The Host Chapter 8: Loved

You're afraid to fly?† The Seeker's voice was full of disbelief edging toward mockery. â€Å"You've traveled through deep space eight times and you're afraid to take a shuttle to Tucson, Arizona?† â€Å"First of all, I'm not afraid. Second, when I traveled through deep space I wasn't exactly aware of where I was, what with being stored in a hibernation chamber. And third, this host gets motion sickness on shuttles.† The Seeker rolled her eyes in disgust. â€Å"So take medication! What would you have done if Healer Fords hadn't relocated to Saint Mary's? Would you be driving to Chicago?† â€Å"No. But since the option of driving is now reasonable, I will take it. It will be nice to see a bit more of this world. The desert can be stunning -â€Å" â€Å"The desert is dead boring.† â€Å"-and I'm not in any hurry. I have many things to think through, and I will appreciate some time alone.† I looked pointedly at her as I emphasized the last word. â€Å"I don't understand the point of visiting your old Healer anyway. There are many competent Healers here.† â€Å"I'm comfortable with Healer Fords. He has experience with this, and I don't trust that I have all the information I need.† I gave her another significant look. â€Å"You don't have time to not hurry, Wanderer. I recognize the signs.† â€Å"Forgive me if I don't consider your information impartial. I know enough of human behavior to recognize the signs of manipulation.† She glowered at me. I was packing my rental car with the few things I planned to take with me. I had enough clothes to go a week between washing, and the basic hygiene necessities. Though I wasn't bringing much, I was leaving even less behind. I'd accumulated very little in the way of personal belongings. After all these months in my small apartment, the walls were still bare, the shelves empty. Perhaps I'd never meant to settle here. The Seeker was planted on the sidewalk next to my open trunk, assailing me with snide questions and comments whenever I was in hearing distance. At least I was secure in the belief that she was far too impatient to follow me on the road. She would take a shuttle to Tucson, just as she was hoping to shame me into doing. It was a huge relief. I imagined her joining me every time I stopped to eat, hovering outside gas station bathrooms, her inexhaustible inquisitions waiting for me whenever my vehicle paused at a light. I shuddered at the thought. If a new body meant freeing myself of the Seeker†¦ well, that was quite an inducement. I had another choice, too. I could abandon this entire world as a failure and move on to a tenth planet. I could work to forget this whole experience. Earth could be just a short blip in my otherwise spotless record. But where would I go? A planet I'd already experienced? The Singing World had been one of my favorites, but to give up sight for blindness? The Planet of the Flowers was lovely†¦ Yet chlorophyll-based life-forms had so little range of emotion. It would feel unbearably slow after the tempo of this human place. A new planet? There was a recent acquisition-here on Earth, they were calling the new hosts Dolphins for lack of a better comparison, though they resembled dragonflies more than marine mammals. A highly developed species, and certainly mobile, but after my long stay with the See Weeds, the thought of another water planet was repugnant to me. No, there was still so much to this planet that I hadn't experienced. Nowhere else in the known universe called to me as strongly as this shady little green yard on this quiet street. Or held the lure of the empty desert sky, which I'd seen only in Melanie's memories. Melanie did not share her opinion on my options. She had been very quiet since my decision to find Fords Deep Waters, my first Healer. I wasn't sure what the detachment meant. Was she trying to seem less dangerous, less of a burden? Was she preparing herself for the invasion of the Seeker? For death? Or was she preparing to fight me? To try to take over? Whatever her plan, she kept herself distant. She was just a faint, watchful presence in the back of my head. I made my last trip inside, searching for anything forgotten. The apartment looked empty. There were only the basic furnishings that had been left by the last tenant. The same plates were still in the cupboards, the pillows on the bed, the lamps on the tables; if I didn't come back, there would be little for the next tenant to clear out. The phone rang as I was stepping out the door, and I turned back to get it, but I was too late. I'd already set the message system to answer on the first ring. I knew what the caller would hear: my vague explanation that I would be out the rest of the semester, and that my classes would be canceled until a replacement could be found. No reason given. I looked at the clock on top of the television. It was barely past eight in the morning. I was sure it must be Curt on the phone, having just received the only slightly more detailed e-mail I'd sent him late last night. I felt guilty about not finishing out my commitment to him, almost like I was already skipping. Perhaps this step, this quitting, was the prelude to my next decision, my greater shame. The thought was uncomfortable. It made me unwilling to listen to whatever the message said, though I wasn't in any real hurry to leave. I looked around the empty apartment one more time. There was no sense of leaving anything behind me, no fondness for these rooms. I had the strange feeling that this world-not just Melanie, but the entire orb of the planet-did not want me, no matter how much I wanted it. I just couldn't seem to get my roots in. I smiled wryly at the thought of roots. This feeling was just superstitious nonsense. I'd never had a host that was capable of superstition. It was an interesting sensation. Like knowing you were being watched without being able to find the watcher. It raised goose bumps on the nape of my neck. I shut the door firmly behind me but did not touch the obsolete locks. No one would disturb this place until I returned or it was given to someone new. Without looking at the Seeker, I climbed into the car. I hadn't done much driving, and neither had Melanie, so this made me a bit nervous. But I was sure I would get used to it soon enough. â€Å"I'll be waiting for you in Tucson,† the Seeker said, leaning in the open passenger-side window as I started the engine. â€Å"I have no doubt of that,† I muttered. I found the controls on the door panel. Trying to hide a smile, I hit the button to raise the glass and watched her jump back. â€Å"Maybe†¦,† she said, raising her voice to almost a shout so that I could hear her over the engine noise and through the closed window, â€Å"maybe I'll try it your way. Maybe I'll see you on the road.† She smiled and shrugged. She was just saying it to upset me. I tried not to let her see that she had. I focused my eyes on the road ahead and pulled carefully away from the curb. It was easy enough to find the freeway and then follow the signs out of San Diego. Soon there were no signs to follow, no wrong turns to take. In eight hours I would be in Tucson. It wasn't long enough. Perhaps I would stay a night in some small town along the way. If I could be sure that the Seeker would be ahead, waiting impatiently, rather than following behind, a stop would be a nice delay. I found myself looking in the rearview mirror often, searching for a sign of pursuit. I was driving slower than anyone else, unwilling to reach my destination, and the other cars passed me without pause. There were no faces I recognized as they moved ahead. I shouldn't have let the Seeker's taunt bother me; she clearly didn't have the temperament to go anywhere slowly. Still†¦ I continued to watch for her. I'd been west to the ocean, north and south up and down the pretty California coastline, but I'd never been east for any distance at all. Civilization fell behind me quickly, and I was soon surrounded by the blank hills and rocks that were the precursors to the empty desert wastelands. It was very relaxing to be away from civilization, and this bothered me. I should not have found the loneliness so welcoming. Souls were sociable. We lived and worked and grew together in harmony. We were all the same: peaceful, friendly, honest. Why should I feel better away from my kind? Was it Melanie who made me this way? I searched for her but found her remote, dreaming in the back of my head. This was the best it had been since she'd started talking again. The miles passed quickly. The dark, rough rocks and the dusty plains covered in scrub flew by with monotonous uniformity. I realized I was driving faster than I'd meant to. There wasn't anything to keep my mind occupied here, so I found it hard to linger. Absently, I wondered why the desert was so much more colorful in Melanie's memories, so much more compelling. I let my mind coast with hers, trying to see what it was that was special about this vacant place. But she wasn't seeing the sparse, dead land surrounding us. She was dreaming of another desert, canyoned and red, a magical place. She didn't try to keep me out. In fact, she seemed almost unaware of my presence. I questioned again what her detachment meant. I sensed no thought of attack. It felt more like a preparation for the end. She was living in a happier place in her memory, as if she were saying goodbye. It was a place she had never allowed me to see before. There was a cabin, an ingenious dwelling tucked into a nook in the red sandstone, perilously close to the flash flood line. An unlikely place, far from any trail or path, built in what seemed a senseless location. A rough place, without any of the conveniences of modern technology. She remembered laughing at the sink one had to pump to pull water up from the ground. â€Å"It beats pipes,† Jared says, the crease between his eyes deepening as his brows pull together. He seems worried by my laugh. Is he afraid I don't like it? â€Å"Nothing to trace, no evidence that we're here.† â€Å"I love it,† I say quickly. â€Å"It's like an old movie. It's perfect.† The smile that never truly leaves his face-he smiles even in his sleep-grows wide. â€Å"They don't tell you the worst parts in the movies. C'mon, I'll show you where the latrine is.† I hear Jamie's laughter echo through the narrow canyon as he runs ahead of us. His black hair bounces with his body. He bounces all the time now, this thin boy with the sun-darkened skin. I hadn't realized how much weight those narrow shoulders were carrying. With Jared, he is positively buoyant. The anxious expression has faded, replaced by grins. We are both more resilient than I gave us credit for. â€Å"Who built this place?† â€Å"My father and older brothers. I helped, or rather hindered, a little. My dad loved to get away from everything. And he didn't care much about convention. He never bothered to find out who the land actually belonged to or file permits or any of that pesky stuff.† Jared laughs, throwing his head back. The sun dances off the blond bits in his hair. â€Å"Officially, this place doesn't exist. Convenient, isn't it?† Without seeming to think about it, he reaches out and takes my hand. My skin burns where it meets his. It feels better than good, but it sets off a strange aching in my chest. He is forever touching me this way, always seeming to need to reassure himself that I am here. Does he realize what it does to me, the simple pressure of his warm palm next to mine? Does his pulse jump in his veins, too? Or is he just happy to not be alone anymore? He swings our arms as we walk beneath a little stand of cottonwood trees, their green so vivid against the red that it plays tricks on my eyes, confusing my focus. He is happy here, happier than in other places. I feel happy, too. The feeling is still unfamiliar. He hasn't kissed me since that first night, when I screamed, finding the scar on his neck. Does he not want to kiss me again? Should I kiss him? What if he doesn't like that? He looks down at me and smiles, the lines around his eyes crinkling into little webs. I wonder if he is as handsome as I think he is, or if it's just that he's the only person left in the whole world besides Jamie and me. No, I don't think that's it. He really is beautiful. â€Å"What are you thinking, Mel?