Developing Emergency Action Plan for Gym

Developing Emergency Action Plan for Gym Understanding emergency procedures in fitness environment An emergency response system is crucial for ensuring a safe environment for members, users, and staff, as well as being a very sound practice for managing risk. With health and fitness facilities, an emergency response system must be established to offer the highest reasonable safety level for users and staff. Emergency gym procedures are the established plans that are instigated if an emergency occurs. It may be simply a power outage, or more seriously a medical emergency, a fire or even a weather-related scenario. Gyms must have an emergency action plan (EAP) in place so that all the occupants at the time will be able to act effectively if required. What Would You Do? If a gym clients is seriously injured, or worse, dies in front of you while they have been exercising. What would you do? The question usually comes as a complete surprise to existing and new instructors. Unfortunately, the notion of folks dying or being injured while in an exercise environment is rarely addressed by the gym management, or by employees. Therefore, when it does happens, which it will one day, the gym is in chaos as basically nobody knows what procedures to follow. Gym Emergency: Typical Scenario This is what usually happens when procedures are obscure. The gym staff are not clear about what to do, panic may ensue. The front desk operator telephones 911 (or the police). The gym management may performs CPR/AED. Members are afraid to help or do not wish to be involved. While this scenario is generally what happens, it is that the instructor/trainers not knowing that is particularly disturbing when seconds and minutes are crucial and can save a life. The reasoning here is that on the whole the gym staff do not know a gym’s emergency procedures, regarding say, a heart attack. Even if they do know the procedure, how many instructors are CRP/AED certified? Why Many Gym Managements Don’t Know EAP? It is assumed that instructors who are CPR/AED certified already know what to do. They do not want to scare away new instructors. The gym has no procedures in place for emergencies (other than â€Å"call 911†³). It has not occurred to the manager/owner that clients may experience heart attacks there. Chain of Command Every gym should have a chain of responsibility which is deployed during an emergency. Emergencies can happen at any moment. There will be occasions when the person in overall charge will not be in the premises. That is why a chain of responsibility is essential, as the next person becomes in charge of the emergency. Activation of EAP The individual in charge at the time should make the call to activate an EAP. If a medical emergency has occurred, then those who are trained in CPR and emergency aid must remain with the patient. The person in charge at the time will coordinate the staff and gym personnel as to what they must do while the plan is in activation. Location of Equipment All gyms should have emergency equipment to hand. This must include a first aid kit, a telephone, fire extinguisher/s and sometimes an automated external defibrillator (AED). Every person that works in the gym must know where this equipment is available. Posting of Emergency Procedure Gyms should have an EAP poster in a visible position in order that all the information is easily available in case of an emergency. This should list the chain of command, the location of emergency equipment, and other relevant information. People do not really think clearly in an emergency, and having an EAP poster with all relevant information can save a lives when time matters most. Managing the Risks The management of risk refers to those practices and systems that gyms should establish to limit their exposure to any potential liability or financial loss. In the health club and fitness industry, risk management refers to the practices, systems and procedures by which a gym can reduce the risk of an employee or a client coming to harm (injury or death). Risk management involves practices that are preventive (such as pre-activity screening and correctly maintaining equipment) to practices that can be considered a reaction to unexpected events (such as emergency response systems). It must be acknowledged that the various types of health and fitness facilities do markedly vary, from the unsupervised to medically supervised clinical exercise centers. Gyms and exercise facilities often serve varied aims and clients, they do or don’t have organized programs, and also may or may not employ staff that are qualified. Management should use the local medical personnel or healthcare professionals to help develop an emergency response program. Local emergency medical services (EMS) can help a facility to develop a response program. Gyms and facilities can also engage the services of a physician, a registered nurse, or a certified emergency medical technician to assist in the development of their response program. An emergency response system should consider any emergency situations that may occur. Among these are medical emergencies that can be foreseen in regard to moderate or more intense workouts, such as hypoglycemia, a heart attack, a stroke, cardiac arrest or heat illness, and injuries that are in nature orthopedic. The response system should also consider other potential emergencies not specifically caused by physical activity, such a chemical accident, fire, and a range of weather and natural disaster events. An emergency response plan should consider explicit steps and instructions on how the emergency situation must be dealt with and including the roles that 1st , 2nd , and 3rd responders to an emergency will play. Additionally, an emergency response plan must indicate clearly the locations of emergency equipment (e.g., telephone for 911 and contact info for EMS, locations of the emergency exits, and the access points for EMS personnel), and also the steps needed to contact local EMS. It is preferable to physically rehearse the emergency response system at least twice per year. Medical Emergencies at the Gym Exercise brings so many health benefits, and moreover