the other Don’t run across the road without looking to see if there is any traffi c coming. 2. n the other side of He saw her across the street. i adverb from one side to the other The river is only twenty feet across. The stream is very narrow – you can easily jump across. act / kt/ noun 1. something which is done He thanked her for the many acts of kindness she had shown him over the years. 2. a part of a play or show Act 2 of the play takes place in the garden. 3. a short performance The show includes acts by several young singers. 4. a law passed by Parliament an act to ban the sale of weapons i verb 1. to do something You will have to act quickly if you want to stop the fire. She acted in a very responsible way. o act as someone or something to do the work of someone or something The thick curtain acts as a screen to cut out noise from the street. 2. to behave in a particular way She’s been acting very strangely. to get your act together to organise yourself properly If they don’t get their act together, they’ll miss their train. action / k n/ noun 1. the fact of doing something We recommend swift acacknowledgement acorn acquaintance acquire across act action Basic. fm Page 4 Friday, January 16, 2004 3:10 PM active tion to prevent the problem spreading. What action are you going to take to prevent accidents? ut of action not working The car has been out of action for a week. 2. something that is done They’ve shown their commitment by their actions. 3. a movement Avoid sudden actions that could alarm the animals. 4. the things that happen in a performance such as a play or film The action of the play takes place in a flat in London. 5. a case in a law court where someone tries to get money from someone else to bring an action for damages against someone active / kt? v/ adjective 1. involved in active an activity or activities, especially in an energetic way He didn’t play an active part in the attack on the police station.My grandmother is still very active at the age of 88. 2. (of a volcano) ex ploding or likely to explode Scientists think the volcano is no longer active. 3. the form of a verb which shows that the subject is doing something (NOTE: If you say ‘the car hit him’ the verb is active, but in ‘he was hit by the car’ it is passive. ) activity / k t? v? ti/ noun 1. the act or activity fact of being active 2. something that someone does to pass time pleasantly Children are offered various holiday activities – sailing, windsurfing and water-skiing. (NOTE: The plural in this sense is activities. ) actor / kt? / noun a person who acts in actor he theatre, in films or on TV actress / ktr? s/ noun a woman who actress acts in the theatre, in films or on TV (NOTE: Many women prefer to call themselves actors rather than actresses. ) actual / kt? u? l/ adjective real actual It looks quite small but the actual height is 5 metres. Her actual words were much stronger. actually / kt? u? li/ adverb really actually It looks quite small, but actuall y it is over 5 metres high. He said he was ill, but actually he wanted to go to the football match. 4 address ad / d/ noun an advertisement (informal ) ad If you want to sell your car quickly, put an ad in the paper. adapt /? d pt/ verb 1. o change something to be suitable for a new situation She adapted the story for TV. The car has been adapted for disabled drivers. 2. to change your behaviour to fit into a new situation We’ll all have to learn to adapt to the new system. adaptable /? d pt? b(? )l/ adjective able to change or be changed easily to deal with new situations or uses add / d/ verb 1. to make a total of numbers If you add all these numbers together it should make fifty. (NOTE: Addadapt adaptable add ing is usually shown by the sign + : 10 + 4 = 14. ) 2. to join one thing to another Interest is added to the account monthly. Add two cupfuls of sugar.Put a teabag into the pot and add boiling water. By building the annexe, they have added thirty rooms to the hotel. 3 . to say or to write something more I have nothing to add to what I put in my letter. She added that we still owed her some money for work she did last month. add up phrasal verb to make a total the figures do not add up the total is not correct addition /? d (? )n/ noun 1. someone or something added to something else the latest addition to the family He showed us the additions to his collection of paintings. 2. the act of adding figures to make a total You don’t need a calculator to do a simple addition. n addition to as well as There are twelve registered letters to be sent in addition to this parcel. in addition as well in addition to as well as There are twelve registered letters to be sent in addition to this parcel. additional /? d (? )n? l/ adjective included as well as what there is already address /? dres/ noun 1. a set of details of the number of a house, the name of a street and the town where someone lives or works What is the doctor’s address? Our address is: 1 Cambridge Road, Teddington, Middlesex. 2. the set of letters, symbols and numbers that addition additional address Basic. m Page 5 Friday, January 16, 2004 3:10 PM address book identify someone’s email account i verb 1. to write details such as someone’s name, street and town on a letter or parcel That letter is addressed to me – don’t open it! 2. to speak or write to someone Please address your questions to the information office. Teachers are not normally addressed as ‘Sir’ here. 3. to make a formal speech to a group The chairman addressed the meeting. address book /? dres b? k/ noun a address book notebook or computer file in which you can record people’s names, home addresses, telephone numbers and email addresses adequate / d? kw? / adjective 1. adequate enough for a purpose We don’t have adequate supplies for the whole journey. His salary alone is barely adequate. 2. only just satisfactory adhesive /? d hi s? v/ adje ctive able to stick to things i noun a substance which sticks things together adhesive adjacent /? d e? s(? )nt/ adjective very adjacent close to or almost touching something My office is in an adjacent building. adjective / d ? kt? v/ noun a word which describes a noun In the phrase ‘a big black cloud’, ‘big’ and ‘black’ are both adjectives. adjective adjust /? d adjust st/ verb to make a slight change to something I need to adjust his belt a bit. to adjust to something to become used to something How are you adjusting to being a parent? admiration / dm? re (? )n/ noun readmiration spect for someone or something admire /? d ma / verb to consider admire someone or something with approval He was admired for his skill as a violinist. We admired the view from the balcony. admission /? d m (? )n/ noun 1. the act admission or fact of being allowed to go in to a place Admission to the exhibition is free on Sundays. My friend was refused admission to the restaurant because he was not wearing a tie. no admission no one can enter 2. statement saying that something bad is true Her 5 advantage admission that she had taken the money led to her arrest. admission fee /? d m (? )n fi / noun an amount of money paid to go into a place such as a museum admit /? d m? t/ verb to allow someone to go in to a place Children are admitted free, but adults have to pay. This ticket admits three people. (NOTE: admits – admitting – admitted) to admit (to) doing something to say that you have done something wrong They admitted stealing the car. adopt /? d? pt/ verb 1. to take someone legally as a son or daughter They have adopted a little boy. 2. o decide to start using something The book has been adopted for use in all English classes. We need to adopt a more flexible approach. adore /? d? / verb to like someone or something very much adult / d lt/ noun a fully-grown person i adjective 1. fully grown an adult tiger 2. relating to a matu re person or people adult fiction advance /? d v? ns/ verb to move forward The police slowly advanced across the square. i noun 1. a movement forwards The police have made some advances in their fight against crime. The team made an advance into their opponents’ half. 2. money paid as a loan or as a part of a payment o be made later i adjective done before something happens She made an advance payment of ? 3000. in advance earlier than the time something happens You must phone in advance to make an appointment. They asked us to pay ?200 in advance. advanced /? d v? nst/ adjective which is studied at a higher level He’s studying advanced mathematics. She’s studying for an advanced degree. advantage /? d v? nt? d / noun something which will help you to be successful Being able to drive a car is an advantage. Knowledge of two foreign languages is an advantage in this job. She has several advantages over the other job candidates. o take advanadmission fee admit adop t adore adult advance advanced advantage Basic. fm Page 6 Friday, January 16, 2004 3:10 PM adventure tage of something to profit from something They took advantage of the cheap fares on offer. to take advantage of someone to get something unto (good or fairly from someone best) advantage in a way that helps someone or something appear especially good She used her knowledge of Italian to good advantage. adventure /? d vent / noun a new, exciting and dangerous experience I must tell you about our adventures in the desert. adverb / dv b/ noun a word which applies to a verb, an adjective, another dverb or a whole sentence In the sentence ‘He walked slowly, because the snow was very thick. ’ both ‘slowly’ and ‘very’ are adverbs. adverse / dv s/ adjective (of condian tions) unpleasant and unwanted adverse reaction adverse effects advert / dv t/ noun same as adveradventure adverb adverse advert tisement advertise / dv? ta? z/ verb to make advertise su re that people know that something is for sale, or that something is going to happen The company is advertising for secretaries. Did you see that the restaurant is advertising cheap meals on Sundays? I saw this watch advertised in the paper. advertisement /? d v t? sm? nt/ noun n announcement which tries to make sure that people know that something is for sale, or that something is going to happen advertising / dv? ta? z / noun the act of making sure that people know that something is for sale, or that something is going to happen The company has increased the amount of money it spends on advertising. They spent millions on the advertising campaign. advice /? d va? s/ noun an opinion that someone gives you about what you should do He went to the bank manager for advice on how to pay his debts. They would not listen to the doctor’s advice. My grandfather gave me a very useful piece of advice.His mother’s advice was to stay in bed. (NOTE: no pluadvertisement advertising advice 6 afraid ral: use some advice or, for one item, a piece of advice) advise /? d va? z/ verb 1. to suggest to advise someone what they should do He advised her to save some of the money. 