Essay about Hamlets Metaphor For His Friends Betrayal

Hamlets Metaphor For His Friends Betrayal In Shakespeares Hamlet, act three, scene two, line 327, Hamlet is in the middle of a conversation with Rosencrantz and Guildenstern, which, as usual for Hamlet, is laden with riddles and double meanings. Upon discovery that his old schoolmates visit to Denmark is not out of chance, but actually part of a plot by Claudius to understand why Hamlet has gone mad. Thus upon discovering their motives for returning to Denmark, Hamlet no longer has trust or camaraderie for his former friends. In order to cause confusion for both Claudius and the two hired spies, he is participates in dialogue with the two, though his relationship is not the same as it once was. Instead of an honest†¦show more content†¦Although it is assumed that Horatio remains in the presence of the other three, he does not speak for the remainder of the scene. As Rosencrantz and Guildenstern, he immediately announces his suspicion of them, and calls for music in the form of recorders. For if the King like not the comedy, Why then, belike, he likes it not, pardie. Come, some music (3.2.275). Hamlet regards the play he arranged, The Mousetrap as a comedy, which the King did not care for. Even more bold, Hamlet suggests that the play is a parody, a very intrepid statement because it directly refers to the play as being a true story, therefore implicating Claudius. Furthermore, in a riddle-like fashion he states that King Claudius will obviously like music, which is a metaphor for the playing of Hamlet that he sends Rosencrantz and Guildenstern to do, more than the play. Although the two are trying to convince Hamlet to go to his mother for questioning, Hamlet speaks in a sarcastic and uncaring tone, which frustrates the two spies. He mocks the present kings anger and distress suggesting that he is driven to drink. Hamlets lack of reverence upsets the two operatives of the king, yet they can do nothing about it. He speaks in a cold and unfriendly matter which upsets Rosencrantz: My lord you once did love me (3.2.317). Hamlet responds with So I do still, by these pickers andShow MoreRelatedThe Theme of Knowledge in Hamlet Essay1617 Words   |  7 Pagesalways as great as the need for it in the first place. These are all central pieces to consider when evaluating a theme of knowledge. This theme is especially noteworthy in William Shakespeare’s Hamlet, a play about a prince who learns that his uncle murdered his father, the King, in order to ascend to the throne. The way prince Hamlet learns this information is indeed a driving force in the theme of knowledge, and the characters treat it as such a powerful variable. In Shakespeare’s Hamlet, the charactersRead MoreThe Death Of Hamlet By William Shakespeare1522 Words   |  7 Pagesalone. 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Reasons For The French Revolution - 1339 Words

There were many causes that led to the French Revolution. Class, money, and philosophes were three major factors that contributed to the French Revolution. The most important cause was money. These factors resulted in Louis The Sixteenth and Marie Antoinette being executed, and the reign of Napoleon to begin. Class conflicts are a huge component of the French Revolution. The French Revolution began as a result of the lack of the people’s happiness over how they were told to live their lives. There were three estates. The first estate being the clergy, the second estate being the nobility, and the third estate being the bourgeoisie (commoners). The first and second estate consisted of very few people, but was given most of the money,†¦show more content†¦As the first and second estate voted that the bourgeoisie should pay all the taxes, the bourgeoisies was outvoted and was forced to keep paying all of the taxes. The nobility and clergy were very greedy, especially the clergy. Their morals were supposed to be more focused on the word of god, instead of being focused on the material aspects of life on Earth. The clergy was supposed to be kind and helpful, instead of selfish. Since the clergy was greedy, it lead France to be in even more debt and have more conflicts. There we re many privileges only given to the upper classes, which made it unfair. At the beginning of the French Revolution, the bourgeoisie became very fed up with the inequalities within the classes. To deal with the inequalities, the estates decided to gather in the tennis courts and take an oath called the Tennis court Oath. The Tennis court Oath stated that they would not leave until a new constitution was created. In the end, a new constitution was created and a new form of government was put into place. The new government was called the national assembly. The national assembly lasted from 1789-1799 but was then abolished as it upset many people in France because the priorities of the National Assemblies decisions did not meet the people’s needs. Money was also a major factor to the French Revolution. Once Louis The Sixteenth and Marie Antoinette became absolute monarchs in 1774, they lavishly spent money. The couple

Cyp core 3.4 free essay sample