is beneficial to people with many medical conditions that include heart disease and Myocardial infarction (heart attack). The risk of a sudden medical emergency is ever present, and medical emergencies may occur before, during and after exercise. For vulnerable people, exercise may precipitate an emergency at the gym which can emanate from many different medical conditions like diabetes or high blood pressure, heart disease, and also a poor physical condition, or obesity and so on. For example, if an individual experiences pressure of the chest during or after an exercise session, they must call an ambulance to ride to the hospital irrespective of whether the person is on medication for blood pressure or has had three prior heart attacks, if they are 22 years of age, or seemingly fit and healthy. What to do in an Emergency Let us assume that you are an instructor in a gym which has no clearly visible emergency procedure, or none that you are of. Perhaps one day you will hear a PA system announcement asking: â€Å"Is there a doctor or nurse in the building?† that is usually a sign that something quite bad has happened. You might or might not hear those words over the PA. All clubs are different. If you feel that an emergency is occurring, whatever you may be doing, should be dropped and then head to the emergency location to assess the situation. Do not assume that someone else will do it. If you are instructing at the time, make excuses and go yourself. After arriving, these basic steps should be followed. If a person collapses, then immediately inform emergency medical services and also care for the person according to the guidelines of the American Heart Association CPR or similar authority. If there is an automated external defibrillator (AED) available, then utilise it. Every instructor or trainer and gym management personnel are encouraged to at attend a basic CPR course. CPR techniques are easy to learn and they carry a very low risk of transmission of any disease to a provider if hands-only CPR is used or one of other modern protocols that de-emphasize giving rescue breaths mouth-to-mouth. The training will help to prepare one to deal with a clear medical emergency such as collapse and in particular, the loss of pulse. Many medical emergencies begin with much less clear signs or symptoms. Chest pain is perhaps the most prevalent symptom of a cardiac emergency, although people often describe what they are feeling as tightness or pressure. Discomfort or sensations in the jaw or neck, the arms, the upper abdomen or back, may also be linked to a cardiac event. Even without any chest discomfort, a shortness of breath, may well be a heart attack symptom or other medical emergency. This is a common feeling at a gym even for healthy individuals during or immediately following exercise. The thing to watch for is whether the shortness of breath seems dis-proportionate to the situation or if it is lasting longer than normal. Unfortunately, several other possible causes may be associated with a cardiac event such as, lightheadedness, nausea and sweating amongst them. Again, the rule of thumb is to look for what may seem out of the ordinary under the circumstances. Strokes are also a medical emergency which requires immediate response. While strokes are less usually thought of as being associated with exercising, the symptoms and signs of a stroke include: a sudden headache, difficulty with finding words language comprehension confusion speech is slurred un – coordinated movement and numbness a tingling or a weakness particularly on one side of the body or face. What actually constitutes a real medical emergency is often a challenging judgment call, and if one is in doubt then it’s better to send the person immediately to an emergency department and let the professionals assess. Occasionally, people might prefer to visit an urgent care or their doctor’s office, but those facilities will usually not have the necessary resources to assess or manage a real emergency and so should be consulted for routine health care and what are clearly minor issues. Some may wish to avoid the expense or drama of calling an ambulance. Bear in mind that if a person is really having a heart attack or a stroke, the minutes count, and the time elapsing from the start of the event to treatment will determine the extent of damage to heart muscle or to the brain – elapsing time can dramatically alter outcomes. If CPR is Necessary Keep calm Perform CPR /use the AED (if you are CPR/AED certified) Have a staff member call 911 and also contact the gym manager/owner, regarding the incident Perform CPR ( or AED) until the paramedics arrive Instruct a staff member to get the member’s club file to give to the paramedics on their arrival (this file should contain contact info, the medications of the person and such like, important info for paramedics). Assign a member of staff to wait outside the premises, to escort the paramedics inside and to the emergency location on their arrival. File an incident report Common Gym Related Emergencies Occasionally an athlete may experience a potentially life changing injury, such as to the head or a severe neck injury, eye injuries, or similar. However the majority of sports-related injuries will be bone and soft tissue injuries like strains, sprains, dislocations and knee injuries. Most of these injuries will absolutely require treatment, but it may not be necessary to call for an emergency response. On the whole, apart from the very serious health emergencies which may never even happen in your presence, most injuries that are gym and exercise related are avoidable. Remember the golden rules to follow, and hopefully almost all injuries will not occur on your watch. Warm –up Stretching (both pre- and post-exercise ) Hydration Nutrition Rest Bear in mind that a body operates like a machine, yet it requires diligent maintenance such as correct nutrition, stretching and rest. Too much of a good thing, or overworking the body is always inadvisable and regularly leads to negative results. Remember to know your own limits and also those of the clients, meaning listen to your body and hopefully the incidence of injury will be greatly diminished.