2. to tell someone officially that something has happened (formal ) They advised us that the sale of the house had been completed. adviser /? d va? z? /, advisor noun someone who helps people to make decisions about what to do aerial / e? ri? l/ noun a piece of equipment for receiving radio or TV signals aeroplane / e? r? ple? n/ noun a vehicle hich flies in the air, carrying passengers or goods affair /? fe? / noun 1. something which is relevant to one person or group of people only That’s his affair – it’s nothing to do with me. It’s an affair for the police. His business affairs were very complicated. 2. a sexual relationship with someone who is not your husband or wife He’s having an affair with his boss’s wife. 3. an event The party is just a famil y affair. 4. an event or situation that shocks people The whole sorry affair was on the front page of the newspapers for days. i plural noun affairs situations or activities relating to public or private life affect /? ekt/ verb to have an influence on someone or something The new regulations have affected our business. Train services have been seriously affected by the strike. affection /? fek n/ noun a feeling of liking someone, especially a friend She always spoke of him with great affection. afford /? f? d/ verb to have enough money to pay for something How will you afford such an expensive holiday? be unable to afford, can’t afford to be unable to accept something because it might cause you a problem I can’t afford a delay of more than three weeks. afraid /? fre? d/ adjective 1. frightened of something or someone I am afraid of nakes. He is too afraid to climb the ladder. 2. to be afraid (that) to be adviser aerial aeroplane affair affect affection afford afraid B asic. fm Page 7 Friday, January 16, 2004 3:10 PM after sorry to say I’m afraid that all the cakes have been sold. You can’t see the boss – I’m afraid he’s ill. Have you got a pocket calculator? – No, I’m afraid not. after / ? ft? / preposition 1. following or next in order to If today is Tuesday, the day after tomorrow is Thursday. They spoke one after the other. What’s the letter after Q in the alphabet? after you you go first 2. later than We arrived after six o’clock.We don’t let the children go out alone after dark. i conjunction later than a time After the snow fell, the motorways were blocked. Phone me after you get home. (NOTE: after after is used with many phrasal verbs: to look after, to take after, etc. ) after all 1. in spite of everything Everything was all right after all. 2. the fact is He should be OK; after all, he is eighteen now. afternoon / ? ft? nu n/ noun the time between midday and the evenin g He always has a little sleep in the afternoon. There is an afternoon flight to Paris. Can we meet tomorrow afternoon? afterwards / ? ft? w? dz/ adverb laterWe’ll have lunch first and go shopping afterwards. again /? en/ adverb 1. another time He had to take his driving test again. again and again several times, usually in a firm or determined way The police officer asked the same question again and again. 2. back as you were before Although I like going on holiday, I’m always glad to be home again. against /? enst/ preposition 1. so as to touch He was leaning against the wall. She hit her head against the low doorway. 2. in opposition to England is playing against South Africa tomorrow. It’s hard cycling uphill against the wind. They went against his advice. age /e? / noun the number of years which you have lived She is thirty years of age. He looks younger than his age. i plural noun ages a very long time (informal ) I’ve been waiting here for ages. It took us ages to get served. afternoon afterwards again against age 7 agreement aged /e? d d/ adjective with the age of 1 aged a girl aged nine She died last year, aged 83. aged2 / e? d ? d/ adjective very old an aged man agency / e? d ? nsi/ noun an office which represents another firm an advertising agency agenda /? d end? / noun a list of points for discussion what’s on the agenda? what are we going to discuss? i a set of hings that someone plans to do top of your agenda what someone wants most A holiday is top of my agenda at present. agent / e? d ? nt/ noun a person who works for or represents someone else Our head office is in London but we have an agent in Paris. aggression /? re? (? )n/ noun a feeling of anger against someone that is expressed, especially in physical force an act of aggression an attack on someone aggressive /? res? v/ adjective ready to attack someone aggressively /? res? vli/ adverb as if wanting to attack someone ago /? / adverb in the past He pho ned a few minutes ago. This all happened a long time ago. NOTE: ago aged agency agenda agent aggression aggressive aggressively ago always follows a word referring to time. ) agree /? ri / verb 1. to say yes or give agree permission After some discussion he agreed to our plan. (NOTE: You agree to or on a plan. ) 2. to say or show that you have the same opinion as someone else Most of the group agreed with her suggestion. agreement /? ri m? nt/ noun 1. the act or fact of thinking the same to reach an agreement or to come to an agreement on salaries Agreement between the two sides is still a long way off. they are in agreement with our plan they agree with our plan We discussed he plan with them and they are in agreement. 2. a contract to draw up or to draft an agreement We signed an agreement with the Italian company. agreement Basic. fm Page 8 Friday, January 16, 2004 3:10 PM ahead ahead /? hed/ adverb 1. in front ahead Our team was losing, but now we are ahead again. Run on ahead a nd find some seats for us. You need to go straight ahead, and then turn left. 2. in future My diary is filled with appointments for six weeks ahead. 3. before We try to fill the vacancies at least three weeks ahead. ahead of /? hed ? v/ 1. in front of Ahead of us was a steep hill. They ran on ahead of the others. 2. in future time You have a mass of work ahead of you. 3. before (informal ) They drafted in extra police ahead of the international match. aid /e? d/ noun 1. help, especially money, food or other gifts given to people living in difficult conditions aid to the earthquake zone an aid worker (NOTE: This meaning of aid has no plural. ) in aid of in order to help We give money in aid of the Red Cross. They are collecting money in aid of refugees. 2. something which helps you to do something kitchen aids i verb 1. to help something to happen 2. to help someone aim /e? m/ noun what you are trying to do His aim is to do well at school and hen go to university. One of our aims is to increase the speed of service. i verb 1. to plan to do something We aim to go on holiday in June. 2. to point a gun at someone or something He was aiming or aiming a gun at the policeman. air /e? / noun 1. a mixture of gases which cannot be seen, but which is all around us and which every animal breathes His breath was like steam in the cold air. 2. the air the space around things and above the ground He threw the ball up into the air. (NOTE: These meanings of air have no plural. ) i adjective referring to a method of travelling or sending goods using aircraft new air routes y air in an aircraft I don’t enjoy travelling by air. It’s quicker to send the letter by air. i verb to make a room or clothes fresh by giving them more air Let’s open the windows to air the room. aircraft / e? kr? ft/ noun a vehicle which flies in the air The passengers got into or boarded the aircraft. The airline aid aim air aircraft 8 alive has a fleet of ten aircraft. (NOTE: The plur al is aircraft: one aircraft, six aircraft. ) airfare / e? fe? / noun the amount of money a passenger has to pay to travel on an aircraft air force / e? f? s/ noun a country’s military air organisation airline / e? la? n/ noun a company which akes people or goods to places in aircraft The airline has been voted the most popular with business travellers. He’s an airline pilot. airplane / e? ple? n/ noun US an aircraft airport / e? p? t/ noun a place where aircraft land and take off You can take the underground to the airport. We are due to arrive at Heathrow Airport at midday. alarm /? l? m/ noun 1. a loud warning sound An alarm will sound if someone touches the wire. to raise the alarm to warn everyone of danger 2. same as alarm clock i verb to frighten someone I don’t want to alarm you, but there’s a police car parked outside your house. alarm clock /? ? m kl? k/ noun a clock which rings a bell to wake you up album / lb? m/ noun 1. a large book 2. a coll ection of songs on a CD, cassette or record alcohol / lk? h? l/ noun a substance in drinks such as beer or wine that can make people drunk They will not serve alcohol to anyone under the age of 18. alcoholic / lk? h? l? k/ adjective relating to alcohol alert /? l t/ adjective watching or listening carefully, ready to notice something alike /? la? k/ adjective very similar i adverb in a similar way My sister and I just don’t think alike. The change will affect rich and poor alike. alive /? la? v/ adjective 1. iving He was still alive when he was rescued from the burning building. When my grandfather was alive, there were no supermarkets. (NOTE: not used in front of a noun: the fish is alive but a live fish. ) 2. lively airfare air force airline airplane airport alarm alarm clock album alcohol alcoholic alert alike alive Basic. fm Page 9 Friday, January 16, 2004 3:10 PM all The holiday village really comes alive to come alive to become at night. busy and active all /? l/ adject ive, pronoun everything or all everyone They all or All of them like coffee. All trains stop at Clapham Junction. Did you pick all (of) the tomatoes?Where are all the children? i adverb 1. completely The ground was all white after the snow had fallen. I forgot all about her birthday. 