Cyp core 3.4 support children and young people and safety 1 understand how to plan and provide environments and services that support children and young people health and safety 1.1 describe the factors to take into account when planning healthy and safe indoor and outdoor environments and services When a practitioner is planning an activity inside or outside there are many factors they need to take into account to ensure that the children are kept healthy and safe in the setting. Factors to take into account when in the playroom and inside the setting, the first factor that would be need to take into account is all attainers can actively take part in the activities that are planned, the practitioner will need to change the activities for children who may need the work easier or harder to ensure that the child can complete the activity at their level of work without being stressed that they can’t finish the work or they find it too easy, all activities that are planned need to meet the development matters and the early years foundation stage to ensure the work Is at the right age and stage for the children. We will write a custom essay sample on Cyp core 3.4 or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Practitioners will need to carry out an risk assessment so they can remove any hazards and dangers and check all the equipment is safe for the children to use and that there is enough space for the children to play and the activities to take place, any and all spillages should be cleared up and all plug sockets should be covered. There are many factors to consider when planning activates outside. Practitioners must carry out a risk assessment to ensure the outside ground is clean and safe to run around on, practitioners need to clear away rubbish, any broken glass and bottles, needles and berries 1.2 Explain how health and safety is monitored and maintained and how people in the work setting are made aware of risks and hazards and encouraged to work safely Health and safety is monitored and maintain by policies and procedures and documents, as they state what risk assessments that practitioners must undertake in order to keep the children safe in the setting. Risk assessment must take when arriving at work, for example checking the outdoor area is clear and all doors are locked to ensure safety, entering the building checking that the equipment is clean and safe to use, safety in all areas for example the play rooms indoor and out, the kitchen/food preparation to ensure that the children cannot get into the kitchen or if they are allowed to go into the kitchen that they cannot reach anything they shouldn’t like knives , toilets are safe and clean for the children to use and to ensure that the children can’t get the cleaning product , fire drills children need to know the fire drill to ensure that they know what to do when and if there is a fire drill, practitioner will need to ensure that the fire alarm works. we monitor how people in the work setting are made aware of risks and hazards and encouraged to work safely every time practitioners do their routine if its all working, you continue it, if a problem occurs then pract itioner may need to change their routine if needed, it may need to be assessed and evaluated it then maybe changing it to ensure the children safety and then monitor it to see if the new system is good for safety. Your manager may have an annual review of all policies and procedures to see if everything is still relevant and up to date. Your setting may need to change or add to policies and procedures if the need arises such as legislation or something changes in your setting. Staff training, staff meeting and staff review process ensure that the practitioners are maintaining health and safety in the work place. People are made aware of risk and hazards by posters to encourage and ensure safety, floor sign are put into place to ensure that people are made aware of any dangers of the floor being wet, letters to parents about children health and safety and health and safe within the placement, team meeting ensure that every practitioner is aware of health and safety and are putting into practice. 1.3 Identify sources of current guidance for planning healthy and safe environments and services Health safety executive: HSE is the national independent watchdog for work-related health, safety and illness. They are an independent regulator and act in the public interest to reduce work-related death and serious injury across Great Britain’s workplaces Child accident prevention trust: They are committed to reducing the number of children and young people killed, disabled or seriously injured in accidents. Department for schools and families The Department for Education is committed to creating a world-class state education system. They will work to improve the opportunities and experiences available to children and the education workforce by focusing on the following priorities: Giving greater autonomy to schools Improving parental choice Offering more support for the poorest Whole system improvement Great quality provision for children Risk Assessment Risk Assessments are a legal requirement mainly under the Management of Health and Safety at Work Regulations 1999, although most health and safety legislation requires a risk assessment approach. Risk Assessments must be recorded. This could be in the CYPD’s Generic Risk Assessment booklets or on the risk assessment form (a blank assessment form can be found at the back of each of the generic booklets). The booklets must be kept on the school premises. Risks should be assessed periodically, following an accident, on the introduction of any new process/equipment and also any change in circumstances. Educational visits also require a written risk assessment. There is a folder of the most frequently used venues in the staff room, containing risk assessments. There is also a folder containing risk assessments for each group in the same place. All staff and group leaders must ensure that they have read these documents before embarking on a trip and must sign to acknowledge this each time they take pupils on a trip as part of the signing out procedure. Fire An outbreak of fire in a school can be extremely serious. Under the Regulatory Reform (Fire Safety) Order 2005, there is a legal requirement for each building to have an up to date fire risk assessment This should identify all sources of heat with the potential to cause fire e.g. gas heaters, Bunsen burners, cookers etc. and also consider the storage of combustible materials. Accidents Even in a safety conscious school, accidents may still occur. This is how we deal with them. All accidents to our staff or pupils will be recorded and investigated, as appropriate to find out what happened and how any similar incident can be avoided. Under the First Aid at Work Regulations 1981, employers have to ensure that there are adequate and appropriate equipment and facilities for providing first aid in the workplace. This should include arrangements for first aid based on a risk assessment of the school. 