Misconceptions of psychology

Misconceptions of psychology Numerous studies have shown undergraduate students and everyday people to have a range of misconceptions about psychology. This study examined misconceptions among one group of first year psychology students, and another group of first year engineering students in order to determine whether psychology students perform significantly better than students of other academic disciplines in regards to their knowledge of psychology. A quasi-experimental independent-groups design was used, with the independent variables in this study having two levels, or whether the participant was either a psychology or engineering student and the dependent variable of the number of correct questions the individual achieved on the questionnaire. Results of this study showed that students from the two disciplines differ in their misconception and knowledge of psychology, with descriptive statistics and analyses of an independent groups t-test and a point biserial correlation showing a significant difference between the two groups. Conclusively, this study suggests that psychology students do have fewer misconceptions compared to engineering students, while further stating an alternative explanation and critically analysing procedures used to determine the produced results. Further research of in this area could focus on testing the misconceptions of a more varied sample, administer a different type of questionnaire, while also extending such research to a range of groups such as psychologists, doctors, teachers, or students of numerous disciplines. Misconceptions of psychology: A comparative study between psychology and engineering students Psychological research, regardless of the specific topic of study, is based upon the same scientific principles as the other hard sciences like physics and chemistry. Nevertheless, psychology has a long history of fighting a commonly held perception that it does not qualify as a scientific discipline and that it generates knowledge that is mere common sense. In many cases, however, common sense leads to an incorrect appreciation of phenomena that have been scientifically investigated by psychologists. Several studies have shown that undergraduate students and lay people alike hold many misconceptions about psychology. These misconceptions have been demonstrated in the United States and England and in several different courses of study. McCutcheon, Furnham, and Davis (1993) asked if there was a significant difference in the prevalence of misconceptions about psychology between American and English university students. They administered a 65 item multiple-choice questionnaire and found that English students generally did better than American students, though neither group answered more than half of the questions correctly. While the authors offered no clear explanation for either the poor performance or the difference between the two groups, they speculated that selective reporting in the mass media may contribute to both the formation of misconceptions and their resolution. Martin, Sadler, and Baluch (1997) tested undergraduate students from psychology, sociology, business, English and engineering from Middlesex University, U.K. on their general knowledge of psychology. Questions on their test invited common sense but incorrect answers. Out of a possible score of 38, psychology students scored highest with an average score of 17.08 while engineering students scored lowest with 11.57. Martin et al. also found that engineering students were least likely to regard psychology as one of the hard sciences or even one of the social sciences. The present study followed up previous reports of students generally poor performance on tests of misconceptions about psychology. Specifically, we repeated a portion of Martin et al.s (1997) study of misconceptions about psychology. We tested two Australian undergraduate classes, one introductory psychology class and one introductory engineering class, on a true/false test of common misconceptions about psychology adapted from Best (1982).This way of replicating a study is known as conceptual replication. While not all details of the Martin et al. study were replicated, this study allowed researchers to answer the overall question of misconceptions in psychology from a different angle. For this to be considered an exact replication of the Martin et al. study, misconception tests should have been given to individuals from a range of both first and last year psychology, sociology, business studies, engineering and English students, compared to just first year psychology and engineerin g students. Additionally, this study did not use a multiple choice test of misconception, but rather assessed misconception using a true or false questionnaire and provided no questionnaire of student attitudes towards psychology. The present study aimed to determine whether psychology students perform significantly better than students of other academic disciplines in regards to their knowledge of psychology. It was hypothesized that psychology students would have the lowest number of misconceptions about psychology, while engineering students would express the most misconceptions. Method Participants The 641 participants in this study consisted of 282 first year, undergraduate psychology students and 359 first year, undergraduate engineering students. Of the two groups in the study, the psychology group consisted of 75 males and 207 females, with ages ranging from 16 to 59 years, and a mean age of 20.3 years and a standard deviation of 5.5 years. The engineering group consisted of 264 males and 95 females, with ages ranging from 16 to 59, and a mean age of 20.0 years and a standard deviation of 5.3 years. The experiments were conducted at a university during Week 2 tutorials in the second half of the university year. Students were recruited by means of whether they were enrolled in either PSYC1040 or ENGG1000, two courses offered at the university. Design and Materials For the present study, a quasi-experimental independent-groups design was used. Similar to a true experiment, this study set up two levels of the I.V. (independent variable) and measured its effect on the D.V. (dependent variable). In this case, formation of the two groups was established by random assignment, but also by criteria established prior to completing the study. The independent variable in this study had