† he asks. â€Å"You seem to be concentrating on something very important.† He laughs. I shrug, and my stomach flutters. â€Å"It's beautiful here.† He looks around us. â€Å"Yes. But then, isn't home always beautiful?† â€Å"Home.† I repeat the word quietly. â€Å"Home.† â€Å"Your home, too, if you want it.† â€Å"I want it.† It seems like every mile I've walked in the past three years has been toward this place. I never want to leave, though I know we'll have to. Food doesn't grow on trees. Not in the desert, at least. He squeezes my hand, and my heart punches against my ribs. It's just like pain, this pleasure. There was a blurring sensation as Melanie skipped ahead, her thoughts dancing through the hot day until hours after the sun had fallen behind the red canyon walls. I went along, almost hypnotized by the endless road stretching ahead of me, the skeletal bushes flying by with mind-numbing sameness. I peek into the one narrow little bedroom. The full-size mattress is only inches away from the rough stone walls on either side. It gives me a deep, rich sense of joy to see Jamie asleep on a real bed, his head on a soft pillow. His lanky arms and legs sprawl out, leaving little room for me where I am meant to sleep. He is so much bigger in reality than the way I see him in my head. Almost ten-soon he won't be a child at all. Except that he will always be a child to me. Jamie breathes evenly, sleeping sound. There is no fear in his dream, for this moment at least. I shut the door quietly and go back to the small couch where Jared waits. â€Å"Thank you,† I whisper, though I know shouting the words wouldn't wake Jamie now. â€Å"I feel bad. This couch is much too short for you. Maybe you should take the bed with Jamie.† Jared chuckles. â€Å"Mel, you're only a few inches shorter than I am. Sleep comfortably, for once. Next time I'm out, I'll steal myself a cot or something.† I don't like this, for lots of reasons. Will he be leaving soon? Will he take us with him when he goes? Does he see this room assignment as a permanent thing? He drops his arm around my shoulders and tucks me against his side. I scoot closer, though the heat of touching him has my heart aching again. â€Å"Why the frown?† he asks. â€Å"When will you†¦ when will we have to leave again?† He shrugs. â€Å"We scavenged enough on our way up that we're set for a few months. I can do a few short raids if you want to stay in one place for a while. I'm sure you're tired of running.† â€Å"Yes, I am,† I agree. I take a deep breath to make me brave. â€Å"But if you go, I go.† He hugs me tighter. â€Å"I'll admit, I prefer it that way. The thought of being separated from you†¦Ã¢â‚¬  He laughs quietly. â€Å"Does it sound crazy to say that I'd rather die? Too melodramatic?† â€Å"No, I know what you mean.† He must feel the same way I do. Would he say these things if he thought of me as just another human, and not as a woman? I realize that this is the first time we've ever been really alone since the night we met-the first time there's been a door to close between a sleeping Jamie and the two of us. So many nights we've stayed awake, talking in whispers, telling all of our stories, the happy stories and the horror stories, always with Jamie's head cradled on my lap. It makes my breath come faster, that simple closed door. â€Å"I don't think you need to find a cot, not yet.† I feel his eyes on me, questioning, but I can't meet them. I'm embarrassed now, too late. The words are out. â€Å"We'll stay here until the food is gone, don't worry. I've slept on worse things than this couch.† â€Å"That's not what I mean,† I say, still looking down. â€Å"You get the bed, Mel. I'm not budging on that.† â€Å"That's not what I mean, either.† It's barely a whisper. â€Å"I meant the couch is plenty big for Jamie. He won't outgrow it for a long time. I could share the bed with†¦ you.† There is a pause. I want to look up, to read the expression on his face, but I'm too mortified. What if he is disgusted? How will I stand it? Will he make me go away? His warm, callused fingers tug my chin up. My heart throbs when our eyes meet. â€Å"Mel, I†¦Ã¢â‚¬  His face, for once, has no smile. I try to look away, but he holds my chin so that my gaze can't escape his. Does he not feel the fire between his body and mine? Is that all me? How can it all be me? It feels like a flat sun trapped between us-pressed like a flower between the pages of a thick book, burning the paper. Does it feel like something else to him? Something bad? After a moment, his head turns; he's the one looking away now, still keeping his grip on my chin. His voice is quiet. â€Å"You don't owe me that, Melanie. You don't owe me anything at all.† It's hard for me to swallow. â€Å"I'm not saying†¦ I didn't mean that I felt obligated. And†¦ you shouldn't, either. Forget I said anything.† â€Å"Not likely, Mel.† He sighs, and I want to disappear. Give up-lose my mind to the invaders if that's what it takes to erase this huge blunder. Trade the future to blot out the last two minutes of the past. Anything. Jared takes a deep breath. He squints at the floor, his eyes and jaw tight. â€Å"Mel, it doesn't have to be like that. Just because we're together, just because we're the last man and woman on Earth†¦Ã¢â‚¬  He struggles for words, something I don't think I've ever seen him do before. â€Å"That doesn't mean you have to do anything you don't want to. I'm not the kind of man who would expect†¦ You don't have to†¦Ã¢â‚¬  He looks so upset, still frowning away, that I find myself speaking, though I know it's a mistake before I start. â€Å"That's not what I mean,† I mutter. â€Å"Have to' is not what I'm talking about, and I don't think you're that kind of man.' No. Of course not. It's just that -â€Å" Just that I love him. I grit my teeth together before I can humiliate myself more. I should bite my tongue off right now before it ruins anything else. â€Å"Just that†¦?† he asks. I try to shake my head, but he's still holding my chin tight between his fingers. â€Å"Mel?† I yank free and shake my head fiercely. He leans closer to me, and his face is different suddenly. There's a new conflict I don't recognize in his expression, and even though I don't understand it completely, it erases the feeling of rejection that's making my eyes sting. â€Å"Will you talk to me? Please?† he murmurs. I can feel his breath on my cheek, and it's a few seconds before I can think at all. His eyes make me forget that I am mortified, that I wanted to never speak again. â€Å"If I got to pick anyone, anyone at all, to be stranded on a deserted planet with, it would be you,† I whisper. The sun between us burns hotter. â€Å"I always want to be with you. And not just†¦ not just to talk to. When you touch me†¦Ã¢â‚¬  I dare to let my fingers brush lightly along the warm skin of his arm, and it feels like the flames are flowing from their tips now. His arm tightens around me. Does he feel the fire? â€Å"I don't want you to stop.† I want to be more exact, but I can't find the words. That's fine. It's bad enough having admitted this much. â€Å"If you don't feel the same way, I understand. Maybe it isn't the same for you. That's okay.† Lies. â€Å"Oh, Mel,† he sighs in my ear, and pulls my face around to meet his. More flames in his lips, fiercer than the others, blistering. I don't know what I'm doing, but it doesn't seem to matter. His hands are in my hair, and my heart is about to combust. I can't breathe. I don't want to breathe. But his lips move to my ear, and he holds my face when I try to find them again. â€Å"It was a miracle-more than a miracle-when I found you, Melanie. Right now, if I was given the choice between having the world back and having you, I wouldn't be able to give you up. Not to save five billion lives.† â€Å"That's wrong.† â€Å"Very wrong but very true.† â€Å"Jared,† I breathe. I try to reach for his lips again. He pulls away, looking like he has something to say. What more can there be? â€Å"But†¦Ã¢â‚¬  â€Å"But?† How can there be a but? What could possibly follow all this fire that starts with a but? â€Å"But you're seventeen, Melanie. And I'm twenty-six.† â€Å"What's that got to do with anything?† He doesn't answer. His hands stroke my arms slowly, painting them with fire. â€Å"You've got to be kidding me.† I lean back to search his face. â€Å"You're going to worry about conventions when we're past the end of the world?† He swallows loudly before he speaks. â€Å"Most conventions exist for a reason, Mel. I would feel like a bad person, like I was taking advantage. You're very young.† â€Å"No one's young anymore. Anyone who's survived this long is ancient.† There's a smile pulling up one corner of his mouth. â€Å"Maybe you're right. But this isn't something we need to rush.† â€Å"What is there to wait for?† I demand. He hesitates for a long moment, thinking. â€Å"Well, for one thing, there are some†¦ practical matters to consider.† I wonder if he is just searching for a distraction, trying to stall. That's what it feels like. I raise one eyebrow. I can't believe the turn this conversation has taken. If he really does want me, this is senseless. â€Å"See,† he explains, hesitating. Under the deep golden tan of his skin, it looks like he might be blushing. â€Å"When I was stocking this place, I wasn't much planning for†¦ guests. What I mean is†¦Ã¢â‚¬  The rest comes out in a rush. â€Å"Birth control was pretty much the last thing on my mind.† I feel my forehead crease. â€Å"Oh.† The smile is gone from his face, and for one short second there is a flash of anger I've never seen there before. It makes him look dangerous in a way I hadn't imagined he could. â€Å"This isn't the kind of world I'd want to bring a child into.† The words sink in, and I cringe at the thought of a tiny, innocent baby opening his eyes to this place. It's bad enough to watch Jamie's eyes, to know what this life will bring him, even in the best possible circumstances. Jared is suddenly Jared again. The skin around his eyes crinkles. â€Å"Besides, we've got plenty of time to†¦ think about this.† Stalling again, I suspect. â€Å"Do you realize how very, very little time we've been together so far? It's been just four weeks since we found each other.† This floors me. â€Å"That can't be.† â€Å"Twenty-nine days. I'm counting.† I think back. It's not possible that it has been only twenty-nine days since Jared changed our lives. It seems like Jamie and I have been with Jared every bit as long as we were alone. Two or three years, maybe. â€Å"We've got time,† Jared says again. An abrupt panic, like a warning premonition, makes it impossible for me to speak for a long moment. He watches the change on my face with worried eyes. â€Å"You don't know that.† The despair that softened when he found me strikes like the lash of a whip. â€Å"You can't know how much time we'll have. You don't know if we should be counting in months or days or hours.† He laughs a warm laugh, touching his lips to the tense place where my eyebrows pull together. â€Å"Don't worry, Mel. Miracles don't work that way. I'll never lose you. I'll never let you get away from me.† She brought me back to the present-to the thin ribbon of the highway winding through the Arizona wasteland, baking under the fierce noon sun-without my choosing to return. I stared at the empty place ahead and felt the empty place inside. Her thought sighed faintly in my head: You never know how much time you'll have. The tears I was crying belonged to both of us.