1.4 Explain how current health and safety legislation, policies and procedures are implemented in own work setting or service Within my work setting we follow The Health and Safety at Work Act 1974. It is the manager duty to put policies and procedures into place to ensure that the setting is meeting the standards of The Health and Safety at Work Act and the employee’s duty to make sure these are followed. We follow this act by making sure that the building and environment is well maintained, clean and safe. Equipment is stored properly and is regularly checked to ensure it is safe. Hazardous materials and equipment is locked away and we follow the COSHH act. We have systems in place to ensure the safety of children at all times for example fire procedure, accident and illness procedure. We provide good facilities to suit the needs and abilities of all children and young people and all members of staff are qualified, CRB checked and given regular training. Gloves and aprons are worn at all times when dealing with bodily fluids to prevent cross-infection. All accidents and incidents are recorded are reported to the correct person. Practitioners are first aid qualified and are able to deal with minor injuries within the setting. First aid boxes and fire extinguishers are in every room along with a fire whistle to alert other rooms of a fire. We have a health and safety officer who oversees the running of the setting and ensures that risk assessments are regularly carried out and updated. Staff members are given guidance on how to protect themselves throughout day to day activities and also regarding manual handling. Risk assessments also have to be signed by each practitioner otherwise they are void because the practitioner can say that they havent read them, maybe attend courses on health and safety, food hygiene, manual handling. In team meeting policies and procedures help to implement in the work place by ensure that every practitioner is following policies and procedures, setting should give practitioner good induction pack to ensure the practitioners know what to expect and how implement policies and procedures, but they should be enforce by managers as it could result in warnings or even the sack. Display the health and safety poster and make sure it is up to date 3 Understand how to support children and young people to assess and manage risk for themselves 3.1 Explain why it is important to take a balanced approach to risk management It is important to allow children to take risks and challenge. Any activity a child does involves some risk, we must consider the age, needs and ability of each individual needs. If an activity is well planned and organised the chance of an accident or injury should be minimal. Allowing children to take risks will build a child’s self- esteem and confidence. This will TEACH children about safety and how to assess risk, they will also begin to take responsibility for themselves. As I work with young children and responsible for play provision we need to take a balanced approach to risk management, we need to take into account the benefits the provision offers as well as the risks it involves. It also teaches the children about danger when t here are expose to it but only some dangers in to order for the children to understand what to do and what will be the safe for them to react to the dangers 3.2 Explain the dilemma between the rights and choices of children and young people and health and safety requirements Practitioners want children, parents and staff to be aware of health and safety issues to minimise the hazards and risk to enable the children to be happy and working in a safe environment. Setting should have clear policies and procedures in place about all aspects of health and safety In order to achieve these aims practitioners have a key person responsible for health and safety and hygiene issues normally it is our manager of the setting. My manager has undertaken regular health and safety training and regular updates her knowledge and understanding. Every adult and practitioner working with children in our setting is responsible for their safety. We ensure that the environment that children are working and playing in is regular checked, before and during activities to ensure the safety of the children. We have a responsibility to provide a safe environment for the children who attend the setting. All staff must be aware of the potential hazards within the setting and the surrounding environment and protects children from hazards by ensuring that hazards are cleared away. Any visitors who come in to the setting must follow safety guidelines to protect children and young people as well. Cleaning products must be put away in the locked cupboard and out of the reach of children as it will include antibacterial sprays, bleach and other chemicals. When dealing with spillages of body fluid practitioners must ensure to wear aprons and disposable gloves and dispose of them correctly, all staff should be aware of how infections are transm itted 3.3 Give example from own practice of supporting children or young people to assess and manage risk