two levels, or whether the participant was either a psychology or engineering student, while the dependent variable was the number of correct questions the individual achieved on the questionnaire. The key difference in a quasi-experiment is that participants in this study were tested on their knowledge and misconceptions according to characteristics they already acquired. The experiment used a 36-item true or false questionnaire (see Appendix A) to measure participants misconceptions and knowledge about psychology. The statements were drawn from a previous study conducted by Best (1982), which additionally suggested these statements appeared in a range of contemporary psychology textbooks and other similar questionnaires. Each statement consisted of a short sentence describing a simple scenario or event (e.g. psychiatry is a subdivision of psychology) and for which each participant was instructed to provide a true or false answer. Procedure All 641 participants received one copy of the questionnaire. Individuals were given the questionnaire during tutorials in Week 2 of Semester 2, 2010. Members of each tutorial group were assigned randomly by means of being there at the given time. Participants were instructed to complete each item individually and answer the statement as honestly as possible. The questionnaire was completed individually by the participants, without any interaction with fellow colleagues. Participants were given 10 minutes to fill in their answers, after which they were asked to swap their questionnaires with the person sitting next to them. Each participant then counted how many of the answers were correct and wrote down a score out of 36. For all the questions, the answer was false. Questionnaires and scores for both PSYC1040 (see Appendix B, figure 3) and ENGG1000 (see Appendix B, figure 4) were collected for further analysis and publication of the raw data. Results Data for both groups was explored graphically through frequency tables, frequency polygons, and box-and-whisker plots and were statistically analysed by means of an independent groups t-tests and a squared point-biserial correlation coefficient. Table 1. Mean questionnaire score and standard deviation of PSYC1040 and ENGG1000 Descriptive Statistic Psychology Engineering Mean 20.674 12.262 Standard Deviation 5.246 4.030 Psychology students scores were the higher of the two groups, with a mean of 20.7 and a standard deviation of 5.25 (see Table 1). Engineering students, on average scored lower than psychology students, with a mean of 12.3 and a standard deviation of 4.0 (see Table 1). As further indicated in Appendix C, psychology students performed better, with clear indication scores ranged between 16 and 26, while the engineering students highest scores ranged from 9 to 18 correct answers. Relative frequencies (see Appendix C, tables 4 5) were greater for scores between 15 and 28 for the PSYC1040 group, while scores between 8 and 18 for the engineering students proved to be more relatively frequent. Similarly, Figures 2 and 3 (Appendix D) illustrate PSYC1040 participants to have performed better than ENGG100 students, as psychology students achieved a higher score of 20 (indicated by the peak in the graph) most frequently and compared to engineering students who achieved a high score of only 12 m ost frequently. Additionally, from the distribution illustrated, the highest score from the PSYC1040 group was 36, while the lowest score was 6. Contrastingly, engineering students performed worse, achieving a high score of 30 and a low score of 0. Systematically, psychology students scores (See Appendix E and Appendix G, Figure 5), showed a mode and median of 20 and a range of 30. Descriptive statistics (Appendix E) and the box and whisker display (Appendix G, Figure 6) for the engineering group indicate a mode of 11 and a median of 12, while the range proved to be 30. Descriptive statistics (Appendix E) for the two groups show a significant difference between the two groups. Psychology students in fact performed 8.41 points greater than engineering students. However, in order to obtain a difference which is statistically important, certain assumptions were made to in order to perform further statistical analyses. Three assumptions were made of the independent groups t-test performed. Firstly, it was assumed that scores of PSYC1040 were independent of scores by ENGG1000 students, that data collected is representative of normally distributed populations and that variances of the two groups scores are alike. Test scores of PSYC1040 can be assumed to be independent of test scores of ENGG1000, as individual test scores from PSYC1040 could in no way be related to test scores achieved by ENGG1000 students, as the two groups were different. By means of illustration using the frequency polygons (Appendix D), the second assumption can be proven correct. Whi le the two distributions of the sample look more skewed and peaked than a normal ideal curve, we can make a decision that indeed the two samples of scores are from normally distributed populations as distributions of scores are not too skewed or peaked to violate such an assumption. Variances of the two populations differ slightly, as variance for the psychology group was 27.525 and variance for the engineering group was 16.243. There is no great difference to assume the two differ, so as a result we accept the given data and proceed. An independent groups t-test (see Appendix H) revealed that psychology students (M = 20.67, SD = 5.25) performed significantly better than engineering students (M = 12.26, SD = 4.03), with t (639) = 22.92, p Discussion As predicted, psychology students performed best in the misconceptions of psychology test than engineering students. The independent t-test and point biserial correlation both support the hypothesis proposed. The independent t-test showed significance between the two groups. The difference is very unlikely to occur if the samples were of no difference in the population and as a result the assumption is rejected. In other words, we reject the null hypothesis () and accept the alternative hypothesis, or that we are accepting a difference between the means that is no equal to zero. In this case the mean for psychology test scores is larger than the mean for engineering test scores, so it can be concluded that studying psychology leads to significantly higher tests scores when it comes to misconceptions