Economics Leading to the Revolutionary War Essay Example

Economics Leading to the Revolutionary War Essay After the end of the French and Indian War in 1763 the American people had taxes placed on them by the British.The British Parliament claimed that by placing the taxes they were defending the colonies for the Americans.During the twelve years following the war, the British enacted a numerous amount of taxes that allowed them to raise revenue from the American economy.This taxing of the American people hurt the American economy and started to push the American colonists toward an independence movement so they could have a free economy.Over the course of the twelve-year period there were six acts enacted to take money from the American economy. The Sugar Act of 1764 was thefirst act used by the British to channel revenue into Britain.The British specifically stated in the Sugar Act, a revenue be raised in your Majestys said dominions in America, for defraying the expenses of defending, protecting, and securing the same (The Sugar Act).This proves that the British were using this act just to raise revenue because they needed it to defray the cost of fighting against the French.The act forced tariffs on goods being imported into the colonies.Examples of these goods were sugar, molasses, foreign indigo, and coffee.This angered the colonists because they were depending heavily on trade with other colonies and countries outside of the North American continent.The colonists specifically stated in a petition from the Massachusetts House of Representatives to the House of Commons on November 3, 1764 that a prohibition will be prejudicial to many branches of its trade and will lessen the consumption of the manufactures of Britain (King, Peter. Petition from the Massachusetts).The American colonists saw the impacts this act would have on the economy of Massachusetts because it was causing economic problems.The trade of one item of commerce being stopped caused problems.A person who d

Arts Essays

Arts Essays Arts Paper Arts Paper Over the past few months, the media has drawn attention to the inhumane treatment of women in many Muslim societies.As a result of an influx of technological advances, Muslims societies are more aware of customs in other cultures.This awareness is slowly changing many Muslim beliefs.The atrocities that are portrayed by way of the media often represent extreme and isolated events, thereby depicting the plight of women as more harsh and widespread than it may actually be. The Muslim culture considers women to be inferior to men; women have been treated like second-class citizens for centuries.Many Muslims believe that a man is superior to a woman in both intellect and spirituality.This custom is based on verses from the Quran (Koran), the following verse reinforces these views.Men are in charge of women, because Allah hath men the one of them to excel the other, and because they spend of their property (for the support of women) (Yusufali 4: 34). Muslim women are often referred to as s hadows, because they rarely speak and are seldom seen.It is held that a womans place is home, where she can pray frequently.Because it is considered shameful for a woman to expose any part of her body publicly, she covers her face and body with what is referred to as a burqa during the isolated occasions where she leaves her home.It is believed that a woman who is lacking beauty will not sexually temp a man, for this reason, some societies will allow her to expose her face.It is an honor to be chosen as a Muslim wife, for this honor, a wife is expected to strive to please her husband.Traditionally, Muslim women are raised to be completely submissive to their husbands.The wishes of a husband must never be denied, doing so could result in a beating.A man has the legal right to beat his wife if she violates any of the

Review of Stephanie McCurry's book MAsters of Small Worlds Essay

Review of Stephanie McCurry's book MAsters of Small Worlds - Essay Example McCurry’s thesis stresses quite frequently on the significance of the role of gender and the patriarchal nature of the yeoman society, which she portrayed as being almost characteristic to the low country yeoman society. McCurry’s thesis is well argued and some of her sources are well researched as well. But not all of McCurry’s arguments are convincing. In fact, in most cases McCurry provided very little pertinent evidence for her arguments. The concepts of political and social unity however have been presented with some well examined evidence such that they seem more plausible than McCurry’s other arguments which are not only based on insufficient data but are argued such that the concepts themselves are open to several interpretations. McCurry bases most of her arguments concerning the yeoman society on the Low Country’s geographical factors. However, one finds that McCurry, in her aim to explore the principles of the culture and structure of the yeoman society has attempted to broaden the geographical precincts of the low country. Perhaps McCurry felt compelled to do so in order to present pertinent data for her arguments. It might be that McCurry did not find enough data to back up her thesis and arguments. Extending the geographical area of the low country (to cover certain areas believed to be in the â€Å"Middle Country†) might have given McCurry the possibility to explore more evidence from those areas, thereby making her thesis a tad richer with weightier data. The extending of geographical boundaries also gave McCurry the opportunity of exploring the similarities and connections of the working relationships between wealthy slave owning families and the farming families with no slaves. The ideal example to justify the hypothesis that the extending of the low country topography gave McCurry more data to work with is the instance when McCurry used the personal diary of a woman (believed to be

Research about Mark Takano Paper Example | Topics and Well Written Essays - 1250 words