2. all by yourself all alone You can’t do it all by yourself. I’m all by myself this evening – my girlfriend’s gone out. all along right from the beginning all at once suddenly all in 1. tired out 2. including everything all of a sudden suddenly all over 1. everywhere over something 2. finished all right well She was ill yesterday but she’s all right now. all the same in spite of this I’m not really keen on horror films, but I’ll go with you all the same. allergic /? l d ? k/ adjective suffering llergic from or referring to an allergy to be allergic to to react badly to a substance Many people are allergic to grass pollen. She is allergic to cats. 9 alpha betical Jack has been my closest ally in the campaign. ally2 /? la? / verb to ally yourself with or to someone to join forces with someone The unions have allied themselves with the opposition. (NOTE: allies ally – allying – allied) almost / ? lm st/ adverb nearly almost London is almost as far from here as Paris. She’s almost as tall as I am. She’ll eat almost anything. Hurry up, it’s almost time for the train to leave. alone /? l n/ adjective 1. with no one lse She lives alone with her cats. He was all alone in the shop. 2. only She alone knew the importance of the message. i adverb without other people We don’t let the children go out alone after dark. I don’t like travelling alone. leave alone 1. not to disturb someone Leave your sister alone, she’s trying to read. 2. to stop touching or playing with something Leave the cat alone, it doesn’t like being stroked. Leave those keys alone, the noise is annoying me. to go it alone to do something, especially a business activity, without help from anyone along /? l / preposition 1. by the side of He has planted fruit trees along oth sides of the garden path. The river runs along one side of the castle. 2. in a straight forward direction She ran along the pavement. Walk along the street until you come to the post office. I was just driving along when I caught sight of my brother. 3. to a place John came along after about five minutes. Is it ok if I bring a friend along? aloud /? la? d/ adverb in a voice which can be easily heard alphabet / lf? bet/ noun a series of letters in a specific order, e. g. A, B, C, etc G comes before H in the alphabet. If you’re going to Greece on holiday, you ought to learn the Greek alphabet. alphabetical / lf? bet? k(? l/ adjective relating to the alphabet in alphabetical order in order of the first letter of each word The words in the dictionary are in alphabetical order. Sort out the address cards into alphabetica l order of the people’s names. alone along allergy / l? d i/ noun a bad reaction to allergy a substance which makes you sneeze, or makes your skin itch, e. g. She has an allergy to household dust. The baby has a wheat allergy. allow /? la? / verb to let someone do allow something She allowed me to borrow her book. Smoking is not allowed in the restaurant. You are allowed to take two pieces of hand luggage onto the plane. allowance /? a ns/ noun 1. an allowance amount of money paid to someone regularly a weekly allowance 2. an amount of money which you are allowed to earn without paying tax on it 3. to make allowances for to take something into account You must make allowances for his age. ally1 / la? / noun 1. a country which ally works together with another, especially in a war (NOTE: The plural is allies. ) 2. someone who is willing to support you in something you want to achieve aloud alphabet alphabetical Basic. fm Page 10 Friday, January 16, 2004 3:10 PM already already /? l redi/ adverb before now or already I’ve albefore the time mentioned eady done my shopping. It was already past ten o’clock when he arrived. also / ? ls / adverb in addition to something or someone else that has been mentioned He’s a keen cyclist and his sister also likes to cycle when she can. She sings well and can also play the violin. (NOTE: also is usually placed bealso fore the main verb or after a modal or auxiliary verb. ) alter / ? lt? / verb to become different, or alter make something different, especially in small ways or in parts only They wanted to alter the terms of the contract after they had signed it. The shape of his face had altered slightly. alteration / ? lt? re (? )n/ noun 1. the ct of becoming different or of making something different 2. something that has been, or needs, changing She made some alterations in the design. alternate1 /? l t n? t/ adjective every other one We see each other on alternate Sundays. alternate2 / ? lt? ne? t / verb to keep changing from one particular position or state to another alternative /? l t n? t? v/ adjective 1. in place of something else If the plane is full, we will put you on an alternative flight. Do you have an alternative solution? 2. following a different way from usual i noun something which you do instead of something else Now that she’s ill, do we have any alternative o calling the holiday off? although /? l / conjunction in spite of the fact that Although it was freezing, she didn’t put a coat on. I’ve never been into that shop although I’ve often walked past it. altogether / ? lt? e / adverb taking everything together The food was ? 10 and the drinks ? 5, so that makes ? 15 altogether. The staff of the three shops come to 200 altogether. always / ? lwe? z/ adverb 1. every time She is always late for work. Why does it always rain when we want to go for a walk? 2. all the time It’s always alteration alternate alternate alternative al though altogether always 10 amount hot in tropical countries. . frequently, especially when someone finds it anShe’s always asking me to noying lend her money. am /? m, m/ 1st person present singular of be a. m. / e? em/ adverb before midday I have to catch the 7 a. m. train to work every day. Telephone calls made before 6 a. m. are charged at the cheap rate. (NOTE: a. m. is usually used to am a. m. show the exact hour and the word o’clock is left out) amazement /? me? zm? nt/ noun great amazement surprise To his amazement he won first prize. amazing /? me? z / adjective 1. very surprising It was amazing that she never suspected anything. 2. extremely It was an interesting and unusual mazing experience, sailing so far from land at night. ambition / m b (? )n/ noun a wish to do something special His great ambition is to ride on an elephant. ambulance / mbj? l? ns/ noun a van which carries sick or injured people to hospital When she fell down the stairs, her husband call ed an ambulance. American /? mer? k? n/ adjective relating to America or to the United States among /? m ? /, amongst /? m ? st/ preposition 1. surrounded by or in the middle of He was standing among a crowd of tourists. 2. between a number of people in a group Let’s share the cake among us. 3. in addition to other people or things Jack was there, mong others. amount /? ma? nt/ noun a quantity of something such as money The amount in my bank account has reached ? 1000. We spent a large amount of time just waiting. a certain amount some but not a lot Painting the house will take a certain amount of time. amount to phrasal verb 1. to make a total of My year’s savings amount to less than ? 1000. 2. to be similar or equal to something I think what he said amounts to a refusal to take part. 3. to amount to the same thing to mean the amazing ambition ambulance American among amount Basic. fm Page 11 Friday, January 16, 2004 3:10 PM amuse same, to be the same Whether he took ash or free holidays, it all amounts to the same thing. The remaining problems don’t amount to much. amuse /? mju z/ verb 1. to make someone laugh This story will amuse you. to amuse yourself to play or get pleasure from what you are doing The children amused themselves quietly while their parents talked. 2. to make the time pass pleasantly for someone How can we amuse the children on the journey? amusement /? mju zm? nt/ noun 1. a feeling of pleasure caused by something that is funny 2. to someone’s amusement making someone feel pleasure in a funny situation Much to her amusement, the band played ‘Happy Birthday to you! . 3. a way of passing the time pleasantly They had planned several visits for the guest’s amusement. amusing /? mju z / adjective funny an /? n, n/ ? a analysis /? n l? s? s/ noun a close examination of the parts or elements of something job analysis to make an analysis of the sales or a sales analysis to carry out an analysis of the marke t potential (NOTE: The plural is analyses /? n l? si z/. ) ancient / e? n nt/ adjective very old, or belonging to a time long ago He was riding an ancient bicycle. and /? n, ? nd, nd/ conjunction used to join two words or phrases All my uncles and aunts live in the country.The children were running about and singing. Come and sit down next to me. amuse amusement amusing an analysis ancient and (NOTE: and is used to say numbers after 100: ‘seven hundred and two and so on, and so forth, (702)’) and so on and so forth with other similar things He talked about plants, flowers, vegetables, and so on. anger / ? ?/ noun a feeling of being very annoyed He managed to control his anger. She couldn’t hide the anger she felt. angle / ? ?l/ noun a corner where two lines meet She planted the tree in the angle of the two walls. at an angle anger angle 11 annoying not straight The shop front is at an angle to the road. ngrily / ? r? li/ adverb in an angry way He shouted angrily when the children climbed over the fence. angry / ? ri/ adjective upset and annoyed, and sometimes wanting to harm someone The shopkeeper is angry with the children because they broke his window. He gets angry if the post is late. I am angry that the government is doing nothing to prevent crime. When the cashier still hadn’t arrived at midday the boss got even angrier. angrily angry (NOTE: angrier – angriest) animal / n? m(? )l/ noun a living thing animal that moves independently I love having animals as pets. (NOTE: animal may include humans in scientific contexts. )