of psychology. Additionally, the squared point-biserial correlation coefficient also supports the predicted hypothesis. Indicating the proportion of variance in a two sample study, the proportion ranges from 0 (variable has no effect) to 1.0 (variables control scores and therefore 100% of all scored can be predicted accurately). Variables representing between 10% and 30% of variance, indicated a relationship. Therefore, it can be concluded that being an engineering or psychology student accounts for a significant amount of the variance in the test scores. The variable therefore plays an important part in determining the test scores on the misconceptions survey. This means that the study was significantly more accurate at predicting a participants knowledge of psychology by knowing the condition they were in as opposed to just utilising the overall mean score for both conditions. Alternatively, composition of the two classes may have affected the data obtained. In both classes a gender difference exists. The psychology group consisted of more females than males, while the engineering group consisted of more males than females. Uneven numbers of males and females allows the data to be slightly bias. While experimental logic states that if one variable is manipulated, and if everything is kept the same, then all differences we observe are due to the manipulation of that variable. Quasi- experimental studies, which use gender as a variable, cannot be easily manipulated, meaning we cannot change gender throughout the experiment and we cannot be sure everything else stays the same. In order to control for the factor of gender bias, it is important to ensure the samples are representative of both males and females, in both the psychology and engineering groups. Possibly, other types of groups could be tested, all of which should be representative of both genders. McCutcheon (1991) critics the questionnaire used in this study. The Test of Common Beliefs has been constantly criticised on the basis that many items are ambiguously written. It has been argued that making the correct answers to all items false exposed individuals to accept without protest and gives many the opportunity to guess the answer by chance. Furthermore, McCutcheon suggests, items on several misconception tests are not widespread, meaning the test only focuses on a specific set of topics. Several studies such as Vaughan (1977), Lamal (1979), Gardner and Dalsing (1986) and Griggs and Ransdell (1987) all found that only a fraction of their questionnaire items were answered and only by half of their participants. It is possible to come to the conclusion that students which are beginners in psychology do not have many misconceptions about the subject. McCutcheon also proposes a possibility that true-false surveys are perhaps not the best at measuring misconceptions. In order to counter for this, McCutcheon steers away from using the true-false test of misconceptions, including several questions related to participant interest. Overall, results of this study suggest that in fact psychology students do have fewer misconceptions about psychology. It may be that other students of other disciplines are not aware of the knowledge required to overcome such misconceptions and therefore may even dismiss psychology as being a hard science. Further research in the area could include a study of misconceptions based on a larger, varied sample, while also using a questionnaire related to participant interests instead of a true or false questionnaire. Furthermore, future studies could also integrate participants who may be more experienced in the field, such as qualified psychologists in order to further analyse inter-disciplinary comparison of attitudes about psychology.

Horizontal Violence Essay -- Health Care, Nursing

Nursing is a healthcare profession that helps prevent, promote and optimize the health and abilities of families and communities. With such a noble and caring profession is very sad that violence, or bullying, exists among nurses and other healthcare disciplines. This type of violence is called lateral or horizontal violence. Violence is defined as any inappropriate behavior confrontation or conflict that causes low self esteem or other injuries. Horizontal violence is known to be the type of violence between coworkers. For some people this type of violence new and in the healthcare field, nurses world, it describes the behavior nurse have towards colleagues or other healthcare entities. This type of behavior interferes with communication and teamwork needed in order to promote and care for others. For this reason this type of behavior not only affects healthcare workers but also the community and families that we are taking care of. At the end of all if there is a behavior that caus es another nurse to be offended or inability to perform their job is considered to be horizontal violence (Morse, K.J., 2008). Horizontal Violence in Nursing Horizontal violence is a behavior that has been reported and documented in nursing and other healthcare professions for years and decades. This type of behavior has provided negative and serious outcomes for the nursing profession and patients. â€Å"Horizontal violence is the act of threatening, humiliating, or actually inflicting physical, mental or emotional harm on a peer or group† (Norris, T., 2010). Discrimination, vulgarity, and sexual harassment may be the first things that come to mind when mentioning this type of violence, but sadly these are not the only ways that horizontal violence may... ...lth department today. Creating a safe and nurturing environment can only be achieved by nurses working together and adhering to their code of ethics; for this reason we should maintain the safety or our nurses by eliminating violence, educating and supporting them when needed. It is crucial for the nursing profession to address violence to improve retention and recruitment of nurses. Horizontal violence behaviors are not conducive to a culture of safety, which is what healthcare should be all about. Nursing Manages, Hospitals and different organizations must have a â€Å"zero tolerance† policy for this behaviors and a protection policy for the nurses reporting the situations. Only we as nurses and other health care personnel have the capacity to eliminate horizontal violence and fulfill our commitment to our patients, families and communities in a safe environment.