About Mark Takano - Research Paper Example Takano was born on 10 December 1960. His roots in Riverside date back to his grandparents and parents who were taken away from their homes to Japanese-American camps during the World War two. These families settled in riverside after the war in order to rebuild their lives. He attended La Sierra high school located in Alvord Unified School District. There he took part in wrestling in the varsity junior level and also playing football. He graduated as the school’s valedictorian in the year 1979. He later attended Harvard College in the year 1983 and graduated with a bachelor’s degree in government. His senior year saw him organize ride for life which was a bicycle ride across continents which was to benefit development of Oxfam America. When he graduated, he worked as a substitute teacher in various public schools in Boston. He made observation the difference that existed between well-funded and also acclaimed sub-urban schools in Brookline and the inter-city Boston schools. He later returned home and attained a secondary teaching social studies and language arts at the University of California. In the year 1988, he began teaching in the Rialto Unified School District where he predominantly served African-American students and Latino. He has served as an advisor to the Gay Straight Student Alliance in Rialto high school since the year 2009. He served the board of trustees of the Riverside community college since the year 1990. At the board of trustees, he has worked with the republicans and democrats in order to improve higher education for the young people. He has also worked in opening opportunities for job training for those who wished to start a new career or acquire new skills. In the year 1991, he was elected as the board president where he helped the board gain stability amid fiscal challenges that it faced. He oversaw the transitioning of Moreno valley and

Providing Guidance Assignment Example | Topics and Well Written Essays - 250 words

Providing Guidance - Assignment Example A third day could have the parents come to school and talk about family heritages. A fourth day could be when families have a special talent day. A fifth day could be a day where parents and children talk and show what their favorite thing is or are. On the day of the family favorites day they can discuss favorite foods or even favorite hobbies or whatever they want to for the class. On the day they discuss family culture or histories they can discuss what nationalities they happen to be. Through all of these parent days children can learn that mom and dad are more than just their parents. They can learn more about the community and how things work. I was a part of a family culture day and the parents and the children really seemed to like it especially when some of the families had food. A culturally diverse preschool classroom should always work with the parents about particular food needs, cultural needs, or if there are any other kind of family rituals or traditions that need to be followed. Teachers can have parent conferences to discuss what they have to do to make preschool an enjoyable time for both the parents and the children. If you would happen to have a Jewish child in your classroom you may have to understand how some of them eat different kinds of foods and there maybe some Hindu children who wear special clothing to school at certain times. You as a teacher should also know that certain rituals like handshaking are forbidden. They should also ask the parents if there are any special holidays that their children will not be in school due to religious reasons and various rituals will be followed. You as a preschool teacher may also see children who may have same sex parents. When dealing with family involvement and/or cultural diversity preschool teachers should have regular parent conferences to keep a check on school and family matters that could affect school happenings. Preschool teachers and parents should