UDP protocol issues Research Paper Example | Topics and Well Written Essays - 1500 words

UDP protocol issues - Research Paper Example Reliable and unreliable do not denote whether certain IT tools will perform properly or not, rather it denotes whether the IT tools can deliver guaranteed services. A reliable IT system usually sets up connections and accordingly confirms the accurateness of data transmission and integrity of data. Reliable protocols perform effectively in such a medium which has high tendency to errors. In contrast, an unreliable IT system makes no attempt to develop a connection and do not verify the data. It also does not make any endowment for data recovery or loss of data. Unreliable protocols perform effectively on such kind of medium which has low possibility of data loss and low tendency of error rates. In this context, it can be stated that Transmission Control Protocol (TCP) is considered as a usual reliable protocol and User Datagram Protocol (UDP) is an example of unreliable protocol (Zandy & Miller, 2002). Unreliable Communication and Its Impact on Application Complexity Communication ch annels usually use one of the two types of protocols namely TCP or UDP. In case of TCP i.e. reliable communication, there exists the acknowledgement of received data, while in UDP, no response exists on communication. Thus, in UDP applications, there can be no guarantee for delivery of information or duplication of information. Unreliable communication of UDP minimizes the complexity of applications which help to reduce overhead. UDP applications are usually simpler than TCP applications, as the key objective is to develop a boundary between networking application procedures, operating in higher layers. UDP takes the data, packages it in simplified format, and sends it to the IP address for transmission. This low level of complexity helps to ascertain rapid transmission of information without any delay. Thus, in short, it can be stated that unreliable communication can reduce complexity and increase rapidity of applications (Sinopoli et al., 2004). Issues Related To the Reliability of an Application That Uses UDP There are several applications where UDP is used and one of the most popular applications is Voice over IP (VoIP). Detailed Analysis of the Application VoIP has become one of the newest applications in the internet. Traditionally, voice and signaling data was directed only through dedicated circuit by using standard TCP protocol on physical links such as telephony channel. This exchange of information occurs from both directions at the similar time. In telephony channel, the voice is perceived through microphone and transmitted to the communication channel. However, in VoIP, the voice is electronically encoded through Pulse Code Modulation (PCM) and then directed through internet channel by data packets. Whereas in typical telephony system, voice data are transmitted at a continuous rate, in VoIP, comparatively small data packets are transmitted at a continuous rate. However, the advantage of VoIP over telephony system is that a high-speed network can transport the data packets for different voice channels and also possibly share with other types of data simultaneously (Bu et al., 2006). UDP protocol is used for transmitting voice data on VoIP network. UDP is considered as ‘send and forget’ protocol with no prerequisite for transmitter to recall sent data packets, because it can lead to reaction error (Bu et al., 2006).