Tescos Customer Service Essay -- Tesco Customer Service Consumerism E

Tesco's Customer Service Customer service is the most important aspect of any business. Without an adequate relationship with its consumer base, a company is at an enormous disadvantage. Today’s world competition is very strong in every kind of businesses. Every organisations must provide high quality products or services in order to survive, however their competitors also providing the same or comparable products or services. An important way to an organisation to get an edge over its competitors is to provide extra service to satisfy and delight their customers, which can retain them and also gain new customers. Therefore the achievement of customer satisfaction must be a major objective in all organisations. To achieve customer satisfaction, an organisation has to provide high quality products and also provide a excellent customer service. When the service and product that the company provided is good, they can obtain customer loyalty. The customers will go again and again and would probably tell their friends. In return, the company can gain lot of customers. Moreover, by this mouth promotion, the reputation of the organisation can be enhanced. And this organisation will soon achieve an increase in market share and profit. Aims of investigation Tesco is aim to provide the best possible value for their customers’ money. And they state that they are determined to offer quality products, good services, attractive stores and low prices to their customers. The investigation is to find out are they meeting these aims and how they meet these aims. Through the investigation I will compare their cost with other supermarket, their store environment, their staffs’ skill, services and their products’ quality. This can help me to find out are they meeting their aims and what they are doing badly. I also will search for the background of Tesco and found out all the useful information for this assignment. The investigation can help me provide evidence, true information and do the assignment easier. Structure Part one of my assignment is the research of the customer service practices in tesco. I will talk about the customer types, the customers’ needs, the organisation’s aims and policy and my conclusion. In this part, I will put some of the information in table and bullet point. Therefore the points are more clearly. The second part of this ... ...pping with their baby. At the second floor of Tesco is a cafà ©; it is a very good idea that customers can stay in the supermarket for very long time with this caters service. Customers also can take a rest by sit down in the cafà ©. And it has a free â€Å"trolley storage† at the entrance of the cafà ©, so customers do not have to carry the trolley when they are eating or drinking. They also have a lift and stairs for customers which can pass through the first and second floor. Moreover, Tesco have a male, female and disable toilet and that is convenience for customers and disables. 5. Payment facilities Tesco provides many payment facilities to their customers. (E.g. credit card, debit card, cash, switch, solo, etc). Tesco have a lot of cashiers for their customers. Some of them are just for basket; some of them are just for cash. They provide this service to make sure their customer will not wait too long for their payment. Tesco also provide a delivery service, so that their customer do not have to take too much and too heavy goods to home. Behind the cashier, Tesco have a phone to call mini-cab for free. It is very convenience for their customers who want to call mini-cab.

A Re-Hearing of Sir Gawain and the Green Knight :: Essays Papers

A Re-Hearing of Sir Gawain and the Green Knight As J.A. Burrow has recently reminded us, Middle English literature "requires the silent reader to resist, if he can, the tyranny of the eye and to hear. Certain of the writings ... make a further requirement. They treat the reader, not just as a hearer, but as an audience or group of hearers" (Medieval Writers 1). Sir Gawain and the Green Knight is such a poem, a literate composition designed for oral performance, bearing the imprint of a poet skilled at once in manipulating a text and using it to affect his audience in ways outside the scope of the oral poet. It is with this dynamic between text and audience in mind that I approach the process of "re-hearing" Sir Gawain. In doing so I hope to achieve some clarification of what Tolkien referred to as one of the "structural failures" of the poem the failure of Mary, Gawain's protectress, to receive any further acknowledgement after Gawain twice asks her help, during his journey and in the final temptation scene. Studies of structural repetition (Howard 1964, 430-33; Burrow 1966, 87-97) and numerological patterning (Hieatt 1968, 129-31; Eckhardt 1980, 141-55) demonstrate the Gawain-poet's ability to exploit the spatial and temporal control afforded by the technology of writing (Ong 1971, 23-27). As Kent Hieatt has shown, he consciously uses numerological patterns. Line 2,525, the last long line of the poem, echoes the opening line and reinforces the emphasis given to five and twenty-five in the description of the pentangle. In a similar manner, notes Hieatt, in the "companion poem Pearl, the line that echoes the first line of the poem is 1,212, and 12 is probably the significant numerical structure in the poem" (Eckhart, 1980, 65-78). While such numerological structuring would of course go unnoticed by an audience during performance, its existence gives us a picture of a poet able to apply a fairly sophisticated process of organization to the physical text. In this paper I will examine an other method of textual structuring, one which deals primarily with color patterns rather than numerical sequences, though predictably the two appear to be interrelated. The poem deals almost exclusively and abundantly in reds and greens. Red, the color of Gawain's symbol of perfection, the red-gold pentangle on a