Nursing Fundamentals-Professionalism and Discipline

FUNDAMENTAL PRINCIPLES OF NURSING RELATED TO PROFESSIONALISM AND DISCIPLINEIn this paper I will provide information regarding the definition of nursing, nursing as a discipline, nursing as a profession and nursing roles and settings. In addition, I will provide the fundamentals of nursing related to caring and communication, along with nursing as an art and science. I believe nursing is a very important career needed much around the world, and only certain types of people can be nurses.These individuals should contain a good heart and a good brain to further their success in nursing; they should be capable of caring, have strong communication skills, and have the knowledge capabilities to accomplish difficult tasks. I will be addressing these topics in my paper. Definition of nursing: Nursing is the collaborative care of individuals of all ages, families, groups and communities, sick or well in all settings. â€Å"Nursing is the use of clinical judgment and the provision of care to enable people to promote, improve, maintain, or recover health or, when death is inevitable to die peacefully† (Newham, R., 2012).Nurses are capable of more tasks than what most people imagine. Nursing is a mix of communication and caring, and the culmination of art and science. Therapeutic communication is extremely important in a nurse-client relationship. Communication allows an establishment of helping and healing relationships within the individual, family or community client(s). â€Å"At the core of nursing care, are therapeutic interpersonal relationships based on caring, mutual respect, and dignity. † (Burger & Goddard, 2010, p.246).By ensuring these relationships with clients, responsibilities are to be put forth; ethical responsibilities, legal responsibilities, and professional standards are met. When good communication is established, clients become empowered, which allows them to become capable of their decision making (2010). Verbal and non-verbal communic ation is very important to sustain. Often, difficulties arise from misinterpretation based on the clients’ perception. The nurse must contain the knowledge of these skills to minimize the unwanted confusion within the communicating process.Caring is a reflection of what matters to a person and has a wide range of involvements. Having personal concern for others motivates people to care. â€Å"Caring practices and expert knowledge that are at the heart of competent nursing practice must be valued and embraced† (Perry & Sams, 2010, p. 266). The act of caring is the process and decisions to help people in ways that include empathy, compassion, and support. All nurses should have this aspect within their nursing career. Without care from the nurse, the client’s holistic, spiritual, emotional and physical well-being can be comprised.â€Å"Instead of focusing on the client’s disease and its treatment by conventional means, transpersonal caring explores inner s ources of healing to protect, enhance, and preserve a person’s dignity, humanity, wholeness, and inner harmony† (Perry & Sams, 2010, p. 267). Nursing as a science is the application of knowledge through theoretical framework (Watson, J. , & Smith, M. , 2002). The technical aspect of nursing is more than ordinary technology. Nurses have to be critical thinkers and to know how to solve problems in the most optimum way possible.Watson states, â€Å"the science of nursing [is] to provide reliable and valid approaches, techniques, and theory that will enable nurses to practice effectively while solving problems† (p. 73) According to Watson, the last two decades has experienced an explosion of nursing knowledge that will improve the health, promote and optimize health, prevent illness and injury, and alleviate suffering as much as physically possible. As a profession, nurses have been educating patients, conducting research, and advocating for care. (Watson, J. , & Smi th, M., 2002).However, the artful acts in nursing are those activities that science cannot explain. The art in nursing is the individual practice of the nurse–patient interaction. Attempts are made to reincorporate art and science in ways that are morally, socially, aesthetically, and ecologically grounded by being accountable to a larger whole (Blondeau, D, 2002). New relationships are being established between arts and healing. The act of the nurse treating each patient interaction as a sacred and artful act can be just as beautiful and healing.The mere presence of the nurse can be more healing than all technology available today. In order for these elements to be put in place, society can expect these activities from the nursing discipline. Nursing as a Discipline Nursing is presented as a unique, independent, and a disciplined profession. A discipline is associated with following a standard way of doing things. There are many areas in which organizations are attempting to take disciplines and create a profession from it (Hayne, Y. ,1992). The goal of the discipline is to expand knowledge and human experiences through creative perception and research.This knowledge is the scientific guide to living the art of nursing (1992). Interaction between a nurse and a patient at a specific time and place is a very important discipline. Orlando (2010) states, that nursing discipline must be put in a certain order to enable the best outcome for a positive relationship between the nurses and clients (George, J. B. , 2011, p. 164). First, an arrangement of exchanges involving the nurse’s reaction to the patient behavior takes place until the patient’s need for help, as he or she perceives it, is clarified.Secondly, the nurse and the client in cooperation, decide to resolve the need in an appropriate manner. Lastly, an evaluation of this action is carried out after it is complete. Succession of the action is shown if the patients’ behaviour imp roves, the desired outcomes were achieved and the process is completed. The process recycles if there is no change or the behaviour of the patient gets worse. (2011) Using the appropriate nursing action and clarifying the patient’s behaviour is needed for progress.When nurses use this process to communicate their reactions in caring for patients, Orlando calls it the â€Å"nursing process discipline. † She applies the process discipline to contacts between a nurse and a leader and those she supervises and directs (2011). To enable the discipline of nursing to grow, nursing needs leaders who can articulate the place of nursing within modern society. The role of leaders also have to clarify the nursing discipline for the purposes of better understanding the nature of life and the nature of living, to contribute to societies’ health care.By doing so, nursing can ensure its positive contribution to health care and provide society a better understanding of health. Nu rsing as a Profession Nursing should always be spoken of and looked upon as a profession, not as an occupation. When the work of nursing was first organized by Florence Nightingale, it was proper to think of it as an occupation, but then the art of nursing the ill has been growing and thriving since ( Ross-Kerr, 2010, p. 32-34). Elliot Fredison; another important role model regarding the health care system, was a leading researcher in the sociology of medicine and other professions.According to Freidson, the ideal professional is characterized by five elements: specialized work, exclusive control, required qualified credentials, formal training, and a commitment to doing good work before economic gain (Paulsen, 2011). Another important aspect that Freidson addressed, regarding the topic of professionalism, was the physician-patient care. â€Å"Only members of the health professions can be trusted, because of their competence, because of their ability to cure sometimes, treat often, and care always† (2011).Caring requires the concentration of caregivers so that they become aware of the patient’s needs. Paulsen (2011) inquires that a moral quality of caring is derived from being able to perceive needs with as little alteration as possible. He also states that caring â€Å"about† differs from caring â€Å"for. † The aspect that is clarified by the awareness of something becoming a need is the caring â€Å"about† fragment and having full responsibility for one’s patient, qualifies the caring â€Å"for† feature.This leads into the competency of caring, and how important it is on a professional spectrum. â€Å"Incompetent care is not only a technical problem, but a moral one. † (Hafferty, F. et. al, 2003) This states that within the ethics of caring, one must balance a sustainable role within the clinical setting and contain the knowledge retaining the patient’s rights (2003). Such rights would classify under confidentiality, informed consent, acceptance or refusal of treatment and privacy (CNA, 2008).Fundamental to Fredison’s definition of professionalism is the claim that the physician must retain independence of judgment and action, if only to decide when and what kinds of care are inappropriate (Hafferty, F. et. al, 2003). Following Freidson’s view on what a professional is, would include the nursing profession. Nursing is a dedicated profession with required skills that are accumulated through formal education and care.Nursing Roles and Settings If one cannot identify their uniqueness within nursing, a negative impact could be put in place, such as; the lack of a clearly identifiable function,  which leads to inadequate care and insufficient attention to the patient’s reactions to his immediate experiences. Then, nurses will identify their role as a concern regarding the right provided direct assistance to individuals in any setting they are found, to th e purpose of avoiding, relieving, diminishing or curing the individual’s sense of helplessness. â€Å"It is the nurse’s direct responsibility to see to it that the patient’s needs for help are met either by her own activity or by calling in the help of others.† (Lowe, G. , et. al. , 2012).The importance of nursing uniqueness acts as a function to allow nurses to work in any setting where persons experience a need for help they cannot resolve themselves. Therefore, nurses may practice with well or ill persons in an independent practice or in an institutional setting (2012). Support, promotion of a safe environment, research, participation in shaping health policy and in patient and health systems management, and education are also key nursing roles.By being influenced by economic, social, and cultural factors, nursing has responded by continuing to meet the needs of health care. The founder of modern nursing is considered to be Florence Nightingale (Ross-K err, 2010). Nightingale, along with her staff of nurses dramatically reduced morbidity rates through their care and the importance of comfort for clients. She applied the principles of cleanliness and comfort to nursing care which is today known as one of the fundament principles of nursing.ConclusionThis paper explained the idea of what nursing is. The fundament concepts of nursing are to provide the most competent care achievable through proper caring and communication, discipline and profession and the knowledge of roles and settings. I have also inquired nursing as an art and science, to better understand the fundaments of nursing. I learned from doing research that the main aspect of nursing is to care. The other points are very valid and important, but to be a truthfully caring nurse, is what a patient really needs to gain the most optimum health.