Every day practitioners support children to assess and managing risk by preparing breakfast as the child might not be strong enough to pick up the hug of milk and pour their cereals in to a bowl, the child take the risk to lift up the heavy jug and put the cereals in the bowl. The children also need support with buttering their toast in the morning as they don’t know how to hold the knife as they have not develops the pincer grip to hold the knife in their hands this is also a risk as the practitioner is entrusting the child with a knife. Child with a disability might need to be supporting with more activity then other children an child with a disability might need help walking down the stairs or help with getting something off the self. Children might need support when in the garden as they might not be confident enough to play on the big slide as they might be scared to climb up the steps, practitioner risk and challenge the child, also in the garden support may need to be given when the children are riding bike and on scooters. Understand appropriate responses to accidents, incidents emergencies and illness in work settings and off site visits 4.1 Explain the policies and procedures of the setting or service in response to accidents, incidents, emergencies and illness Health and safety in response to recording and reporting of accidents and incidents the EYFS key themes and commitments are A Unique Child, Positive Relationships, Enabling Environments, Learning and Development, Keeping safe, Health and well-being, Parents as partners and Key person. The procedures are accident books should be kept safely and accessibly and should be accessible to all staff and volunteers, who know how to complete it and is reviewed at least half termly to identify any potential or actual hazards. Ofsted should be notified of any injury requiring treatment by a general practitioner or hospital doctor, or the death of a child or adult, so a review can be made to ensure that it doesn’t happen again and to understand how it happen in the first place. If it has been a case where there is a death of a child or adult on the premises, we make a report to the Health and Safety Executive using the format for the Reporting of Injuries, Diseases and Dangerous Occurrence s. When dealing with incidents Practitioner must meet the legal requirements for the safety of our employees by complying with the Reporting of Injury, Disease and Dangerous Occurrences Regulations. We report to the Health and Safety Executive if any accident to a member of staff requiring treatment by a general practitioner or hospital and any dangerous occurrences. This may be an event that causes injury or fatalities or an event that does not cause an accident but could have done, such as a gas leak and if any dangerous occurrence is recorded in our incident book. The incident book We have ready access to telephone numbers for emergency services, including local police. Where we are responsible for the premises we have contact numbers for gas and electricity emergency services, carpenter and plumber. We keep an incident book for recording incidents including those that that are reportable to the Health and Safety Executive as above. These incidents include break in, burglary, theft of personal or the settings property, an intruder gaining unauthorised access to the premises, fire, flood, gas leak or electrical failure, attack on member of staff or parent on the premises or nearby, any racist incident involving staff or family on the centres premises, death of a child, and a terrorist attack, or threat of one. The fire drill record book must contain the Date and time of the drill. How long it took, whether there were any problems that delayed evacuation, any further action taken to improve the drill procedure. Procedures for children with allergies when parents start their children at the setting they are asked if their child suffers from any known allergies. This is recorded on the registration form. If a child has an allergy, a risk assessment form is completed to detail the fol lowing: The allergen for example the substance, material or living creature the child is allergic to such as nuts, eggs, bee stings, cats The nature of the allergic reactions e.g. anaphylactic shock reaction, including rash, reddening of skin, swelling, breathing problems, what to do in case of allergic reactions, any medication used and how it is to be used for example Epipen 4.2 Identify the correct procedures for recording and reporting accidents, incidents, injuries, signs of illness and other emergencies Recording and reporting all accidents, illness and injuries are recorded in my setting even if it is very minor like a graze we would record it in the first aid logbook and a not sent home with the child. If it is something more serious an Incident/Assault/Accident report is filled in and a copy which is done electronically is sent to Health and Safety section of County Hall if they think it needs referring to RIDDOR they will do so. Further risk assessment may be required to prevent such accidents happening again. Any employee who witnesses an accident, dangerous occurrence, verbal abuse or actual abuse or threatened violence or near miss, must make an entry in the accident report book as soon as possible which would then be signed and dated. Risk assessments are checked manually on an annual basis and any changes which happen, another risk assessmen t would be carried out

Qualities of Atticus Finch Celebrating the Character Essay Example