Commodity paper Essay Example | Topics and Well Written Essays - 750 words

Commodity paper - Essay Example From the manufacturing facility to the client, a bicycle may pass through a variety of processes that could be hard to define unless one understands the merits and demerits of globalization. Various prototypes emerged over the years. The initial bicycle model had two large tires with pedals added to move it around. However, the dwarf version that led to the current bicycle was a prototype J.K Starley produced in 1885. The aim was to reduce the difficulties noted when trying to steer and pedal at the same time (Glaskin, 2013). Latter versions were now concerned with the increasing of comfort and making the bicycle easy to pedal and as a source of transportation. Today, bicycles are categorized based on dynamics, performance, and functions. This means that coming up with the full frame of a bicycle will require the utilization of certain features that will define the end product. As such, certain aspects of globalization may come to play when dealing with the assemblage or manufacture of certain parts, leading to either increased purchase costs for the client or reduced operational costs for the company (Bathurst, 2011). Whichever way the balance strikes, the important th ing is to understand that the benefits accrued will depend on several aspects of the global market. Manufacturing of a bicycle includes the assemblage of certain aspects such frames, gearing systems, steering, seats, brakes, suspensions and tires, and accessories. The process could be costly given the accessibility of raw materials, and that may implying outsourcing of products from various countries (Bathurst, 2011). Globalization has made it easy to reach out to various companies in least developed nations and attain the same product for almost half the price or even less. This shows that the company will have lower operational costs that may allow them to produce more at lower costs and higher profits. Just as noted by Rivoli (2009), the bicycles coming from various international

Section 1 of the Terrorism Act 2000 Essay Example | Topics and Well Written Essays - 2000 words

Section 1 of the Terrorism Act 2000 - Essay Example Nevertheless, the uncertainty of what constitutes terrorism under international law has manifested at national level with difficulty in distinguishing between state and non-state terrorism (Williamson, 2009). In considering whether the acts in the current scenario constitute acts of terrorism, this paper will consider the position under UK law, with specific reference to the Terrorism Act 2000. Section 1(2) of the Terrorism Act 2000 provides that an act of â€Å"terrorism† includes any act that includes the following â€Å"(a) involves serious violence against a person, (b) involves serious damage to a property, (c) endangers a person’s life, other than that of a person committing the action; (d) creates a serious risk to the health and safety of the public or a section of the public, or (e) is designed to seriously interfere with or seriously to disrupt an electronic system† (Section 1(2) of the Terrorism Act 2000). ... o, the group of individuals are part of â€Å"Abort Abortion† and whilst they are not listed as a proscribed organisation under Schedule 2 of the Terrorism Act 2000, the individual acts may nevertheless constitute acts of terrorism under section 1 of the Terrorism Act 2000 and this paper shall consider each act in turn. 2 Alison’s liability for sending photos of aborted foetuses to the doctors who have been previously targeted. Alison’s campaign of sending the photos to the doctors whilst unpleasant hasn’t caused serious damage to person or property and it will difficult for this conduct to fall within the other sections of section 1(2) to constitute an act of terrorism under the Terrorism Act 2000. Additionally, the photos have been sent merely as a reminder of the horrors of abortion, with no specific threat. However, it is possible that Alison could face liability for harassment under the Protection from Harassment Act 1997. Section 1(1) of the Protecti on from Harassment Act 1997 provides that individuals must not engage in conduct which: a) Amounts to harassment of another; and b) Which they know or ought to objectively know constitutes harassment (Section 1(1) of the Protection from Harassment Act 1997). The test for determining harassment is objective and Section 2(1) of the Protection from Harassment Act 1997 provides that if an individual’s act constitutes harassment in line with the section 1(1) definition, the conduct will constitute a criminal offence. If we apply this by analogy to the current scenario, it is evident that the photos have been sent to the doctors before and that they have been targeted. The images are disturbing and as the photos have been sent repeatedly, there are strong grounds for Alison’s conduct constituting harassment under