Laughters

Laughters A wise man say, â€Å"A laugh is a smile that bursts. † A very good morning Madam Chairperson, honourable judges, distinguished time keeper, and members of the floor. Ladies and gentlemen, it is indeed and honour to be given the chance to stand here in front of you, the audience. My task today is to share with you about, â€Å"Laughters. † Parents of newborn babies learn quickly there are many different ways for a baby to cry. One type of cry means the baby is hungry, another says the child needs to be changed and yet another may mean it simply wants some attention.Though these cries may seem indistinguishable to an outsider, parents learn to respond with exactly what their child needs. Parents don't tend to put as much thought into what their child's laugh might mean, unless it sounds really weird and indicates an attack to the people surrounding. In fact, very few people think about differences in laughter at all. We often ask ourselves, why do we laugh? The answer may seem obvious: We laugh when we perceive something funny. But the obvious answer is not correct, at least most of the time.According to the expert Robert Provine; A PhD neurobiologist and Professor of Psychology at the University of Maryland, Baltimore County, most laughter is not in response to jokes or humor. Laughter isn't under our conscious control. Infants laugh almost from birth. In fact, people who are born blind and deaf still laugh. So we know it's not a learned behavior. Researcher also says that laughter may be just a simpler way to communicate and show agreement over certain matters.Laughter is a mechanism everyone has. It is part of the universal human vocabulary. All members of the human species understand it. Unlike English or Bahasa Malaysia or French, we don’t have to learn to speak it. We’re born with the capacity to laugh. Laughter is a message that we send to other people. We know this because we rarely laugh when we are alone, do we? La ughter is also specifically a social structure, something that connects humans with one another in a profound way.According to Provine’s findings, people are 30 percent more likely to laugh in a social setting that warrants it than when alone with humour-inducing media. That means that you're more likely to laugh with friends while watching a comedy together than when you're watching the same show or movie by yourself. Though there are many ways to laugh, from giggles to guffaws and from chuckles to cackles, it turns out that we humans laugh for many reasons, some of them are odd. So what are some of the different types and reasons for all the laughter?In first place, The Fake Laughter. This type of laughter comes in handy as a way to get along with others, that’s why sometimes we laugh at things that just aren’t funny, whether we’re with our boss, with our teachers or with our friends. Second, The Contagious Laughter. Imagine you're out for dinner with a group of friends. Someone tells a joke and gets one person laughing, which gets a second person laughing, and it continues to one another. Hence, a circle of laughter is created. Is catching laughter like catching a cold?It's very likely. Besides that, The Nervous Laughter. During times of anxiety, we often laugh in a subconscious attempt to reduce stress and calm down. Laughter lowers the levels of at least four hormones that are associated with stress, so after a good giggle you should be far less tense and anxious. However, nervous laughter usually just heightens the awkwardness of the situation. Let’s move on to The Belly Laughter. Belly laughter is considered as the most honest type of laughter.It may also be the hardest type to experience, because we have to find something truly hilarious before we'll let go with the kind of laughter that has us clutching our bellies and gasping for air. Next, The Silent Laughter. This happens when you laugh so hard no sound actually c omes out and sometimes, tears are coming out of your unsuspecting eyes . It’s like the laugh gets confused and forgets to come from the back of your throat. This laughter stays lodged inside of your brain and you hear it loudly in your head. Lastly, The Unappropriate Laughter.Fortunate because laughter is fun (and  good for your health  , remember? ). Misfortunate because this type of laughter could potentially offend someone else or ruin a particular mood. You've probably heard some motherly person say, â€Å"It isn't polite to laugh at others' expense. † Classic examples of this are to laugh while attending a person’s funeral, or maybe when someone farted, which is pretty funny, that you’re the only one who heard it or smelled it. If someone else hears your laughter they could be infected by it, because we all know that laughter is contagious.I’ve mentioned few ways of laughter; The Fake Laughter, The Contagious Laughter, The Nervous Laughter , The Belly Laughter, The Silent Laughter and lastly The Unappropriate Laughter. Ladies and gentlemen, which laughter do you prefer? This list of different types of laughter is not the end-all be-all, but it is pretty close. Even so, laughter takes on many different forms. As has been said, we`ve all heard the phrase â€Å"laughter  is the best medicine. † But what matters are when laughter is shared, it binds people together and increases happiness and intimacy. Thank you.

Exam Assignment Example | Topics and Well Written Essays - 250 words - 1

Exam - Assignment Example He left politics and became a rancher in Dakotas. He ran for a mayor back home and gained recognition by taking thorough charge of the police in the city. Additionally, he was a leader in the civil service reform at the national level. He energized the republican partybase as a front campaigner of the reelection of President William McKinley on the policies of the gold standard, high tariffs, prosperity at home, imperialism, and victory abroad. It was put forward in 1913, following the enactment of Federal Reserve Act, which was catalyzed by the financial panics, especially lack of a central bank. President Woodrow Wilson, Senator Robert Latham Owen, and Carter Glass were behind the establishment of the system. The act is a federal policy of assimilation that allows Indians into America, and it united with the Christian mission and government-sponsored education programs, incorporating both expansionist and humanitarian ideals. It provided for the transfer of 65 hectares of vacant public land to every homesteader, where a nominal fee was paid after five years of residence, or acquisition of land after residing for six months at $1.25 per acre. Both acts were to cater for the welfare of the citizens. It a policy in foreign affairs requiring that all states have equal industrial and commercial trade rights in china. It came about as a result of the threat felt by the US in commercial interests when the partition of China by Japan and European powers seemed

DNA Functions and Structure Essay Example | Topics and Well Written Essays - 1250 words

DNA Functions and Structure - Essay Example These are known as the nuclear DNA and the mitochondrial DNA, respectively. A very significant trait of the DNA is that it can very efficiently and easily â€Å"replicate, or make copies of itself. Each strand of DNA in the double helix can serve as a pattern for duplicating the sequence of bases. This is critical when cells divide because each new cell needs to have an exact copy of the DNA present in the old cell† (Genetics Home Reference, 2012). The DNA, regardless of its overly microscopic size, has many functions under its assigned responsibilities. The DNA normally exists in the form of either prokaryotes or eukaryotes, existing in a different chromosomal stage in either of the states. Under the biological functions that the DNA performs, there exists the storage of hereditary and genetic information by the genes which determine the traits and features of the future generations. Secondly, the DNA is responsible for the transcription and translation of the genetic codes t hat are matched with its matching RNA, in further course. Lastly, the DNA carries out the replication of cell, which means that the cells divide amongst themselves and create copies of their own selves, in order to grow, in number and size. This is considered to be the bases for the notion of biological inheritance. These functions of the DNA are carried out simultaneously. The efficiency of this is ensured by the structure of the DNA which is double helix in nature. Details of these functions will discussed in greater detail, in the following. A polymer is a composition and a collection of numerous monomers called mononucleotide units. The structure of this nucleotide unit is as simple as the concept of this unit itself. These nucleotide units are formed by bonds of phosphates, sugars and a heterocyclic base. The chemical reaction is sped up and catalyzed by specialist enzymes. As a result of the components of this structure of this type of nucleotide units, after intermolecular de hydration, they form phosphate ester bonds. In a situation where nitrogenous bases on the DNAs complementing each other are called as base pairs. There has been extensive research and there have been many conclusions to the question of the combinations of the base pairs that are formed. The conclusions, with respect to the researches have varied with time and so have the combinations that are formed, according to each research. â€Å"DNA replication  is a biological process that occurs in all  living organisms  and copies their  DNA; it is the basis for  biological inheritance. The process starts when one double-stranded DNA molecule produces two identical copies of the molecule. The cell cycle (mitosis) also pertains to the DNA replication/reproduction process. The cell cycle includes, interphase, prophase, metaphase, anaphase, and telophase. Each strand of the original double-stranded DNA molecule serves as template for the production of the complementary strand, a proc ess referred to as  semiconservative replication. Cellularproofreading  and error toe-checking mechanisms ensure  near perfect  fidelity for DNA replication† (Berg, Tymozko, Stryer, & Clarke, 2002) The RNA, like the DNA, is an acronym for the Ribonucleic Acid and is made up of lengthy chains of micro structures called nucleotides, consisting of sugars and a nucleobase. The structure of

Debt Crisis Essay Example | Topics and Well Written Essays - 1000 words

Debt Crisis - Essay Example The debt/equity ratio increased from 15:1 to 30:1 after the US Securities and Exchange Commission allowed shadow banks to borrow as much as their own risk management departments considered prudent. So while commercial banks formed only 40% of total lending, shadow banks accounted for almost 60%. Banks borrowed a ton of money, made great deals and grew tremendously rich. They then paid back the borrowed money. Investors saw this and wanted a part in it. This gave banks the idea to connect investors to home owners through mortgages. Because real estate had been doing so well, investment banks were interested in buying the mortgage. The lender agreed to sell it to them for a fee. The investment banks then borrowed heavily, bought more mortgages and collected them in a box. The bank then cut the box into 3 slices: Safe, Okay, and Risky. It packed the slices back up and called it a Collateralized Debt Obligation (CDO). A CDO works like three layers. As the money comes in from homeowners p aying off their mortgages the top tray fills first then the rest goes into the middle and the remainder goes into the last tray. If owners are unable to pay their mortgages, fewer payments are received and the last tray remains empty. For taking more risk, the lowest tray receives a higher rate of return as compared to the first tray which receives the lowest rate as it is the safest. Banks insured these slices for a minor charge called a Credit Default Swap (CDS). Credit rating agencies rated the top as a safe AAA investment and the middle as BBB. Because of the ratings, the investment banker could sell the slices to investors with different risk preferences. They made millions through this, and then repaid the loans. Since investors were making a lot more than 1%, they wanted more CDOs, investment banks wanted more mortgages and the demand for mortgages rose. They then approached the subprime market because if the homeowners defaulted on their mortgage, the lender would get the ho use which would increase in value. They started giving mortgages without requiring down payments, proof of income and any documents at all. These mortgages were Adjustable Rate Mortgages. The mortgage payments were attractively low during the initial period but they increased exponentially after the teaser period. As a result, from 2004 to 2006, the subprime mortgages accounted for approximately 1/5th of the overall mortgage market. Eventually the subprime borrowers started defaulting after the teaser period. The bank that was now the owner of the house went into foreclosure and put the house up for sale. Eventually, more houses went up for sale. Now there were so many houses for sale, increasing supply, causing house prices to fall, rather than rise. This created a problem for homeowners who continued to make their mortgage payments. The value of their houses began to decline as the number of houses for sale in the market increased. People refused to pay their mortgages. Default ra tes increased exponentially and prices nosedived. Consequently the value of CDOs which were backed by these mortgages also fell. Investment banks tried to sell the CDOs but there were no buyers. Through CDOs the problem spread to other financial markets. The problem was further compounded by CDS because sellers of CDS bought CDS from others to protect themselves. The Secondary market for subprime CDO trading halted because of lack of buyers in the market. Private financial institution refused to lend any cash