red field, appears A Re-Hearing of Sir Gawain and the Green Knight :: Essays Papers A Re-Hearing of Sir Gawain and the Green Knight As J.A. Burrow has recently reminded us, Middle English literature "requires the silent reader to resist, if he can, the tyranny of the eye and to hear. Certain of the writings ... make a further requirement. They treat the reader, not just as a hearer, but as an audience or group of hearers" (Medieval Writers 1). Sir Gawain and the Green Knight is such a poem, a literate composition designed for oral performance, bearing the imprint of a poet skilled at once in manipulating a text and using it to affect his audience in ways outside the scope of the oral poet. It is with this dynamic between text and audience in mind that I approach the process of "re-hearing" Sir Gawain. In doing so I hope to achieve some clarification of what Tolkien referred to as one of the "structural failures" of the poem the failure of Mary, Gawain's protectress, to receive any further acknowledgement after Gawain twice asks her help, during his journey and in the final temptation scene. Studies of structural repetition (Howard 1964, 430-33; Burrow 1966, 87-97) and numerological patterning (Hieatt 1968, 129-31; Eckhardt 1980, 141-55) demonstrate the Gawain-poet's ability to exploit the spatial and temporal control afforded by the technology of writing (Ong 1971, 23-27). As Kent Hieatt has shown, he consciously uses numerological patterns. Line 2,525, the last long line of the poem, echoes the opening line and reinforces the emphasis given to five and twenty-five in the description of the pentangle. In a similar manner, notes Hieatt, in the "companion poem Pearl, the line that echoes the first line of the poem is 1,212, and 12 is probably the significant numerical structure in the poem" (Eckhart, 1980, 65-78). While such numerological structuring would of course go unnoticed by an audience during performance, its existence gives us a picture of a poet able to apply a fairly sophisticated process of organization to the physical text. In this paper I will examine an other method of textual structuring, one which deals primarily with color patterns rather than numerical sequences, though predictably the two appear to be interrelated. The poem deals almost exclusively and abundantly in reds and greens. Red, the color of Gawain's symbol of perfection, the red-gold pentangle on a red field, appears

The Second World War (WWII) Essay -- World War 2 II Two

WORLD WAR TWO   Ã‚  Ã‚  Ã‚  Ã‚  The second world was is the ugliest brutally violent emotionally damaging war ever. Through out this term paper I will use various references to inform you about how the United States wanted to stay out of the dangers of war with powerful ruthless countries. How Americans battled through many conflicts and various attacks, and finally builds up to the mighty United States of America becoming a huge world power.   Ã‚  Ã‚  Ã‚  Ã‚  The war came about because of the depression. The world powers were struggling, but they still had their natural resources to maintain their way of life. Germany, Italy, and Japan however relied on foreign trade for food and raw materials. If these countries were going to be able to survive and compete they would have to overtake other lands with valuable natural resources.   Ã‚  Ã‚  Ã‚  Ã‚  When German's newfound Nazi-leader Hitler obtained control of a huge group of men to do his deeds. His mass number of men overtaking Europe made many Americans start talking. These Americans were talking as though they lived in the ship sailing days. They felt as though their two oceans would keep them out of war and they could remain at peace if they simply refused to fight. Those Americans were against alliances with other countries so they were referred to as isolationists. Roosevelt opposed the isolationists. In nineteen hundred and forty when German bombs fell on the British Isles, the fight between Roosevelt and the isolationists escalated.   Ã‚  Ã‚  Ã‚  Ã‚  Teddy Roosevelt was elected to a third term and begins building aircraft's for over seas governments as well as other various war equipment, but still refused to shove the United States of America into war. The German's were upset about this and used this rage to inflict more pain on the Jews. On August third, nineteen hundred and forty-one President Roosevelt and Prime Minister Winston Churchill meet at Placentia Bay to discuss the war in Europe and the far east. The two spoke of an eight-point system. At this meeting the two men pledged to aid Russia's struggle with axis powers it also sent out a warning to Japan to leave the Far East alone. Japan was expanding all throughout Asia. The Japs were getting ready for war and on July twenty forth, nineteen hundred and forty-one her troops occupied all ... ...ing Americans. Men were smothered to death in dirt thrown by explosions. The foreign fighter pilots would attack hospital wards. This would force the patients to run for their lives even amputation cases tried to hobble out in the confusion. Prayer was the only escape for the disabled victims. Two days later the Japanese overran the Bataan peninsula. The battered American forces withdrew to Corregidor there they made another brave stand. By May sixth, however, they could hold out no longer, and were forced to surrender. Of the 40,000 soldiers that became prisoners to the Japanese, more than half died- some from the long march under the hot sun without food and water, some from mistreatment in the prison camps. This was a war that was fought on far away lands many people had to go find forgotten geography books just o see were their families were being sent to die for a cause of freedom. As president Roosevelt said â€Å"The news was all bad.†(1 page 753). German subs were sinking ships in Chesapeake bay. The Russians continued to advance on France. And , in England, German bombers were showering down explosives on London, Coventry, Liverpool, and Bristol all populated with civilians.