Exercise research Essay Example | Topics and Well Written Essays - 1000 words

Exercise research - Essay Example Please provide answers to the following three (3) questions. The results of your investigations may be, summarised in a table like the one below. A word count of between 300 and 400 words for each answer is required. Please do not exceed the word count, as this will not gain any additional marks. Each answer must include references to each article you have used to answer each question: Please use the Library Portal to find three (3) sources of information that clarifies this claim. Summarise the nature and extent of the problem based on the information you used from your selected articles. There is no doubt that the frequency of computer related fraud and crime had grown in the past few years. One of the rampant and challenging problems is digital piracy of entertainment material and software applications. Craig Kuhl, in his New York Times article, points out the prospects and problems facing the digital media industry in light of threat from piracy and copyright infringement: â€Å"The stakes are high: Worldwide online video revenue is expected to exceed $4.5 billion by 2012, up from $1.2 billion in 2008. And by 2012, according to In-Stat, 90% of U.S. households will have access to broadband, with 94% watching online video. An IMS Research study estimates that by 2013, 255 million TV households worldwide will be watching HDTV and the number of unique HD titles increased by 161% over the first six months of this year, and the number of on-demand orders jumped to 3 billion in 2007. Meanwhile, the Motion Picture Association of America puts annual losses to film piracy at a whopping $18 billion†. (Craig Kuhl, 2008, p.22) Surely, 18 billion dollars is a significant loss to an industry that is also vulnerable to several other risk factors. Other threats to computer systems worldwide come in the form of viruses, worms and Trojan horses. The issue of financial and information losses from these

Patient Engagement in Decreasing Medication Wastage as SOPD Essay

Patient Engagement in Decreasing Medication Wastage as SOPD - Essay Example Managing health programs is very essential if the nation has to remain healthy. Medical experts argue that officials in the health care field have often failed to acknowledge series of problems in the sector thus influencing the overall service delivery in the sector. The intention of this paper is to discuss how to engage patients in decreasing medication wastage at SODH. Medical experts have observed that patient adherence to medication is principal factor in management of chronic illnesses. Considering a case of asthma medication, experts allude that regimens response is not impressive, sitting a non-adherence at a rate of 30 to 70 percent (Fincham, 2007). It is apparent that this observation has an impact on the rate of service delivery because it increases the cost of care treatment along side other costs. Apparently, arguing from management perspective, appropriate measures should seek to reduce the cost while increasing the rate of response to medication. Generally, factors th at influence a reduction in drug wastage would influence the cost of treatment. This is a positive response to the problem because it aims at projecting a positive response in the sector. Other factors include distribution strategy, drug selection method among other factors that aim at projecting a positive change in the sector (Colbert, 2007). ... e been able to categorize the barriers to medication adherence as barriers contributed by patients, barriers contributed by medications and clinically related barriers. Arguably, these barriers contribute to the increased cost of medication. This cost is a burden to the taxpayer. In many cases, experts in financial sector and other related sectors have developed proposal, which aim at reducing costs while ensuring effective services. The significance of addressing barriers to medication adherence does not only look at cost of medication, but also the impact on the environment. A reduction in pharmaceutical cost and waste is very vital in this century because it influence the environment. In addition, conservation of limited resources that man has is vital for future generation. Objectives Medical experts have identified a number of objectives, which the program seeks to address. It is arguable that while addressing these objectives the program shall have achieved its goals. Notably, arriving at the goals of the program require contributions from various elements that constitute the program. The study identified the first objective of the program to be reduction of wastage of inhalers i.e. decreasing cost. This objective has a direct effect on the common person who pays medical insurance. In addressing the cost incurred in buying drugs, the sector shall have been able to contain some of the challenges it has in responding to other diseases (Colbert, 2007). It is evident that budget allocation for each illness depend on records of patients that healthcare sector is able to meet. The second objective of the program is engaging patients in disease management. Management of diseases is a factor that cannot occur in isolation. That is various stakeholders have to play their

MySpace Essay Example | Topics and Well Written Essays - 2000 words

MySpace - Essay Example It truly represents a new generation in interpersonal communication and establishes a model for how the power of the internet can be leveraged to bring social networking to a whole new level. People are able to learn about others in a way they never before would have imagined. They can choose to engage with others based on a heightened level of knowledge and information that was rarely available prior to the advent of MySpace.com. Interpersonal communication has accomplished no less than enabling civilization as we know it to exist. It has evolved and advanced over millennia in order to adapt to ever changing socialization needs. Today's society is driven by technology. The ultimate destination for interpersonal communication is arguably a kind of networked culture in which the thoughts and ideas of each person are readily available to every other person. The power of the internet is essential to that end. MySpace.com is one of the pioneers in leveraging internet technology to make a giant leap toward the kind of networked social circle that is likely to be the most prevalent form of interpersonal interaction in the future. MySpace.com enables users to create their own web page containing blogs that describe their interests. It facilitates meeting friends with similar interests by allowing them to send e-mails through the site, join interest groups, and rate one another. Users can customize pages by adding photos, colors, designs and personal information. They can connect with others who share similar interests by joining groups based on preferences. For example, there are groups relating to religion, sports, food, nightlife and many other interests. MySpace's music interest groups have been the site of song premiers by such artists as Madonna, Coldplay, Neil Diamond and Depeche Mode. The site has become so popular that it receives more hits than eBay and Google. The traffic generated by the site has made it sought after by advertisers, with mass-marketers such as Target placing ads on the site, and new motion pictures being promoted there. Its tremendous popularity is a testament to the extent to which the site has filled a void in modern interpersonal communication in the technological age. This type of online networked social interaction solution has become an important outlet for communication. The anonymity of the internet has caused some problems when it comes to usage and application of services like MySpace. Teens often post photographs of themselves, as well as detailed personal information that could put them in danger. There have been reports of sexual predators trolling the site for potential victims; and investigations into sexual assaults that have occurred where teens have met the alleged perpetrators on MySpace. The site has caused great concern among parents who have observed indiscrete postings by their own and other children that contain provocative photos and personal details that could put their children at risk. MySpace has cats a spotlight on the risks of interpersonal communication in the age of the internet. How can it be observed Observation of MySpace.com has become a major concern for many parents, who have seen first hand the dangers the site may pose to unwitting children. While MySpace does have

Worldview of William Shakespeare Essay Example for Free

Worldview of William Shakespeare Essay William Shakespeare was alive during a time that much differed from today. Back then, people were ranked in society by their gender, race or status. Today everyone is equal no matter what religion, gender, etc. We are all equal because we are all human beings. Even though Shakespeare was living during a different time, he still had a similar worldview that many of us share today. While reading Shakespeare’s plays, I at first found it difficult to figure out what his worldview was. I could not determine whether he was, in fact, Anti-Semitic although it was obvious that the majority of people were. However, many of the females he wrote about were extremely strong characters, especially for that time period.This brought me to the conclusion that he believed that men and women should have been equal. His worldview was that gender should not determine status, intelligence or anything else. For example, in his play, the Merchant of Venice, Portia was really strong and out-smarted many of the male characters. She dressed up in disguise and tricked a whole courtroom; Shakespeare wrote the play so that Portia was the one who then made the final decision. I agree with William’s worldview that women are able to be just as strong as men. I think that both men and women are capable of achieving the same amount of success in anything they do. In Shakespeare’s time, women were not allowed to act on stage so men played the female parts in his plays. My drama teacher in high school said that Shakespeare would have had women actresses in his plays if it were allowed. I admire William Shakespeare for so many reasons and this is only one of them. I was surprised when I found out that this was how he viewed the world.