Democratic assessment Essay Example | Topics and Well Written Essays - 1750 words

Democratic assessment - Essay Example However, in this particular article, we are going to lay emphasis on the democratic organization and structure of Canada and at the same time compare it to the various democracies globally. First and foremost Canada is a country situated in the North American continent. It is a vast nation which stretches from the Atlantic Ocean to the pacific and further to the Arctic Ocean. 1Apparently, it is a federal parliamentary nation and at the same times a constitutional monarchy with the royal family as the head of the nation. On that note, the nation is founded on the following values: freedom, democracy, democratic leadership, human rights and finally the rule of law. 2However, the democracy in Canada has faced harsh criticism on the fact that it is termed as being less participatory on the part of representation following the politicians advocating for policies which serve their own interest as opposed the interest of the majority of the people. Despite all that, the government has tirel essly worked to restore the participation of the public through election. In addition to that, elections have provided a forum in which the people of a nation have control over the governing authorities and their policies.3 Apparently, elections have served as a vetting forum for the leaders. In addition to that, through elections people have been able to elect credible leaders for the various public administrative positions for instance the Member of Parliament in the case of Canada and therefore accountability in office has been boosted greatly since failure to deliver on office means one would not be reelected during the next election. 4Furthermore, elections give the people the authority to select the leader they feel will represent them fully in the government; address their grievance to the governing body. On the contrary, through referendum exercises the people have been able to approve the policies they regard in their best interest and at the same time disapprove some of th e policies formulated by the government that they view are unsuitable for the nation’s growth. In other words, elections have given the people power to select which policies to approve to law. 5For instance, in case the government of a nation needs to amend the constitution; which is the law of the country, they may require a majority vote of the citizens in a bid to approve and ensure the participation of the people in democracy of the nation. On a similar theme, people are also given the power to control the policy through the fact that they get to elect new officials during every election. On that note, the newly elected individuals come in with new ideas and policies which are aimed at improving the living standards of people. Consequently, the people are able to keep in check the activities of the government. Apparently, in Canada elections are held on several fronts in the government. 6On that note, there are the national, provincial, municipal and finally the territori al elections. Notably, the parliament of Canada consists of two major divisions; the House of Commons which contain three hundred and eight members and the senate which has one hundred and five appointees of the governor general with the aid of the prime minister. During

Consumer Behaviour Essay Example | Topics and Well Written Essays - 500 words

Consumer Behaviour - Essay Example As per definition, WOM refers to the process of oral communication between two individuals where the individuals increasingly communicate important values or related information pertaining to a particular category or brand. The advantage of WOM over standards methods of advertising is that the WOM marketing happens mostly through the process of communication of two individuals at a significantly lower price as compared to that of advertising. The word of mouth marketing has significantly high level of benefits on the development of the brand value for the product as well as the company2. For globally renowned Fiskars, it can be said that the company can leverage a lot of advantage out of the word of mouth marketing technique by maintaining high end quality for its products as well as introducing innovativeness in the product design. A vital point is that though the company’s product mostly falls under the consumer durables category, it increasingly caters to three business areas like the home division, the garden division and the outdoor division. The products especially for the outdoor division are extremely critical in nature and needs supreme durability and consistency in quality. As a matter of fact, a highly reputed brand that provides consistent quality will automatically lead to higher sales especially for this division, if accompanied by the consumer driven word of mouth marketing tool3. There are significant steps that have to be followed by the company, in order prevent negative impact due to the word of mouth marketing for the company’s products. A very important factor is the fact that the company needs to secure its distribution network across the global markets in the wake of various fluctuating scenarios of macro economic conditions. The company also needs to secure the flow of various raw materials

Change Management Issue Essay Example | Topics and Well Written Essays - 2500 words

Change Management Issue - Essay Example The given case study represents a very common situation in the workplace. In this case, we have a situation where a person is experiencing a lack of ethical-judgment. To come close to the point, we have a case in which an individual decided that his moral principles were more desirable to the company than the policies or procedures at his workplace. The case showed that both Mr. B and Bob demonstrated unethical attitudes toward Steven, the worker within their department. Failure to take a more ethical attitude toward Steven led him to continue working in the same IT department and doing a job he hates. Applying more ethical principles at the workplace would have saved Steven from being forced to do the job he hates.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A clue to the case can be derived from Kantian ethics. Kantian ethics is frequently referred to as deontological or rule-based ethics. Kantian ethics is traditionally concerned with what makes a principle right or wrong. Kantian ethics is based on the famous categorical imperative. In the course of his research, Kant provides people with two main formulations of the categorical imperative. Kantian ethical principles indicate that each person should act as a rational being. The Kantian approach eliminates any possible cases of lying (Kant, I, p.56, 1996). The Kantian approach to lying indicates that the philosopher supported a total prohibition of lying as a form of building relations with other people. Kant also mentioned the fact that lying cannot become a universal law for all people, thus pointing to the fact that lying is virtually impossible in the workplace. Such negative attitudes toward lying are reasoned by the fact that work relations are supposed to be built on trust and mutual understanding. Since a lie depends upon someone believing you, a person who lies shows disrespect to the other person who is placing their trust the one the liar (Kant, I, p.58, 1996). When we view Steven’s case from Kant’s theory, we see that Mr. Bob, HR, ignored his duty in order to avoid lying. Instead of ethical behavior, he became involved in cheating.   According to Kant, cheating people are the worst examples of unethical behavior in the workplace.   

Ethics in Free Market Economy Research Paper Example | Topics and Well Written Essays - 1500 words

Ethics in Free Market Economy - Research Paper Example Social justice issues related to the costs of group membership can come up in any size of a group. Benefits of group membership are also allocated through social justice mechanisms. There are certain distributive principles of social justice out of which Neo-liberal or Libertarian view will be discussed (Barusch, 2009). (Somerville & Sprigings, 2005) The distributive principle of libertarian concept says: From each according to his choice; to each according to his product (Barusch, 2009). Allocation of resources according to a product is central under the libertarian view of distribution. Libertarians believe in liberty over equality. They are of the opinion that inequality is acceptable and fosters social being and welfare in a society. Equal treatment in distribution ultimately leads to unequal distribution of resources. This is the price for freedom and government need not interfere (Barusch, 2009). Libertarians focus on the benefits of a free market over a system controlled by th e government. The reason being a free market society enjoys greater productivity among its workers and greater incentive to generate capital (Barusch, 2009). Free Market Economy Supporters of the free market economy claim that individuals should be allowed to make contracts with others regarding wages and prices and profits. People should be free to compete with each other to gain maximum benefit. They believe that if markets are set free, the outcome will be just and fair distribution of gains and responsibilities in society. People who support a free market economy will never support unregulated markets (Finifter, 2009). Free markets ensure the efficient distribution of goods to those who grab the opportunities to obtain their desired products and services. Free markets operate on people’s demands. They produce only those products which are demanded by the consumers. Consumers set their desired price. Free markets work for people, for the betterment and welfare of the socie ty (Boyes & Melvin, 2009). In free markets, prices are determined by both buyers and sellers in the market.

External Business Environment for the New Entrants Research Paper

External Business Environment for the New Entrants - Research Paper Example Changing demographics are again important because of the base of individuals who comprise the music industry particularly those belonging to electronic dance music (EDM). The audience including producers and disk jockeys fall in the age bracket of 13 to 35. Social Issues The shift in social life to digital space has impacted the music industry greatly with digital platforms like iTunes, Beatport, and other stores transforming the social life of avid music listeners and music makers. Competitors Competitors of my chosen record label, Monstercat, compete on the basis of content, artist or music which defines the various record labels apart from genres. New entrants New entrants into the music industry are quite frequent due to the emergence of various free online platforms like YouTube, Soundcloud, iTunes, and Bandcamp to name a few. Substitutes and Compliments Indeed there is availability of wide amounts of substitutes however fan loyalty goes a long way in maintaining consumer stickiness. Also, musical collaborations are now a common occurrence. Customers The customer’s loyalty affects competitiveness immensely as this is what provides support for the record labels in terms of sales. Questions 1. The record label I chose, Monstercat, has adapted to its external environment really well by responding to the changes that were needed such as maintaining most of their presence online so that they can connect with upcoming producers, artists, vocalists, promoters, and so on. Also, it has developed various instruments to allow it to release their music to millions of its fans online. 2. Monstercat has inspired a generation of avid and enthusiastic producers who want to get signed on the label. The label has influenced the external environment with its unique content and music that it releases on specific genres of EDM such as chillstep, trap, progressive house, and so on.