Qualities of Atticus Finch: Celebrating the Character Essay Many people act differently around different people and in different places. They put on faces in order to impress and to be accepted. In Harper Lees book, To Kill a Mockingbird, many people are not who they seem to be and have deferent sides to their personalities that are only seen In certain places or around certain people. Tactics Finch is an example to his children, and to the rest of the town, of an honest man who never pretends to be anyone he Isnt. Tactics Finch Is the same In his house as he Is on the public streets. Through these rods Miss Maude tells us a lot about Tactics character and his many qualities. MISS Maude meant that Tactics didnt ever put on faces or pretend that he was someone that he wasnt while In different circumstances. She meant that he was an extremely honest person who was always truthful and didnt have double standards. This is shown throughout the novel by Tactics unfailing consistency and honesty. He had a strong sense of himself and what he believed in. Tactics demonstrated this when he accepted the case of Tom Robinson whilst knowing that he would lose and hat he and his children would be severely criticized by many members of the community that they lived in. We will write a custom essay sample on Qualities of Atticus Finch: Celebrating the Character specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Qualities of Atticus Finch: Celebrating the Character specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Qualities of Atticus Finch: Celebrating the Character specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Tactics always listened to people and would think and reflect on what they said before responding. However, if he didnt think that they would like his answer he wouldnt respond so as not to cause conflict or compromise his values and beliefs by making up an answer that theyd accept. I think that Tactics most important quality is his high sense of integrity. His truthfulness and honor is demonstrated constantly in the novel, in the way he raises his children and does his Job. He was always very sincere and had a high regard for human life. Tactics set a standard of morality that no other character In the book came close to matching. I think that he had a strong sense of his purpose In life, which he believed was to do his Job well and raise his children well, combining his values Into both tasks. This is shown when he took Tom Robinsons case, as his beliefs didnt allow him to refuse It and his only real concern was the effect It might have on his children. One of Tactics qualities was the way In which he conveyed his values and pollens In manner that made others consider them and question their own beliefs. He didnt argue, threaten of laugh at a contradicting point of view, but stated his views calmly and politely but with no hint of doubt In his voice. He did this repeatedly In the court trial, asking the jury to question their prejudices, I en wellnesss AT ten state nave presented themselves to you gentlemen, to tons court, in the cynical confidence that their testimony would not be doubted, confident that you gentlemen would go along with them on the evil assumption that all Negroes lie, hat all Negroes are basically immoral beings, that all Negroes are not to be trusted around our woman, an assumption one allocates with minds of their caliber. Which, gentlemen, we know is in itself a lie(210,211) Tactics was very open minded and a forward thinker for the time he lived in. He regarded black people as the equals of whites, which was extremely rare opinion in the sasss. His strong sense of equality and Justice caused him to go against the current belief held by society that blacks were inferior and to fight for Tom Robinson on the basis of whether he was innocent or guilty, not whether he was lack or white. Another one of his most important qualities was his amazing ability to understand other people, to Consider things from (their) point of becoming into (their) skin and walk around in it (34). He was never Judgmental or had any prejudices but seemed to not only understand others, but accept them for who they were. Although Tactics unequivocally stood up for what he believed in, he didnt go looking for a cause to champion. In most circumstances he was a pacifist who avoided conflict, but would always stand his ground and not give in for a cause that he lived in. This is shown on many separate occasions in the novel. One example is when Tactics he stood up to the mob about to lynch Tom Robinson. He was drastically out numbered and in serious danger but his conscious refused to let him simply stand by and let an innocent person be killed. He also demonstrated this quality when he defended Tom Robinson. Although nearly the whole town believed Tom to be guilty, Tactics still defended him to the best of his ability regardless of threats or criticism. He always stood up for what he believed in even when he would have been uncorrelated for taking the easy way out and following the beliefs of the rest of the town. He practiced his own words; The one thing that doesnt abide by majority rule is a persons conscience. ( ) Another very important quality of Tactics was the love and understanding he showed his children. All through out their childhood he subtly installs in them is own sense of morality and Justice. He does this not by simply telling them, but by letting them experience everything and then explaining it to them. As Scout remarks, There was never anyone or anything that Tactics couldnt explain.

Adventures in American Literature Essays