People Suffering Mental Disorder Nursing Essay

People Suffering Mental Disorder Nursing Essay Introduction Auditory hallucinations for some people suffering mental disorder are frequently experienced as alien and under the influence of some external force. These are often experienced as voices that are distressing to the individual and can cause social withdrawal and isolation. Although auditory hallucinations are linked with major mental illnesses such as schizophrenia, it also occurs in people who have not been diagnosed with any mental illness (Coffey and Hewitt 2008). The annual incidence is estimated between 4-5 percent (Tien 1991), with those experiencing voices at least once, estimated between 10-25 percent (Slade Bentall 1988).The standard professional response to voice hearing has been to label it as characteristic of illness and to prescribe anti-psychotic medication (Leudar Thomas 2000). However, Romme and Escher (1993) view the hearing of voices as not simply an individuals psychological experience, but as an interaction, reflecting the nature of the individuals relationship with his or her own social environment. In this way, voices are interpreted as being linked to past or present experiences and the emphasis is on accepting the existence of the voices. However, the cause of schizophrenia is unknown; most experts deem that the condition is caused by a combination of genetic and environmental factors (Szas, 1988). This dissertation will aim to discuss the experience and management of auditory hallucinations in schizophrenia looking into therapeutic relationship, helping approaches, and working towards the ending of a therapeutic relationship discussing discharge. First chapter will aim to explain what schizophrenia is, the cause of schizophrenia, its symptoms and types with particular focus on auditory hallucinations. The chapter will then discuss what auditory hallucinations are in the diagnosis. Therapeutic relationship between service user and the nurse is paramount in mental health nursing and is seen to prove long term outcome such as social functioning (Svensson and Hansson 1999). Chapter two will aim to discuss the building of therapeutic relationship in the management of auditory hallucinations using Peplaus interpersonal relations model (1952). The importance of holistic assessment using a variety of tools, scales and questionnaires that will identify symptoms, risks, management of risk and address the service users needs will be discuss in chapter three. Chapter four of this dissertation will discuss helping approaches. Gray et al (2003) states that pharmacological and psychosocial interventions have been heavily researched to find the most up to date literature and recommendations for the management of auditory hallucinations in schizophrenia with medication and Cognitive Behavioural Therapy (CBT).. The final chapter will aim to discuss the ending of the therapeutic relationship between the nurse and the service user looking into discharge planning process and conclusion. Chapter one What is Schizophrenia and Auditory Hallucinations? Introduction to chosen topic Schizophrenia is one of the terms used to describe a major psychiatric disorder (or cluster of disorders) that alters an individuals perception, thoughts, affect and behaviour. Individuals who develop schizophrenia will each have their own unique combination of symptoms and experiences, the precise pattern of which will be influenced by their particular circumstances (NICE 2010). Allen et al (2010) define schizophrenia as a chronic and seriously disabling brain disorder that produces significant residual cognitive, functional and social deficits. Schizophrenia is considered the most disabling of all mental disorders (Mueser and McGurk, 2004), it occurs in about 1% of the world population, or more than 20 million people worldwide (Silverstein et al., 2006). The DSM -IV TR (American Association of Psychiatry (APA) 2000) defines schizophrenia as a persistent, often chronic and usually serious mental disorder affecting a variety of aspects of behaviour, thinking, and emotion. Patients with delusions or hallucinations may be described as psychotic. However, Tucker (1998) argues that the system of classification developed by the DSM-IV does not actually fit many patients as a whole; the syndromes outlined in DSM-IV are free standing descriptions of symptoms. He said unlike diagnoses of diseases in the rest of medicine, psychiatric diagnoses still have no proven link to causes and cures; Tucker argues that there is no identified etiological agents for psychiatric disorders. Schizophrenia is characterized by clusters of positive symptoms (e.g. hallucinations, delusions, and/or catatonia), negative symptoms (e.g. apathy, flat feet, social withdrawal, loss of feelings, lack of motivation and/or poverty of speech), and disorganized symptoms (e.g. formal thought disorder and/or bizarre behaviours). In addition, individuals with schizophrenia often experience substantial cognitive deficits including loss of executive function, as well as social dysfunction (Allen et al., 2010). It is estimated that nearly 75% of people with schizophrenia suffer with auditory hallucinations (Ford et al., 2009). It is suggested that one of the many symptoms of this disorder is hallucinations. It is put forward that hallucinations takes place when a person experiences a sensation in any form of sensory modality when there is nothing or nobody there to account for it (Green, 2009). There are several types of hallucinations olfactory, tactile, gustatory, cenesthetic, kinesthetic, visual and auditory (Kasper, 2003). One of many forms of hallucinations is an olfactory hallucination, which relates to smells or odours. They can be particular scents like urine, or involve more general odours like a rotting smell (Blom and Sommer, 2011). Another is a tactile hallucination, which is characterised by a feeling of skin sensations, such as bugs crawling on arms and legs or electric shocks. This type of hallucination is rare in schizophrenia (Vidbeck, 2010). A different form of hallucination is a gustatory hallucination, these are concerning taste, were the sufferer either has specific taste in the mouth or a food tastes like something else (Campbell, 2009). In addition there are also cenesthetic hallucinations, which are when the sufferer feels the physical functions that are ordinarily imperceptible like signals going to and from the brain (Sadock and Sadock, 2008). A further different form of hallucination is a kinesthetic hallucination, this is when a sufferer is motionless but reports that their body is moving, for instance floating off the ground, bed or chair (Thornhill, 2011). More commonly reported experiences are visual hallucinations which are when somebody sees something that is not there. Such as a person, object or commonly flashing lights (Kaufman, 2011). A further form of hallucination is an auditory hallucination; this is when a person experiences a sensation where they believe they can hear voices or noises. Sometimes these voices can be commanding and make the person suffering from the hallucination do things that are generally out of character (Joppich, 2009). The focus of this dissertation is the management of auditory hallucination in schizophrenia for more on schizophrenia see appendix 1. Auditory hallucinations in diagnosis Auditory hallucinations are often considered symptomatic of people diagnosed as suffering from schizophrenia (Millham and Easton, 1998). The American Association of Psychiatry (APA 1994, p.767) defines hallucinations as a sensory perception that has the compelling sense of reality of a true perception but that occurs without external stimulation of the relevant sensory organ. Auditory hallucinations range from muffled sounds to complete conversations and can be experienced as coming either from within or from outside ones self (Nayani David, 1996). However, Stanghellini and Cutting (2003) argue that APA definition of hallucinations is false, they believe an auditory hallucination is not a false perception of sound but is a disorder of self consciousness that becomes conscious. Hearing voices is not only linked to a persons inner experience but can reflect a persons relationship with their own past and present experiences (Romme and Escher, 1996). Beyerstein (1996) suggests that voic es are anything that prompts a move from word based thinking to imagistic or pictorial thinking predisposes a person to hallucinating. Auditory hallucinations, or hearing sounds or voices are the most common and occur in nearly 75 percent of individuals diagnosed with schizophrenia (Ford et al., 2009). Auditory hallucinations are often derogatory or persecutory in nature, and can be heard in the third person, as a running commentary, or as audible thoughts. Some individuals with schizophrenia also experience useful or positive voices that give advice, encourage, remind, and help make decisions, or assist the person in their daily activities (Jenner et al., 2008). Voice hearers can work with their voices and either choose what to listen to or can completely ignore them (Romme et al., 1992). Sorrell et al (2009) states that some individuals experience positive voices which do not affect the way they function or go about their daily living, these hearers also find that their voices may offer advice and guidance. The hearers voice can be reported as a little distressful or some go on to report no distress at all (Honig et al., 1998). However Nayani and David (1996) argues that individuals who experience a constant negative voice found them difficult to control, they found the voice more powerful and attempt to ignore the voice often fail. Chadwick et al (2005) said that those who resist voices or feel the need to argue or shout back are seen as harmful/evil(exhibiting ill will), those who think voices are good and engage with them are seen as kind , they see voices are helping them so they tend to listen and follow advice. Not all auditory hallucinations are associated with mental illness, and studies show that 10 to 40 percent of people without a psychiatric illness report hallucinatory experiences in the auditory modality (Ohayon, 2000). A range of organic brain disorders is also associated with hallucinations, including temporal lobe epilepsy; delirium; dementia; focal brain lesions; neuro- infections, such as viral encephalitis; and cerebral tumours intoxication or withdrawal from substances such alcohol, cocaine, and amphetamines is also associated with auditory hallucinations (Fricchione et al., 1995) There is also evidence that delusion formation may distinguish psychotic disorders from non clinical hallucinatory experiences. In other words, the development of delusions in people with auditory hallucinations significantly increases the risk of psychosis when compared with individuals who have hallucinations but not delusions. Auditory hallucinations may be experienced as coming through the ears, in the mind, on the surface of the body, or anywhere in external space. The frequency can range from low (once a month or less) to continuously all day long. Loudness also varies, from whispers to shouts. The intensity and frequency of symptoms fluctuate during the illness, but the factor that determines whether auditory hallucinations are a central feature of the clinical picture is the degree of interference with activities and mental functions (Waters, 2010) The most common type of auditory hallucinations in psychiatric illness consists of voices. Voices may be male or female, and with intonations and accents that typically differ from those of the patient. Persons who have auditory hallucinations usually hear more than one voice, and these are sometimes recognized as belonging to someone who is familiar (such as a neighbour, family member or TV personality) or to an imaginary character (God, the devil, an angel). Verbal hallucinations may comprise full sentences, but single words are more often reported. Voices that comment on or discuss the individuals behaviour and that refer to the patient in the third person were thought to be first-rank symptoms and of diagnostic significance for schizophrenia (Schneider, 1959). Studies show that approximately half of patients with schizophrenia experience these symptoms (Waters, 2010). Waters (2010) says a significant proportion of patients also experience non verbal hallucinations, such as music, tapping, or animal sounds, although these experiences are frequently overlooked in auditory hallucinations research. Another type of hallucination includes the experience of functional hallucinations, in which the person experiences auditory hallucinations simultaneously through another real noise (e.g., a person may perceive auditory hallucinations only when he hears a car engine). The content of voices varies between individuals. Often the voices have a negative and malicious content. They might speak to the patient in a derogatory or insulting manner or give commands to perform an unacceptable behaviour. The experience of negative voices causes considerable distress. However, a significant proportion of voices are pleasant and positive, and some individuals report feelings of loss when the treatment causes the voices to disappear (Copolov et al., 2004). The exact processes that underlie auditory hallucinations remain largely unknown. There are two principal avenues of research: one focuses on neuro anatomical networks using techniques such as positron emission tomography and functional Magnetic Resonance Imaging (MRI). The other focuses on cognitive and psychological processes and the exploration of mental events involved in auditory hallucinations. A common formulation suggests that auditory verbal hallucinations represent an impairment in language processing and, particularly, inner speech processes, whereby the internal and silent dialogue that healthy people engage in is no longer interpreted as coming from the self but instead as having an external alien origin. There is support for this language hypothesis of auditory hallucinations from neuro imaging studies. These show that the experience of auditory hallucinations engages brain regions, such as the primary auditory cortex and broca area, which are associated with language c omprehension and production. This suggests that hallucinatory experiences are associated with listening to external speech in the absence of external sounds (Waters, 2010) Frith (2005) says the reason these experiences are not perceived as self-generated facts is that individuals who have the hallucinations fail to distinguish between internal and external events. This arises because of deficits in internal self-monitoring mechanisms that compare the expected with the actual sensations that arise from the patients intentions. This abnormality also applies to inner speech processes and leads to the misclassification of internal events as external and misattribution to an external agent. However, Bentall and Slade (1985) suggest that individuals with hallucinations use a different set of judgment criteria from healthy people when deciding whether an event is real, and they are more willing to accept that a perceptual experience is true. This bias essentially involves a greater willingness to believe that an event is real on the basis of less evidence. According to the context memory hypothesis of auditory hallucinations, the failure to identify events as self-generated arises because of specific deficits in episodic memory for remembering the details associated with particular past memory events. These specific deficits in memory cause confusion about the origins of the experience (Nayani and David, 1996). Patients with auditory hallucinations tend to misidentify the origins and source of stimuli during ongoing events and during memory events (Waters et al., 2006). The lack of voluntary control over the experience