Obstacles to negotiation Essay Example for Free

Obstacles to negotiation Essay Sometimes people fail to negotiate because they do not recognize that they are in a bargaining position. They may fail to identify a good opportunity for negotiation, and may use other options that do not allow them to manage their problems as effectively. Or, they may recognize the need for bargaining but may bargain poorly because they do not fully understand the process and lack good negotiating skills. In such cases, getting parties to participate in negotiations is a very challenging process. In addition, both parties must be ready to negotiate if the process is to succeed. If efforts to negotiate are initiated too early, before both sides are ready, they are likely to fail. Then the conflict may not be open to negotiation again for a long time. Before they will negotiate, parties must be aware of their alternatives to a negotiated settlement. They must believe that a negotiated solution would be preferable to continuing the current situation, that a fair settlement can be reached, and that the balance of forces permits such an agreement. Weaker parties must feel assured that they will not be overpowered in a negotiation, and parties must trust that their needs and interests will be fairly considered in the negotiation process. In many cases, conflicts become ripe for negotiation when both sides realize that they cannot get what they want through a power struggle and that they have reached a hurting stalemate. This means that a potential agreement exists that would benefit both sides more than their alternatives do. However, parties must first explore their various interests, options, and alternatives. In addition, each side must believe that the other side is willing to compromise. If the parties regard each other with suspicion and mistrust, they may conclude that the other side is not committed to the negotiation process and may withdraw. The dilemma of trust concerns how much you should believe of what the other party tells you. If you believe everything this person says, then he or she could take advantage of you. But if you believe nothing this other person says, then reaching an agreement will be very difficult. The search for an optimal solution is greatly aided if parties trust each other and believe that they are being treated honestly and fairly. In many cases, the negotiators relationship becomes entangled with the substantive issues under discussion. Any misunderstanding that arises between them will reinforce their prejudices and arouse their emotions. If parties believe that the fulfillment of their basic needs is threatened, they may begin to blame each other and may break off communication. As the issue becomes more personalized, perceived differences are magnified and cooperation becomes unlikely. In addition, parties may maintain their commitment to a course of action even when that commitment constitutes irrational behavior on their part. Once they have adopted a confrontational approach, negotiators may seek confirming evidence for that choice and ignore contradictory evidence. To combat perceptual bias and hostility, negotiators should attempt to gain a better understanding of the other partys perspective and try to see the situation as the other side sees it. Finally, if the right people are not involved in negotiations, the process is not likely to succeed. First, all of the interested and affected parties must be represented. Second, negotiators must truly represent and have the trust of those they are representing. If a party is left out of the process, they may become angry and argue that their interests have not been taken into account. Negotiators must therefore be sure to consult with their constituents and to ensure that they adequately deal with constituents concerns. http://www. beyondintractability. org/essay/negotiation (2007). In the above discussion, we can derive that in negotiation, an upfront attitude with a clear understanding of good faith, will pave way for an individual to succeed in the process and be straightforward with what he or she wants. This is a very important tool in marketing, especially in this stage of globalization where one needs to deliver the core competencies of his products and sell it to the world – whether under compromise or in conflict with the rest. Negotiation is more so affected with the nature of the product – again, if it is indeed answering or meeting a demand at the right place and at the right time. Armed with sufficient knowledge in negotiation skills and practices, this is deemed useful in marketing and ins strategizing on how to penetrate the market without spoiling it, given one’s steady relationship with his competitors and existing industry members. Further in this paper, the theories or practices discussed will set as guiding principles in staging the industry of bio-cosmetics in the market with a clear and receptive approach of the major players. Such major player is the environment of the product it will be introduced or the environment it is currently in. Environments play a huge role in determining the business prospects of the company. In this regard, it is also necessary to understand the life history theory of a product which will attempt to demonstrate the many aspects of an environment – all influencing or changing the life of a product (see appended illustration below for the Life History Theory): Source: Joseph (2000:6-30).