Adventures in American Literature Essays Adventures in American Literature Essay Adventures in American Literature Essay Essay Topic: Letters From an american Farmer In Letters from an American Farmer, Occurred describes why European immigrants were glad to leave Europe for America. In Europe, they were treated like they were worthless. The European immigrants were starved, they didnt get food. Crops started to fail causing a shortage of grains, therefore raising the price of bread. They Europeans were treated horribly; they were thrown into jail for reasons unknown. They didnt even own one foot of land. Europeans were glad to leave Europe; I know I wouldve been. B. As a result of how they were being treated In Europe, the European Immigrants decided their lives would be better off If the resided In America. They were right. They lived In America under a new set of laws; the laws were fairer than those In Europe. When they began living in America, they became men. In America, they were ranked as citizens. However, in Europe they werent numbered in any civil lists. They were treated like real human beings when they arrived in America. 2. A. Personification is the device of treating nature, ideas, or inanimate objects as if hey were human beings. In the poem, Whitley uses personification in a very unique way. She represents America as a goddess named Columbia. Whitley gives Columbia golden hair In the poem. The speaker of the poem points out that other countries are watching something unique occurring In the uprising. The poem states While freedoms cause her anxious breast alarms. The excerpt shows the author personifying Columbia as anxious. After this poem, many authors started referring to America as Columbia. B. In war His Excellency General Washington, Phillips Whitley describes Columbians feelings towards England. Columbia is depicted in righteous terms for standing up against England. The poem states tells how the colonies were no longer subject to the rule of England. The theme of this poem is freedoms cause. The poem is about Americas struggle for freedom from England. Whitley praises General Washington for freeing America from England, and his efforts as General. She anticipates the future for the new republic. BY tit-netting Attainder And They Europeans were treated horribly; they were thrown into Jail for reasons known. They didnt even own one foot of land. Europeans were glad to leave B. As a result of how they were being treated in Europe, the European immigrants decided their lives would be better off if the resided in America. They were right. They lived in America under a new set of laws; the laws were fairer than those in Columbia golden hair in the poem. The speaker of the poem points out that other countries are watching something unique occurring in the uprising. The poem states B. In To His Excellency General Washington, Phillips Whitley describes

Biology in Daphnia

Biology in Daphnia Essay Teachers Guide. qxd 25/1/08 8:00 Page 1 Teacher/Lecturer A1. 21L CORE Activity 1. 21 Does caffeine affect heart rate? Purpose †¢ †¢ To investigate the effect of caffeine on the heart rate of Daphnia (water fleas). To highlight experimental and investigative assessment objectives. Safety Any student known to suffer from photosensitive epilepsy should be warned before a stroboscopic light is used. Flickering lights in the range 5–30 Hz are thought to trigger seizures in sensitive individuals. Notes on the procedure The student sheet that accompanies this activity guides students through planning and writing up this investigation. After students plan the investigation their plans can then be discussed with the group. To support less able students, or to help with the organisation of practical work for a large group, students could be given the practical procedure at the end of these notes (see page 3). It provides a basic outline and will need to be read by students before starting the practical with decisions and modifications made as appropriate. The procedure is for a simple experiment; more able students could complete a more complex experiment using serial dilutions, with several Daphnia used at each concentration. Note that high concentrations of caffeine can be fatal for Daphnia. The Daphnia hearts are fairly easily seen but counting the number of beats can be difficult. Counting is easier if each heartbeat is recorded by tapping a pencil on a piece of paper and counting up the pencil marks after the specified time. In addition, cooling the Daphnia before the experiment may help slow their heart rate. An ICam above the eye-piece of the microscope to project an image of the slide onto a large screen may also help with counting. Foster, in the Journal of Biological Education (1997) 31, pp. 53–255, provides a method using a stroboscope to freeze the motion. Use of the stroboscope may overcome the problems of counting faster heart rates. However, we would not recommend this method. Positioning the light sources and strobe is tricky. It is very difficult to freeze the motion and viewing with a strobe light can cause eye strain and dizziness. A simpler approach is to count the rate at which the legs beat. This rate is proportional to the rate at which the heart beats. A dissecting microscope with a light source under the stage works well for this experiment. To prevent the Daphnia from overheating while on the microscope turn off the microscope light between observations and use a heat sink – a cavity tile filled with iced water placed on the microscope under the slide. Using pond water/Daphnia culture solution is recommended for both the control group and to dissolve the caffeine as this may give more valid results and be less stressful to the Daphnia. In distilled water the heart rate may rise due to lack of oxygen. Edexcel practical materials created by Salters-Nuffield Advanced Biology,  ©University of York Science Education Group. 1 Teachers Guide. qxd 5/1/08 8:00 Page 2 Teacher/Lecturer A1. 21L CORE Activity 1. 21 Does caffeine affect heart rate? In the trial of the experiment caffeine was used at 0. 1% and 0. 