is a key feature of auditory hallucinations, which might explain why self-generated inner speech is classified as external in origin (Copolov et al., 2003). Hallucinations are experienced when verbal thoughts are unintended and unwanted. Because deficits in cognitive processes, such as inhibitory control, are thought to render people more susceptible to intrusive and recurrent unwanted thoughts, studies have linked audit ory hallucinations with deficits in cognitive inhibition (Waters et al., 2006). Recent advances in the neurosciences provide clues to why patients report an auditory experience in the absence of any perceptual input. Spontaneous activity in the early sensory cortices may in fact form the basis for the original signal. Early neuronal computation systems are known to interpret this activity and engage in decision-making processes to determine whether a percept has been detected. A brain system that is abnormally tuned in to internal acoustic experiences may therefore report an auditory perception in the absence of any external sound (Deco and Romo, 2008). Ford et al., (2009) suggested that patients with auditory hallucinations may have excessive attentional focus toward internally generated events: the brains of persons who have auditory hallucinations may therefore be over interpreting spontaneous sensory activity that is largely ignored in healthy brains. Patients suffering from auditory hallucinations sometimes can not distinguish between what is real and what is not real, it is very important to build a trusting therapeutic relationship with the sufferer. This dissertation will go on to explore the importance of building a therapeutic relationship with a patient; To explore the extent of auditory hallucinations a patient may be experiencing it is important that an appropriate assessment and risk management are carried out, exploring the need for assessment and risk management in auditory hallucinations, It will also look into helping approaches discussing pharmacological and psychosocial approaches in the management of auditory hallucinations and how to end the therapeutic relationship between a service user and the nurse, looking into discharge planning. CHAPTER TWO DEVELOPMENT OF THERAPEUTIC RELATIONSHIP Development of the Therapeutic Relationship Peplaus theories laid the ground for ascendancy of the relationship as the key context for all subsequent interventions with patients (Ryan Brooks, 2000). Although the idea of the relationship endures as the paradigm for psychiatric nursing (Barker, Jackson, Stevenson, 1999a; 1999b; Krauss, 2000; Raingruber, 2003), it does not appear there is any universal consensus on exactly how to frame this relationship. The nurse-patient relationship can be defined as an ongoing, meaningful communication that fosters honesty, humility, and mutual respect and is based on a negotiated partnership between the patient and the practitioner (Krauss, 2000, p. 49). Peplau describes nursing as a therapeutic interpersonal process that aims to identify problems and how to relate to them (Peterson and Bredow 2009). Forster (2001) defines therapeutic relationship as a trusting relationship developed by two or more individuals. However, Jukes and Aldridge (2006) says at first sight therapeutic nursing and the therapeutic relationship may seem relatively easy to define, but once we scrape the surface we find a complex range of ideas and concepts that stem from philosophies, ideologies and individual therapies. Sometimes there are difficulties in applying these definitions to our own work. Not least of these difficulties is the relevance of the concept of therapy as healing to nursing. This begs the question of whether a therapeutic relationship always entails the use of a therapy, or whether there is something more universal and fundamental in therapeutic relationships. It seems important therefore to attempt a workable definition of the therapeutic r elationship that has currency within nursing as a whole. Additionally, it seems that therapeutic nursing has two facets. The first of these, and probably the most apparent, is the emotional and interpersonal aspect, which we might call therapeutic nursing as an art. The second is the more logical and objective aspect, which we might call The therapeutic nursing as a science. Arguably, there is a synergy between the two that leads to a gestalt, and therefore a need to address both aspects if our nursing is to be truly therapeutic in a holistic sense. Peplaus theory focuses on the nurse, the patient and the relationship between them and is aimed at using interpersonal skills to develop trust and security within the nurse-patient relationship. Therapeutic relationships are the corner stone of nursing practice with people who are experiencing threats to their health, including but not restricted to those people with mental illness (Reynolds 2003). The relationship of one to one of nurse patient has potential to influence positive outcome for patients. Hildegard Peplau interpersonal relations overlap over four phases namely: Orientation, Identification, Exploitation and Resolution. Peplau also identify that during the four overlapping phases nurses adopts many roles such as- Resource person: giving specific needed information that aids the patient to understand his/her problem and their new situation. A nurse may function in a counselling relationship, listening to the patient as he/she reviews events that led up to hospitalization and feeling connected with them. The patient may cast the nurse into roles such as surrogate for mother, father, sibling, in which the nurse aids the patient by permitting him/her to re-enact and examine generically older feelings generated in prior relationships. The nurse also functions as a technical expert who understands various professional devices and can manipulate them with skill and discrimination in the interest of the patient (Clay 1988). The orientation phase is the initial phase of the relationship where the nurse and the patient get to know each other. The patient begins to trust the nurse. This phase is sometimes called the stranger phase because the nurse and the patient are strangers to each other (Reynolds 2003). Peplaus (1952) suggest that during this phase early levels of trust are developed and roles and expectation begin to be understood. It is important that during this time that the nurse builds a relationship with the patient by gaining their trust, establishing a therapeutic environment, developing rapport and a level of communication expectable to both the patient and the nurse. During the orientation phase trust and security is supposed to be developed between the nurse and the patient. Co-ordination of care and treatment of patient while using an effective communication between the MDT is a nurse role. The nurse also acts as an advocate/surrogate for a patient and promotes recovery and self belief. Essential communication skills are deemed to be listening and attending, empathy, information giving and support in the context of a therapeutic relationship (Bach and Grant 2009). Building a therapeutic relationship needs to focus on patient -centred rather than nurse-task focus. Bach and Grant (2009) say interpersonal relationship describes the connection between two or more people or groups and their involvement with one another, especially as regards the way they behave towards and feels about one another. Communication is to exchange information between people by means of speaking, writing or using a common system of signs or behaviour. Faulkner (1998) suggested that Rogers (1961) client centred approach conditions can be seen as important factors that contributes to a therapeutic relationship. Rogers (1961) three core conditions are: congruence, empathy and unconditional positive regards. Congruence means that the nurse should be open and genuine about feelings towards their patient. Having the ability to empathise with the patient would show that the nurse has the ability to understand the patients thoughts and feelings about their current problem. Unconditional positive regards is viewing them as a person and focusing on positive attributes and behaviour (Forster 2001). The orientation phase also gives the nurse the chance to asses the patients current health and once the assessment has been carried out the can then move the relationship forward to the identification phase. The identification phase is where the patients needs are identified through various assessment tools. Assessment will be discussed in detail in the next chapter. Butterworth (1994; DH 1994a; DH 2006a) says that during the identification phase the nurse and the patient will both work together discussing the patients identified needs, needs that can be met and those that cannot be met. They will al so identify risks and how to manage the risks and aim to formulate a care plan. Butterworth said the care plan should focused on the patients individual needs, long and short term goals and their wishes, whilst being empowered at all times to make informed decisions and choices that matter in their care. Collaborative working between multi-agencies ensures the needs of the patient are being met through appropriate assessment and treatment under the Care and Treatment Plan (CTP). The Care and Treatment Plan is one of a number of new rights delivered by the Mental Health (Wales) Measure (2010). The Measure also gives people who have been discharged from secondary mental health services the right to make a self referral back for assessment and it extends the right to an Independent Mental Health Advocate to all in-patients. A care co-ordinator must ensure that a care and treatment plan which records all of the outcomes which the provision of mental health services are designed to achieve for a relevant patient is completed in writing in the form set out (Hafal, 2012). The Sainsbury Centre for Mental Health (Rose 2001) found that patients are often not involved in the care planning process and many service users were not even aware of having a care plan. The exploitation phase is where interventions are implemented from the needs and goals set out in the identification phase which enables the service user to move forward, these interventions will assist in managing auditory hallucinations, whilst educating the patient and family members about the illness. Helping approaches will be discussed in detail in the next chapter looking at various up to date interventions available for the management of auditory hallucinations. A trusting relationship can help with recovery and during these interlocking phases is what the nurse and the patient are aiming for (Hewitt and Coffey, 2005). Building of a trusting therapeutic relationship is essential for nursing interventions to work (Lynch and Trenoweth, 2008). Nurses need to be sensitive, show compassion at all times and understanding to a patients needs. Nursing interventions needs to address physical, psychological and social needs; this involves having holistic approach (Coleman and Jenkins, 1998). Nurses need to work with the best evidence based therapeutic treatment available, this then being a positive approach to care (NMC 2008). The Chief Nursing Officer (CNO) review of the Mental Health Nursing (2006) noted that to improve quality of life, service users risks need to be managed properly, whilst promoting health, physical care and well being. However, Hall et al., (2008) argues that the CNO review does not take into consideration the great pressure nurs es are under and also the complex needs of the service user. Therapeutic interventions are an important aspect of recovery (Gourney 2005). Recovery can be described as a set of values about the service users right to build a meaning life for themselves without the continuous presence of mental health symptoms (Shepherd et al., 2008). The purpose of recovery is to work towards self determination and self confidence (Rethink 2005). National Institute for Mental Health in England (NIMHE, 2005) described recovery as a state of wellness after period of illness. Nurse need to provide a holistic view of mental illness with a person centred approach that can work towards the identification of goals and offer the patient appropriate support through interventions like CBT, family therapy and coping skills, this will enable the patient to be at the centre of their own care, thus taking responsibility for their own illness and improve quality of life. Service user who have a full understanding and accept their illness can engage more with therapies and in terventions with the necessary support from professionals, this then leads to self determination and better quality of life (Cunningham et al., 2005). However, Took (2002) says it is important to remember that with a service user experiencing auditory hallucinations, their mood and engagement can fluctuate and also the side effect of prescribed medication can affect this which may slow down the recovery process. Early intervention is also recognised to improve long term outcomes of auditory hallucinations in schizophrenia (McGorry et al., 2005: NICE 2009). However, not all service users will seek advice when first experiencing symptoms, due to stigma attached to mental illness and fear of admission to hospital (French and Morrison 2004). Some service users have also complained that the hospital has a non therapeutic environment and that they also feel unsafe and in an orison like setting (SCMH 1998, 2005; DoH 2004b). Drury (2006) says that service users felt that some professionals lacked compassion. Mental health nurses are encouraged to adopt a client centre approach, some research suggests nurses lack empathy and have general uncaring attitude (Herdman 2004). The final phase of Peplaus theory is the resolution phase. This is where the nurse and the service user will end their professional relationship. The relationship can end either through discharge or death. For the purpose of this dissertation the ending of the relationship that will be discussed at a later chapter will be discharge. Therapeutic relationship is seen as paramount during these interlocking phases of peplaus interpersonal relations theory, nurses needs to promote the service users independence whilst treating them with respect, privacy and dignity. By identifying treatment goals, implementing and evaluating treatment plans the service user can move on to interventions that will help them manage and cope with auditory hallucinations. Chapter 3 Assessment of a patient with Auditory Hallucinations Assessment of Auditory Hallucinations Assessment is the decision making process, based upon the collection of relevant information, using a formal set of ethical criteria, that contributes to an overall estimation of a person and his circumstances (Barker 2004). Hall et al (2008) described assessment as one of the first steps to the nursing process; it is also part of care planning and a positive foundation for building a relationship and forming therapeutic alliance. It is an ongoing process that enables professional to gather information that allows them to understand a persons experience. Most assessments have similar aims. However, how assessments are conducted can vary enormously. Such differences are very important and can influence greatly the value of the information produced (Barker 2004). In Wales, Care and Treatment Plan (CTP) was introduced under the Mental Health (Wales) Measures 2010. CTP means a plan prepared for the purpose of achieving the outcomes which the provision of mental health services for a relevant patient is design to achieve and ensures service users have a care plan, risk assessment and a care co-ordinator to monitor and review their care (see appendix one). NICE (2010) suggest that assessment should contain the service users psychiatric, psychological and physical health needs and also include current living