The Contemporary Issue Of Bullying Education Essay

The Contemporary Issue Of Bullying Education Essay The contemporary issue I have focused upon in this assignment is Bullying. This is a prevalent issue in todays society. I feel this is of great importance especially with the concerns arising from recent research into the effects of bullying. This research indicates that bullying can have social, physical and psychological effects on students as well as on their academic success. What is bullying Bullying is a social phenomenon that is not easy to define. It is a behaviour that can be either be physical/verbal or direct/indirect. A bully is defined in the dictionary as a person, who hurts, intimidates or persecutes someone who is perceived to be different or weaker. The Government defines bullying as Behaviour by an individual or group, usually repeated over time, that intentionally hurts another individual or group either physically or emotionally. Dan Olweus a leading expert in this field has a similar definition to the governments and he asserts that A student is being bullied or victimized when he or she is exposed, repeatedly and over time, to negative action on the part of one or more other student (Olweus, 1993 p.9) The most widely used definition however is one that is developed by Olweus ( 993) and extended by Whitney and Smith (1993, p.7):We say a child or young person is being bullied, or picked on when another child or young person, or a group of children or young people, say nasty and unpleasant things to him or her. It is also bullying when a child or a young person is hit, kicked, threatened, locked inside a room, sent nasty notes, when no- one ever talks to them and things like that. These things can happen frequently and it is difficult for the child or the young person being bullied to defend himself or herself. It is also bullying when a child or young person is teased repeatedly in a nasty way. But it is not bullying when two children or young people of about the same strength have the odd fight or quarrel. Different type of bullying The word bullying is used to describe many diffident types of violent or intimidating behaviour. Bullying is certainly not easy to classify but here are the main types that have been identified. The first is verbal bullying which is the most common bullying according to research. Childline reported that 56 percent of children that rang about bullying called about verbal bullying. This type of bullying includes name calling and gossiping. Name calling is the most prevalent form of bullying according to most studies. One child in the Childline research for 2007/08 stated I am being bullied at school and feel no one likes me. I am always running to hide or cry on my own because Im called names and am pulled at. I feel suicidal but I wont do it. The second is physical bullying which involves the use of physical force such as hitting and pushing. This type of bullying is considered to be direct because it is intentionally focussed at the victim. In 2007/08 Childline reported that 53 percent of children and young people that called about bullying reported physical bullying. It can be identified through physical signs such as bodily harm although physical bullying does not always mean injury. Physical bullying can be a way of trying to humiliate the victim and show power over them. The third is indirect verbal bullying and this kind of bullying involves hurtful and untruthful comments behind the victims back. It can include spreading of rumours, letters or notes or even graffiti. The last is Cyber-bullying which is the newest form of bullying identified and has become a concern in recent years. This is a technology-enabled bullying and involves bullying by means of chat rooms, instant messing, mobile phones or even emails. Research initiated as a part of the DCSF cyber-bullying campaign highlighted that thirty four percent of 12-15 year olds reported being subject to cyber-bullying. Similarly research carried out by Goldsmiths College for the Anti-bullying Alliance found that twenty two percent of 11-16 year olds had fallen victims to cyber-bullying. Prevalence Various studies have been undertaken on this subject but because of the subjects sensitive nature it is hard to determine solid, valid and reliable statistics. The research being completed however does highlight the true extent of the bullying problem in the classroom setting. Bullying is a contemporary issue with the first national survey on this subject being conducted relatively recently. Kidscapes conducted the national survey between the years of 1984 and 1986 using a sample of 4000 children ages 5 to 12. The survey revealed the extent of the problem. The survey showed that 68% of the children had been bullied at least once, 39 percent had been bullied at least twice and 0.5% of those children felt it had affected their lives that substantially that they tried to commit suicide. Recent research also suggests that the problem is still prominent in the school setting. According to one recent study, one-fifth of primary school pupils and a quarter of pupils in Year 8 perceived bull ying as a big problem in their school. A later report by ChildLine showed that 15 per cent of primary school children and 12 per cent of secondary school children said they had bullied in the last year (ChildLine2004). In another study, 50 per cent of severely bullied boys said that they bully others, as did 33 per cent of severely bullied girls. Childline the national helpline for children received between the months of April 2000 to march 2001 almost 20,300 calls from children and young people concerned about bullying. Kidscape another helpline believes it receives more that 16,000 calls from parents each year concerned about their children getting bullied. Research has also suggested that Cyber-bullying which is the newest identified form of bullying is becoming a major problem. The number of Cyber-bullying cases is on the rise (Noret and Rivers, 2006). A study by National Centre for Social Research released to coincide with November 2009 Anti-bullying week revealed that Cyber-bullying is now one of the commonest forms of bullying in school. The Longitudinal study tracked 15,000 pupils who had their 14th birthday in 2004. The research also pointed out that 47% of 14-year-olds, 41% of 15-year-olds and 29% of 16-year-olds reported being bullied. Disabled children and children with special educational needs were also found to be more likely targets. This coincides with other such research that shows SEN children or children with disabilities are 2 to 3 times more likely to be bullied (Smith, 2007) The Longitudinal study also showed that children who reported being bullied went on to achieve on average 2 GCSE grades lower then children who were not bullied and were more likely to drop out of education at 16. This research is worrying and provides evidence of the detrimental effects bullying can have. Effects of Bullying Bullying can have all sorts of effects on children so it is important that bullying is tackled head on. The DfEE states that The emotional distress caused by bullying in whatever form be it racial, or as a result of a childs appearance, behaviour or special educational needs, or related to sexual orientation, can prejudice school achievement, lead to lateness or truancy, and in extreme cases, end with suicide.'(DfEE, 1999: 24-25). Vernon Coaker the schools minister also asserted at the event for Anti-Bullying Week that Bullying, in any form, should not be tolerated. It can destroy lives and have a lasting impact on young peoples confidence, self-esteem and emotional development. Research has indicated that bullying can not only effect academic achievement, it has also been linked with low self-esteem, anxiety, impaired concentration, truancy, depression and suicidal thoughts. Kidscape performed the first ever survey of adults with the aim of finding out if bullying had any lasting effects. The survey which was funded by the national lottery and proved that being badly bullied as a child had knock on affects. 46% nearly half of the survey population contemplated suicide compared with 7% of those who were not bullied. Most of the adults surveyed had little or no help at the time of the incidents. Tackling school bullying The Government in recent years has emphasised that tackling the problem of bullying is a main priority of theirs. The Government in 1999 said it was a legal obligation for all schools to have an anti bullying policy in place. Legislation places a duty on the head teacher to enforce an anti bullying policy and states that schools must encourage respect for others and prevent all forms of bullying among pupils.  Government guidance additionally states that the policy should be reviewed annually and that every member of the school community (including children, young people, carers and parents) should be involved in this review. Each school is in charge of designing their own policy with the help from Department for Children, Schools and Families (DCSF). The DCSF help schools to design strategies and effective anti -bullying policy to tackle bullying head on. They do this by providing very comprehensive guidance documents and have regional advisers on hand who have expertise in this area to help implement their guidance. Schools have a legal obligation to ensure measures are in place to address bullying: Head teachers must enforce a policy as a preventative measure against bullying in accordance with the Human Rights Act 1998. The Standards Frameworks Acts (1998) states that all schools are required by law to have an anti-bullying policy. Schools have statutory liability regarding behaviour of pupils under the School Standards and Framework Act 1998 : the head teacher shall determine measures to be taken with a view to à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦ be encouraging good behaviour and respect for others on the part of pupils and, in particular, preventing all forms of bullying among pupils. Article 28 of the United Nations Convention on the Rights of the Child states that bullying policy should be in place in each school and every child should know what to do if they find them self in the situation where they are being bullied. Section 175 of the Education Act 2002 states what is required of the governing bodies in relation to the wellbeing of the pupils in their school: The governing body of a maintained school shall make arrangements for ensuring that their functions relating to the conduct of the school are exercised with a view to safeguarding and promoting the welfare of children who are pupils at the school. The Education Act 2002 lays down out two aims for the national curriculum, whereby schools must make sure that it provides opportunities for all pupils to learn and achieve and promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and prepares pupils at the school for the opportunities, responsibilities and experiences of later life. The DfES circular, Social Inclusion: Pupil Support Circular outlines government expectations and the legal duty of head teachers with regard to bullying The National Health School Guidance asserts that it is necessary that schools have a policy and code of practice for tackling bullying, which is owned, understood and implemented by all members of the school community and includes contact with external support agencies. Under the Race Relations (Amendment) Act 2000 schools are required to promote race equality. Childrens Act (2004) sets out five outcomes that professionals should work towards. These are to; Be Healthy; Stay Safe; Enjoy and achieve; Make a positive contribution and Achieve economic well-being. Safe to Learn: embedding anti-bullying work in schools is the new overarching anti-bullying guidance for schools which was introduced in September 2007. The safe to learn guidance includes advice on bullying. In addition to this Ofsteds framework for inspecting schools states that inspectors must assess and give an account on the magnitude and degree of bullying, racism and other forms of harassment. They must also report on the schools successfulness at dealing with bullying incidents and look at the schools relations with parents. Schools are not immediately responsible for bullying that takes place outside of the educational setting but their anti-bullying policy should make it known that steps are in effect to respond to such incidents. The Government publicised two anti-bullying guidance documents on 15 April 2009. These documents gave advice on how to tackle bullying outside of the classroom setting. Versions of the guidance documents were also for local authorities, youth workers, college staff, play workers, transport providers and childrens homes. Despite all of this there is no law which states that Scottish schools must have a specific anti-bullying policy. However there have been documents such as Action Against Bullying distributed to Scottish schools in 1992 that recommend that they should implement a policy. Scottish local authorities have approved of this recommendation but it isnt really enough. Other available help As well as the legislation and guidance documents there are other avenues of support and guidance. Schools for one can pledge their allegiance to tackling bullying by signing up to the Anti-bullying charter whereby there can self-assess their bullying policy. An anti-bullying week is also held every year by the Anti-bullying Alliance The anti bullying Alliance was established in July 2002 by NSPCC and NCB, it has combined 68 organisations into one association. Their aim is to reduce bullying and create a safe environment for which children can study. Anti bullying weeks aim is to raise awareness of bullying and the issues that surround it. This years Anti-Bullying Week was focused on tackling cyber-bullying. Sue Steel, National Manager of the Anti-Bullying Alliance , said on the 2009 anti-bullying week that: It is very encouraging that the Government is doing so much to make Anti-Bullying Week a real success. We all need to work in partnership to ensure children, young people and their parents are aware of the risks of cyber bullying and know how to prevent it There are also various websites to help both parents and adults such as the DirectGov  website which has plenty of advice for young people concerned about bullying. Parentline Plus has a helpline for parents, provides support through the Be Someone to Tell webpage and a website for parental advice on dealing with bullying of their child. A comprehensive list of organisations that provide both help and support concerning bullying is available in Annex  I of the overarching Safe to learn guidance. Developing a whole-school approach The whole school approach is recommended by the DfES and works by engaging involving the whole school community from pupils and teachers to staff, carers and parents. This approach works by involving everyone and creating a framework that endorses shared beliefs and values that help to counteract and reduce bullying effectively. The framework sets out steps to advise and manage incidents of bullying. The DfES recommends launching this whole-school policy in four phases: awareness and consultation, implementation, monitoring and evaluation. The policy should aim to: Ensure that the whole school community understands bullying and what is meant by bullying. Make it understandable that bullying will not be accepted inside or outside of the school setting. Create an effective system to deal with bullying incidents that enables children to easily report bullying occurrences. Ensure that all incidents reported are investigated seriously and the measures in place are acted upon in response. That clearly defined procedures are in place. Provide a systematic method of recording incidents that take place this in turn can help in evaluating and reviewing policy. Have a peer support programme in place. Continually review procedures and policy and keep the whole school community informed of any changes or revamps. Anti-bullying Policy Case Study In my small case study I looked at 3 anti-bullying policys for schools in the Surrey area. I would first like to note that out of the 5 websites I viewed, two did not have any anti-bullying policy online. Anti- bullying policy should be readily available for the school community and should be online for easy access for the whole school community. I will address the schools as A, B and C. School A had a very comprehensive Anti-bullying strategy in place using the whole school approach. It clearly defined anti-bullying procedure in place for children staff and parents using headings such as guidance for children. The Policy included an effectives system clearly stating each stage of procedure and using the no blame approach. School A also asserted that all incidents would be recorded and used in further cases if needed. The use of a peer support strategy was also in place which seems to add to the policies effectiveness as these systems have been found to be effective in reducing the negative effects of bullying for victims. This policy was said to have been reviewed in 2009 and was to be reviewed on a regular basis which again seemed excellent practice. School As policy was seemed precise and effective using the whole school community and in doing so promoting a shared set of values and beliefs. The fact it is reviewed on a regular basis makes sure the policy is fresh and effective. This school also had regular newsletters with any new updates on anti-bullying strategies or changes in policy these were in turn clearly published online. School Bs policy had a clear precise definition of bullying but however it was not as comprehensive as School A. The policy did show the procedure in place and stated the support in place for children; it however was aimed at staff and parents only and did not involve the whole school community. The policy had clearly not been reviewed in some time as it was dated May 2005 which is nearly 5 years ago and seemed outdated and forgotten. School Cs policy was just appalling; it consisted of a paragraph about the definition of bullying and a list of behaviour codes. It did promote a shared value on the expected codes of behaviour but no set clear process in place for dealing of bullying for staff, children or parents. Is the governments strategy working? There is not much in the way of research into this field and whether anti- bullying policy is effective or not. Bullying has decreased slightly since the previous year which could be a reflection of the change in government policy and promotion of peer support but really it is not a decrease in incidents. I conducted a small scale survey of 8 teaching assistants and teachers in schools around the UK to find out whether they felt the government were doing enough in relation to bullying. U.K  government is doing enough for schools in  relation to bullying  How do you feel about this statement?   Strongly Agree     0     0%     Agree     1     8%     Neutral     2   17%     Disagree     5   42%     Strongly Disagree     0     0%   The results show that 42% disagreed with the statement that the government was doing enough in relation to bullying, 17% were neutral and 8% agreed. This survey just indicates that people within the school context feel more can be done to stop bullying. One participant even stated There are anti bullying programs in place at schools but the children often do not come forward. The Government could work with the schools to make it easier for children to come forward. Bullying UKS CEO, John Carnell was reported saying These figures are disgraceful and show that the government and schools are just not getting to grips with this problem. Bullying UK was founded 10 years ago and the problems we are seeing now are the same ones we saw 10 years ago. Day in, day out, year in, year out, we are receiving exactly the same complaints from desperate parents and children and its a scandal that there is no government funding for the vital work we do which we know saves suicidal childrens lives. In the Childline case notes one counsellor asserts I dont think things have changed, and when you ask the children whether there are anti-bullying policies the children say yes, but it still makes you powerless. The frustrating thing is that we still receive so many calls about bullying What can schools do to tackle bullying? Research has proven that the whole school approach is the most effective strategy and recommended by the DfES. The whole school community should be involved in devising and implementing an anti-bullying policy. It requires everyone to maintain and advocate the standards in the policy and act promptly when incidents occur. This approach promotes shared values and beliefs and enables a clear understanding of the acceptable standards of behaviour. In Wales, Lambert, Scourfield, Smalley and Jones (in press) found a significant association between lower levels of bullying, and pupils reporting that the school had clear rules on bullying. The law does state that behaviour policy should be publicised to the school community once a year although really it should be communicated a lot more then this to refresh minds. Research has indicated that just having an anti-bullying policy alone is not enough. In order for a policy to be effective it needs to be efficiently implemented, reviewed and evaluated constantly. As for instance one study found that school-wide policies decline in effectiveness over a 2-3 year period, after which time bullying increases (Sharp et al, 2002). Smith states Bullying is an ongoing problem, so a one-off effort over a term or a year without continuation will have little or no lasting impact (Smith, 2004, p101). Bullying policy should be reviewed regularly and the whole school community should be involved in and notified of changes. Children should have a say in the policy as suggested by the DCSF. There are guidance documents such as the Anti-Bullying Alliance resource Are you talking to me?: Young Peoples Participation in Anti-Bullying. It is important to engage children and incorporate their ideas in the anti-bullying policy allowing them to be an active part of school life. There are a range of suggested classroom activities to encourage pupils to discuss anti-bullying policy. The Government has recently made PSHE lessons compulsory and these are a perfect platform for discussing bullying and anti-bullying policy. The need is to have a comprehensive anti-bullying policy and strategies in place. Not every school has a policy that is comprehensive and covers the extensive bullying types. For example, Adams, Cox Dunstan (2004) reported that out of 19 schools surveyed in the UK none of them specifically mentioned sexual orientation in the anti-bullying policies. What can the government do to tackle bullying? There are a range of things the government can still do to tackle bullying. A statuary duty should be made on schools and education authorities in Scotland to have anti-bullying policy in place. Scottish Schools are not legally obliged to have any policy or strategy in place to counteract bullying. Wales should also have regional advisors like England to advise schools about the effective strategies against bullying including best practice and how to create all an effective anti-bullying policy. The government should also find a way of assessing anti-bullying policy in each school as having this policy in place does not mean it is being implemented properly or carried out in the School context. Finally awareness should be raised on the newest forms of bullying such as cyber-bullying this should also be reflected in relevant policy. PSHE lessons can help raise this awareness and I feel bullying should become a compulsory topic allowing the school to discuss not only bullying in general but their own anti-bullying policy and practice. Conclusion After examining the research, articles, statistics and other information it does become apparent bullying has ever so slightly demised in the last few years but not really enough. This tells me that the government initiatives and policies have had a small effect in reducing bullying. The big problem with the anti-bullying policy is that each school has to devise the policy and implement it, which means the policys effectiveness can range dramatically between each school. If the government is to succeed at cracking down on bullying significantly I feel it is necessary to do the research and implement the same effective policy in each school. It may be useful for the Government to examine leading countries in the fight against bullying. The government also needs to listen to the people that this problem effects and find out their views on the policy that stands.