5% w/v with no ill effect. At 1% the Daphnia stopped swimming after 5 minutes. It is suggested that a ‘blind’ study is done. This means that the person counting the heart rate is unaware as to whether th e Daphnia is in water with or without caffeine. It has been shown that observer expectations influence the result. It is difficult to get clear-cut results from this experiment and significant differences between treatments may not be found. The sets of results below indicate the sorts of results that can be expected. It should be impressed upon students that it does not matter if they do not get differences between treatments. Indeed, the experiment provides plenty of opportunity to evaluate critically the technique used and really focus attention on the experimental skills aspect of this activity. Experiment 1 Daphnia were cooled on ice before the experiment. Beakers containing Daphnia in pond water were put on ice for about half an hour. This had the effect of slowing the heart rate and thus facilitating counting. The temperature of the pond water in which the Daphnia were swimming fell to about 5 oC. A single Daphnia was placed in a beaker containing test solution for 5 minutes: either pond water or pond water + 0. 5% caffeine. After the 5 minutes, the Daphnia (in a few drops of test solution) was transferred to the slide for measurement of heart rate. Each individual was counted for 4 _ 30 seconds. A blind counting method was used. Overall means: Caffeine – 173 beats per minute Control – 172 beats per minute There were no immediately observable ill effects of caffeine at this concentration (0. 5% w/v). Experiment 2 READ: Translation lost from the Novel to the Movies EssayThe experiment was conducted at room temperature. A single Daphnia was transferred to the slide. A paper towel was used to remove the pond water from the slide. A few drops of test solution – either pond water or pond water + 0. 5% caffeine – were dripped onto the Daphnia. The clock was started immediately and the heart rate recorded for 15 seconds at 2, 4, 6, 8 and 10 minutes. An ICam was used to facilitate counting. The results from the two experiments do not show that caffeine increases heart rate in Daphnia. Edexcel practical materials created by Salters-Nuffield Advanced Biology,  ©University of York Science Education Group. Teachers Guide. qxd 25/1/08 8:00 Page 3 Teacher/Lecturer A1. 21L CORE Activity 1. 21 Does caffeine affect heart rate? Table 1 Results for Experiment 1 Treatment Heart rate/beats 30 s-1 Trial 1 Trial 2 85 84 86 91 87 70 101 75 98 91 Trial 3 81 78 86 93 90 73 74 98 85 Trial 4 88 82 84 99 90 74 85 100 94 Mean 85 82 85 93 88 70 91 81 97 90 Mean for individual Beats min-1 Caffeine Caffeine Caffeine Caffeine Caffeine Control Control Control Control Control 87 83 84 89 86 62 81 88 93 89 170 164 170 186 176 140 182 162 194 180 Table 1 Results for Experiment 1 Source: Hardie and Tranter (1983) Biology Practicals: Teacher’s Guide Number of heartbeats in 15 seconds Length of time in solution/minutes Treatment Caffeine Caffeine Caffeine Caffeine Mean Control Control 2 49 54 54 59 54 57 58 4 53 54 59 65 58 55 60 6 49 57 55 64 56 59 54 8 44 51 61 68 56 50 58 10 48 55 64 62 57 58 60 3 Edexcel practical materials created by Salters-Nuffield Advanced Biology,  ©University of York Science Education Group. Teachers Guide. qxd 25/1/08 8:00 Page 4 Technician A1. 21L CORE Activity 1. 21 Does caffeine affect heart rate? Purpose To investigate the effect of caffeine on the heart rate of Daphnia (water fleas). This is an activity that students may plan themselves. There is also a support sheet giving a suggested method. The list below gives the apparatus and approximate quantities needed for the suggested method. However, students may ask for things outside of this list. Requirements per student or group of students Culture of Daphnia Notes †¢ Daphnia may be killed by chlorine in tap water. Any tap water used should be left to stand for 24 hours first to let the chlorine dissipate. †¢ Allow at least nine Daphnia per student or pair. They should be unharmed by the activity, but may need too long to recover after the caffeine to use the same one for different concentrations in the same practical. They can be bought from an aquarist or Blades Biological Supplies. †¢ To catch them use a plastic pipette with the tip cut off to make it wider. Goldfish enjoy disposing of Daphnia. †¢ This will stop them getting mixed up with the ‘fresh’ ones. †¢ Students can wash and reuse the slides if needed. Container for ‘used’ Daphnia 6 cavity slides Approximately 5 (0. 5%) cm3 caffeine solution †¢ †¢ †¢ †¢ Dissolve 0. 5 g caffeine in 100 cm3 water. Instant coffee can be used. Make up the solution with culture water or distilled water. Students will need to dilute this to make weaker solutions. If time is limited it may be easier to provide made-up solutions of 0. 25%. (Consult with the teacher/lecturer – they may prefer to use more concentrations, e. g. 0. 1%, 0. 2%, 0. 3%, 0. 4% if time permits. ) Cotton wool †¢ Students will only need a small amount – about as much as is in a single cotton wool ball will supply the whole class. They put a few strands on the slide to stop the Daphnia moving. 3 dropping pipettes 5–10 cm3 distilled water or water from the Daphnia culture Test tubes/small beakers Small measuring cylinder or 5 cm3 syringe Approximately 100 pond water cm3 distilled or †¢ For adding to the Daphnia during the experiment. For students to collect or mix their caffeine solutions in. They will need more if they are doing more concentrations. †¢ For making dilutions of caffeine solution. †¢ For making dilutions of caffeine solution. Amount required will depend on the dilutions made Stopclock Paper towels or filter paper Micros cope Stroboscope †¢ For use at low power. Some centres find that it is useful, if available, to use a microscope-mounted video camera to show students the heart. †¢ If this is available, it can be used to get a more accurate measure of how fast the heart is beating, but is not recommended. Safety Important! Stroboscopes can trigger epileptic fits in some people. Anyone known to be susceptible should be warned. Background lighting should be retained and exposure times minimised. Edexcel practical materials created by Salters-Nuffield Advanced Biology,  ©University of York Science Education Group. 