Did Jose Rizal Retract? Essay

Dr. Jose Rizal has been a national iconic hero for over a hundred years. He has been the symbol of our country’s freedom, the epitome of nationalistic patriotism. He emanates martyrdom with every fiber of his being and everything else that he left the country to strive upon. His story has been narrated in countless books and articles. He became an extension of education where he was the main course in a classroom, an honorable feature of Rizal. His totality as a person, essentially as a Filipino has been studied a hundredfold by researchers and students alike. For years, the Filipino race glorified respect for Jose Rizal because of his sacrifices as a citizen, his beliefs as an honest propagandist, and all his talents that have been appreciated because of their effectiveness in the process of gaining equal rights as a united nation. However, his reputation as an unwavering bayani has been doubted due to lingering issues that contradict the very core reason why we Filipinos learned to gratify his efforts, his existence in our history. The issue of Jose Rizal’s so-called â€Å"retraction† has been around since both Manila and Spanish newspapers published claiming his retraction right after his execution. In some sources, they state that Rizal’s alleged retraction did not actually happen. These sources say that the friars who visited him within twenty four hours prior his execution convinced him to confess the sins they accused him of committing. [1]â€Å"The Jesuits, on the other hand, were with him practically every minute of the time, six priests going in relays, usually two at a time, in an attempt to bring about Rizal’s conversion.† [2]â€Å"The main motive, of which, is to make Rizal admit his errors against religion and retract them. If the friars of the future could state with authority that Rizal’s expressed views on the friars were not what he really believed, it would cast an element of doubt over everything he had written, making people hesitate to believe it. At least seven Jesuits visited Rizal at various times during the course of the day.† But Rizal stood his ground and even refused to mark his signature onto the notification given to him declaring the statement of his execution. In spite of his conviction, he eventually submitted and signed for his death sentence. [3]â€Å"He was ordered by the judge to sign the notification of sentence as required by law. He refused to sign and was resigned to do so.† In this issue of Rizal’s alleged retraction incident, the previously mentioned indicates the belief of Rizal not committing such declaration of withdrawal and confession. While the other stands for the contradicting, that of which claims Rizal of actually signing a statement of his retraction. There are sources indicating that there are proofs of Rizal not actually retracting. An example of such is his burial. He was not buried within a Catholic cemetery and was listed as a suicide (criminal) case, a neglected body along with the heaps of cadaver with unknown causes of death. If he did retract and admonished Masonry, then the Church, claiming his retraction and his reconciliation with the religion, would have had the decency of giving him a proper Catholic burial and declare his death under the list of Catholics, to acknowledge the confession the friars claimed they witnessed Rizal committed. The alleged retraction papers also only were revealed about thirty (30) years after Rizal’s death. A matter of concern was uprooted when two statements of the declaration were recognized, both of which had a great deal of differences. Some claim that one of these was fabricated, and some claim that the â€Å"original† copy aged and rotted in the grasp of the Spanish Catholic friars. [4]What they saw was a copy done by one who could imitate Rizal’s handwriting while the original (almost eaten by termites) was kept by some friars. There are also those who strongly believe that Rizal could not have had any reason to retract, arguing that Rizal was a noble man who would not stoop so low as to follow those whom he initially was writing against. Such a believer is Gumersindo Garcia, Sr., M.D., stating: [5]â€Å"I find it inconceivable that a man of his character with such devotion and patriotism to his country and, moreover, willingness to die for her would break down in a moment and write the alleged retraction for no other reason than to abjure masonry and return to the Roman Catholic Church for fear of the damnation of his soul in case he did not do it. In my humble opinion, Rizal was a sincerely religious man who knew what he believed in and could not be cowed by threat of eternal damnation from anybody. Besides, he could remain a mason and a Catholic at the same time just as many masons in the Philippines†¦Ã¢â‚¬  I myself would want to believe that Rizal had not retracted. Since it is still a boiling issue for over far too many years now, this just exemplifies the ambiguity of the information accumulated regarding this issue. If Rizal did retract, his pedestal as this country’s national hero can stumble and Filipinos can lose touch with the roots of their blood, with the thinking that our hero in actuality may have been a coward a liar, or any adjective that can tarnish his image of idealistic nature. We may not entirely understand Rizal’s complex personality, but our country can at least look back and appreciate the hardships our forefathers went through so that we, the children of this country can be treated as human beings with justice and equal rights. All we have to do now is to simply follow in their conviction and to not let their efforts be put to waste. ———————– [1] An excerpt from â€Å"The Life and Writings of Dr. Josà © Rizal† Chapter 16: Did Rizal Retract paragraph 2 [2] An excerpt from â€Å"The Last Hours of Rizal† by Coates, as cited by www.geocities.com/rizalretraction paragraph 3 [3] An excerpt from â€Å"The Last Hours of Rizal† by Coates, as cited by www.geocities.com/rizalretraction paragraph 2 [4] An excerpt from www.joserizal.ph â€Å"The Retraction† paragraph 25 [5] A statement by Gumersindo Garcia, Sr., M.D., as cited by Maria Stella S Valdez, from the book â€Å"Dr. Jose Rizal and the Writing of His Story†