Synthesis of a New Potential Herbicide

Synthesis of a New Potential Herbicide CHAPTER 1 INTRODUCTION Background of Study Since the beginning of the world, every creature in the world consumes food in order to survive. They ingest creatures in the sea, animals on the ground, or even vegetables on the land. In the olden days, the vegetables that mankind intake is without adding of synthetic chemicals or in other words it is organic. The purpose of adding chemicals during the vegetation process in this era of modernisation is to overcome undesirable situation like remove unwanted plants and eliminating pest. These chemical is known as pesticides. Pesticide is defined as chemical used for plant suicide. Generally, pesticide can be separate into four categories. There are insecticide, herbicide, fungicide and bactericides. Pesticides have cause pollution to the environment. It also has an impact towards animals, plant and mankind. Pesticide is a type of persistent organic pollutant to the environment because it is hard to degrade. The physical properties have disallowed degradation to occur. Examples of pesticide are paraquat, diquat, and DDT (Hafiza, 2014). In order to produce food in high yield, weed control is used. It is to ensure the food produce is economical beneficiary. The most common weed control used is by the use of herbicide. It was because herbicide is easy to use and it is efficient (Lodovichi et. al., 2013; Pannell et al.,2004; Parsons et al., 2009). Herbicide can be categorised. Normally herbicide is categorised based on mode of action. The herbicide normally work based on inhibition of enzyme or inhibit mitosis to occur (Fujiwara, 2014). Mankind need to produce more food. It was because the world population will rise to 9.6 billion people (Fujiwara, 2014). The food mankind need is going to increase since everyone need food. Yet, there are still famine going on in this era of millennium. Just in Africa alone there are more than 18,000 people are starving. Just because of food shortage, most of the children die before them reaching at the age of 5 (Missionaries of Africa, n.d). The need of food have cause human to use herbicide extensively. The extensive use of a single herbicide had cause the weed in the field to be herbicide resistant. Herbicide resistant in weed will cause several implications. It will cause the need to change a brand new weed and crop management system, cost ineffective in weed management, reduce in herbicide choice and low productivity of crop (WSSA, 2011). Thus, mankind need to produce more food for the generation to come. Yet, a cheaper pesticide is need for weed control. However, the used of pesticide can alter the gene of weed and it will resist toward the herbicide and a new herbicide is needed. The scope of study is synthesis a herbicide. The herbicide is a derivative from benzaldehyde, cyclohexanone and phenyl hydrazine. The synthesis of the derivatives it will then be test with thin layer chromatography (TLC). After, it will separate by using a silica column. Then, it is tested with nuclear magnetic resonance (NMR) to structural confirmation. At last but not the least, the synthesised structure is subjected to herbicide bioassay test. Significant of Study The significant of the study is to synthesis a new potential herbicide. The synthesis of the potential herbicide is to allow a new herbicide to be accomplished in the market with new mode of action. The last invention of herbicide is at 1980’s (WSSA, 2011). Most of the researchers have ford see the future and synthesis a lot of brand new technology in a lot of area. However, the urgent development of a new herbicide to enhance food productivity and quality had been a concern. Herbicide resistant had been a serious matter to the world as it will affect food productivity. In nationwide, there are approximately 80% of herbicide resistant crop due to extensively use of a single type of herbicide. In side of these 80% herbicide resistant crop there are more than 90% were glyphosate resistant while the remaining percentages glufosinate resistant (Duke,2014). Thus, the urge of synthesis a new herbicide is needed to allow more choice of herbicide. In a conclusion, the need to develop a new herbicide is needed. It is to overcome the problem of increasing need of food, to resolve famine in Africa and improve food quality. Objective of Study The Objective of study is as below: To synthesised benzyldehyde, cyclohexanone, and phenyl hydrazine derivatives as potential herbicide To develop a new herbicide to resolve the problem of herbicide resistant To characterise benzyldehyde, cyclohexanone and phenyl hydrazine derivatives To overcome the problem of herbicide resistance CHAPTER 2 LITERATURE REVIEW 2.1 Pesticide Human have the greatest mind of all among animal range from bacteria to the largest animal in the world. Human is creative. Mankind likes to solve problem. When there is a problem mankind tends to find out the ways to resolve the problems. As an example, there is a species of pest in the house and human use pesticide to eliminate it. Pesticide is not something trendy in this era. It have been used since century ago and the animal that mankind label as pest can be kill by using pesticide. The history of pesticide can ancient Romans lived. In that era of time, sulfur is burned to eliminate insect pest and weed is controlled by using salt. Later at the 16th century, the ant which mankind label as pest is killed by using the mixture honey and arsenic mixture. In the 16 century also, the Chinese uses nicotine to control plum curculio(Hassall, 1990). Then, human in the 19th century try to develop an effective pesticide. To control pest the farmer in the field in that century used sulphur, copper acetoarsenite, nicotine sulphate and calcium arsenate as pesticide. However, the effects are not that effective (John, 2010). There a lot of chemicals was introduce at post-world war II. The chemicals included BHC, aldrin, endrin, dieldrin, DDT, and 2,4 D (Muir, 2012). These chemicals use widely in that era. DDT is used as pesticide because of cheap, high effective and low toxicology (John, 2010). Where 2,4-D(agent orange) is being used as a herbicide due to inexpensive, high effective and easy to apply. However, pesticide have cost a lot of problem nationwide. During the world war II America used this herbicide, agent orange to attack Vietnam. In 1960’s, there is a book named slient spring whom author name Racheal Carson have raise the awerenes toward the usage of herbicide. In the book of silent spring, the author explains the bioconcentration, bioaccumulation and biomagnifications through the food chain. Pesticide can be categorized into many categories. These included acaricide, antimicrobial, attractant, avicide, fungicide, herbicide, insecticide, molluscicide, nematicide, piscicide, repellent, redenticide, and synergist. Different type of herbicide will target different type of pest group (Delaplane, 1996). Diagram 1, Types of pesticide and it’s target group. Adopted from, Delaplane, K.S. in pesticide usage in the united states: history, benefits, risks and trends The usage of pesticide is wide. It can be use in agriculture, public health, industry, household, personal application and material building. Usage of pesticide in India Diagram 2, usage of pesticide in India Adopt from, Gupta, P.K.(2004), Pesticide Exposure- Indian scene 2.1.1 Role of Pesticide in Agiculture The widely used of pesticide has cause some benefits to the nation as well as world. It was because the crop production annually will drop when pesticide is not used. One research had been done that when pesticide is ban, the crop production in United State alone will drop 73 percent. The decreasing in the crop production of groundnuts, cotton and soybeans will lead to instability of crop. At the same time, the decrease in crop production will affect the price of food and the famine in the world will increase (Delaplane, 1996; Knutson et.al., 1990). It was because increases in food crop production, pesticide is use in most of the developed countries. The increase of food crop production is simply because the resistant for plant to grow is minimized. Weed growth, insect attack and fungi can affect the nutrient availability in the environment. By using pesticide, control of weed, insect and fungi can be done. Thus increase nutrients availability in the soil and it could maximised the condition for crop to grow (Hassall, 1980). 2.1.2 Effect of Pesticide Since the beginning of civilization, human want to enchanced their living condition. The enchancement of living included increase food production. The increase of food production can be enchanced by the used of pesticide. However, pesticide has cause serious problem (Gupta,2004 ; Gupta, 1989). The amount of pesticide in the environment may be little but It may post a threat. In India between the years of 1958 to 1992, there are a total of eight cases of pesticide poisoning in food (Gupta, 2004). Pesticide also post threat toward marine and fresh water living organism (Edge, et. al., 2014). There is a study in Tanzania shows that it is having a high concentration of pesticide. In this country, pesticide leak to the environement as a result from improper storage. It has cause pesticide to run off to the river. After the split, high concentration of pesticide is detected from soil ( Mahugijia et.al., 2013; Kishimba and Mihale, 2004). However, after 15 years the concentration of pesticide is still high in that area after the cleaning up process and the degradation of pesticide is found to be insignificant (Mahugija at. al., 2013). 2.2 Herbicide and It’s Mode of Actions Weed is defined as a wild plant growing where it is not wanted and in competition with cultivated plants (Soanes and Stevenson, 2009). The first man who use the term weed is Jethro TÃ…Â ±ll in his book name â€Å"The New Horse Hoeing Husbandary† in 1973. Jethro define weed as plant grow out of place, undesired plant on field, unwanted plant grow where it is not suppose to be, or plants and vegetation that obstruct plant growth. Thus, weed is undesirable plant growth (My agriculture information bank, 2011). The existence of weed will have impact toward crop. There is a case study in India that show interaction between weed and crop. The result shows a decrease in crop production. Whereby, wheat reduced by 15-30%, rice by 30-35%, maize, pulse, oilseed and sorghum reduces 18-85% each (Gupta, 2007; Mukhopppadhyay, 1991-92 Balyan and Malik, 1994, Rita et.al., 1995 and yadav et.al., 1995). Existence of weed is also troublesome in some area. When the weed is present on the field, it made the work hard for applying fertilizers and hard to harvest the crop. The present of weed in field may also provide shelter for pest to live and it will further reduce the crop productivity. Thus, the present of weed had cause 2.2.1 Amino Acid Sythesis Inhibitors 2.2.2 Photosystem II Inhibitors 2.2.3 Auxins Typerherbicides 2.2.4 Mitotic Inhibitors 2.2.5 Photosystem I Inhibitors 2.2.6 Cellulose Biosynthesis Inhibitors 2.3 Herbicide Resistance 2.4 Multicomponent Reactions 2.4.1 Ugi Reactions 2.4.2 Biginelli Reaction 2.4.3 Sakurai Reaction 2.4.4 Streacker Reaction 2.4.5 Mannich Reaction 2.4.6 Hanztch Reaction 2.4.7 Application of Multicomponent Reaction Chapter 3 Methodology 3.1 3.2 3.3 3.4 3.5 3.6 Chapter 4 Expected Result 4.1