4 Teachers Guide. qxd 25/1/08 8:00 Page 5 Student A1. 21L CORE Activity 1. 21 Does caffeine affect heart rate? Purpose To investigate the effect of caffeine on the heart rate of Daphnia (water fleas). Safety READ: Virgil's Aeneid EssayIf a stroboscope is used to show the Daphnia’s heart rate and you know you suffer from photosensitive epilepsy tell your teacher and take appropriate precautions. Caffeine Plants produce caffeine as an insecticide. Cocoa in South America, coffee in Africa and tea in Asia have all been used for hundreds of years to produce ‘pick me up’ drinks containing caffeine. These days, caffeine is also used as a flavour enhancer in a wide range of cola and other soft drinks. In addition, it has medicinal uses in aspirin preparations, and is found in weight-loss drugs and as a stimulant in students’ exam-time favourites like Pro-plus and Red Bull. At high levels of consumption caffeine has been linked to restlessness, insomnia and anxiety, causing raised stress and blood pressure. This can lead to heart and circulation problems. Procedure Making a hypothesis What do you think will be the effect of caffeine on the heart rate of water fleas? Write down your ideas and support your prediction by presenting biological knowledge which supports the idea. You now have an idea (hypothesis) to test. Planning The beating heart of a water flea can be seen through its translucent body, by placing the flea in a few drops of water in a cavity slide. A cover slip helps stop the water evaporating. The following equipment will be available: †¢ †¢ †¢ †¢ †¢ Culture of Daphnia (water fleas) Cavity slides Dropping pipettes Distilled water Caffeine tablets †¢ †¢ †¢ †¢ †¢ Cotton wool Standard glassware (beakers, measuring cylinders, etc. ) Stopclock Paper towels or filter paper Microscope Produce a detailed plan for an experiment that allows you to test your hypothesis about the effect of caffeine on the heart rate of water fleas. Edexcel practical materials created by Salters-Nuffield Advanced Biology,  ©University of York Science Education Group. 5 Teachers Guide. qxd 25/1/08 8:00 Page 6 Student A1. 21L CORE Activity 1. 21 Does caffeine affect heart rate? In your plan, make sure you include the following: †¢ Select suitable apparatus that will give you measurements which will validly test your hypothesis. Explain why the apparatus is suitable and how the results will let you test the hypothesis. Include a risk assessment, identifying any risks and explaining any safety precautions that need to be taken so as to reduce those risks. Comment on the ethical issues that arise from using living organisms in the experiment and explain how these will be taken into account in the practical method used. Identify the dependent and independent variables, and indicate how relevant variables will be controlled. Show how you will ensure that reliable and valid results are produced, and describe what you will do to ensure that measurements are precise, accurate and repeatable. Identify any potential errors in readings that can be systematic (values differing from the true value by the same amount) or random (values equally likely to lie above or below the true value). †¢ †¢ †¢ †¢ †¢ Edexcel practical materials created by Salters-Nuffield Advanced Biology,  ©University of York Science Education Group. 6

FRESHPLUS SUPERMARKETS Research Paper Example | Topics and Well Written Essays - 1250 words

FRESHPLUS SUPERMARKETS - Research Paper Example The planning of business operations in a successful manner is important for higher productivity (Jacobs and Chase, 2011). Every morning the previous day’s workings are analysed by the manager and this way the manager is well aware of the status of work progress of the supermarket. By conducting a check on the previous day’s sales, the manager accordingly plans the task for the current day. All issues that were present in the previous day’s working that took place in his absence are addressed by the manager and the way it was handled is reviewed by the manager. After reviewing these tasks, the manager then takes a round in the supermarket and visits the shop floor and the morning staff and asks if they have any problems or any issue that they want to discuss. He asks the employees if everything is working in order and also about if they require anything of any sort for conducting their job properly. The manager’s future planning regarding his job role is that he wants to continue working as a store manager for further two years and then he would like to get promoted to a higher level. He would like to get promoted in the head office as a CEO or General Manager of Freshplus Supermarkets in future. Mr Mohamed Buday has planned his future career on a 5 year timeline and he has sets his personal goals and objectives so that he accomplishes his future career plan. He has organized his priorities according to the level of importance and follows it accordingly. Organising is another major function of management and this is one of the most critical functions as through proper planning and organising of tasks, further work can be progressed (William and McWilliams, 2010). For achieving the goals successfully, the manager needs to organise all work tasks in a systematic manner and accordingly assign tasks to each employee so that productive results can be attained. The organising of tasks and employees