Psychological Interventions in Patients with Cancer

Psychological Interventions in Patients with Cancer Introduction Patients with cancer may experience comorbid conditions such as anxiety and depression, and symptoms including fatigue, nausea and vomiting. Anxiety and depression are both very common and it has been estimated that 16–25% of newly diagnosed cancer patients experience either depression or depressed mood (DSM-IV criteria) (Sellick 1999). Studies in women with breast cancer have shown that up to 30% develop psychological morbidity (either anxiety or depressive disorder) within one year of diagnosis (Bleiker 2000; Maguire 2000). Cancer-related symptoms are also very common. As many as 70–80% of all cancer patients receiving chemotherapy experience nausea and vomiting (Lindley et al. 1989; Morrow 1992) and 78% of patients are estimated to be affected by fatigue (Ashbury et al. 1998), in particular those with advanced cancer and those receiving radiotherapy and chemotherapy treatment (Ahlberg et al. 2003; Jacobsen et al. 2007), where symptoms may persist even after treatment has finished (Servaes et al. 2002). The use of psychological interventions can be beneficial in the management of cancer-related conditions and symptoms and may result in improved quality of life and better long-term outcomes (Devine and Westlakes 1995). Psychological interventions may be classified into four groups (which also include broader psychosocial interventions) as described below (Fawzy et al.1995; Greer 2002; Edwards et al. 2004): Cognitive behavioural interventions involve the identification and correction of those thoughts, feelings and behaviours that may be involved in the development and/or maintenance of cancer-related symptoms or conditions (Jacobsen 1998). Individual psychotherapy interventions involve one-to-one interaction between patient and therapist, aimed at reducing feelings of distress and increasing the patient’s morale, self-esteem and ability to cope (Fawzy et al. 1995) Educational interventions provide patients with information about cancer, ways of coping with the disease and what resources are available to help them, with the aim of reducing commonly experienced feelings such as inadequacy, confusion, helplessness and loss of control (Fawzy et al. 1995). Group interventions may be either patient led or led by healthcare professionals and serve to provide social support for cancer patients (Leszcz and Goodwin 1998). One intervention within this category, supportive-expressive group therapy, involves building bonds, expressing emotions, improving the relationship between patient and healthcare professional and improving coping skills (Edwards et al. 2004). It is also important to consider the effectiveness of other interventions, such as the use of complementary therapies, which may be used alongside psychological interventions to achieve a greater improvement in cancer-related conditions and symptoms than those obtained using psychological interventions alone. This paper reports the process and findings of a literature review performed to identify and evaluate published literature on psychological interventions in patients with cancer, and other interventions that may also be effective in achieving improved psychological outcomes, together with a discussion of how the evidence gathered may guide informed decision-making on best clinical practice. Data sources and search strategy Electronic searches were performed on the Medline, CINAHL and PsychINFO databases for English language articles published between 1998 and 2008. Search terms included cancer AND intervention OR cancer AND therapy plus education OR patient education OR educational OR cognitive behavioural OR cognitive OR psychotherapy OR psychological OR supportive-expressive OR supportive OR group psychotherapy. For each trial, the quality of both the trial itself and the report in the published literature were assessed. Literature review Main results Well-designed, single or multicentre, randomised controlled trials involving large study samples were selected for inclusion, together with systematic reviews and meta-analyses. Only UK published literature was originally planned for inclusion; however, due to the limited number of high quality, well-designed studies identified, searches were performed again to identify suitable non-UK articles. Summary of studies selected Cognitive behavioural interventions One randomised controlled trial and one systematic review were identified from the UK-published articles found during the electronic searches. The randomised controlled study by Moynihan et al. investigated the use of adjuvant psychological therapy in 73 men with newly diagnosed, non-suicidal men with testicular cancer (Moynihan et al. 1998). This is a cognitive behavioural treatment programme designed specifically for patients with cancer. The therapist was a mental health nurse with experience of caring for testicular patients and who was trained in adjuvant psychological therapy techniques. Outcome measures included validated self-completed questionnaires such as the Hospital Anxiety and Depression Scale, the mental adjustment to cancer scale and the psychosocial adjustment to illness scale. The treatment group showed a minimal reduction in anxiety after 2 months and when adjustment for histology, stage of disease and type of treatment was made, the observed effect was not signifi cant. No between group differences in depression scores were observed after 2 months. After 1 year, control patients actually achieved better anxiety and depression scores than those in the treatment group. This study therefore concluded that there was no benefit from the use of adjuvant psychological therapy in men with testicular cancer. The systematic review performed by Richardson et al. evaluated the use of hypnosis for nausea and vomiting in patients with various types of cancer (Richardson et al. 2006). Study participants were children in 5 of the 6 randomised controlled studies selected. Meta-analyses demonstrated a large effect size of hypnosis compared with standard treatment, and this effect was at least as large as that achieved with cognitive-behavioural therapy. Limitations of this review were that the sample sizes of the studies included were small, and some of the studies were poorly described in the published literature. As the majority of the studies were conducted in children, further research is needed in adults to confirm these findings. A number of non-UK published studies evaluating the use of cognitive-behavioural training in patients with cancer were also identified. A randomised controlled study conducted by Korstjens et al. investigated the effects of physical plus cognitive-behavioural training compared with physical training alone on quality of life in 147 patients with various cancers who had completed treatment (Korstjens et al. 2008). Quality of life was measured using the RAND-36. After 12 weeks, there were no differences between groups in quality of life. It can therefore be concluded that adding cognitive-behavioural training had no added benefit on cancer survivors’ quality of life compared with physical training alone. Individual psychotherapeutic interventions Fenlon et al. conducted a randomised controlled trial to investigate the effect of relaxation training in reducing the incidence of hot flushes 150 women with primary breast cancer (Fenlon et al. 2008). Study participants in the treatment group received a single relaxation training session in conjunction with the use of practice tapes. Outcome measures included a patient diary and validated measures of anxiety and quality of life. After 1 month, the incidence and severity of hot flushes were significantly reduced (p Educational interventions A randomised controlled trial by Ream et al. evaluated an educational support intervention (i.e. investigator-designed information pack) for fatigue in 103 chemotherapy-naà ¯ve cancer patients. Additional psychological support was also provided by nurses. After 3 months, the intervention group reported significantly less fatigue, lower levels of anxiety, depression and distress, and better adaptive coping (all p Jones et al. carried out a randomised trial to investigate whether different types of educational information could increase interaction between the patient and others, thereby improving emotional support and psychological well-being (Jones et al. 2006). A total of 325 patients with breast or prostate cancer who were about to begin radiotherapy participated in the study. Patients were given either a general information booklet on cancer or else a booklet containing personalised information. Outcome measures included the use of Likert scales to score answers to questions on anxiety and depression (non-validated) and Helgeson’s social support questionnaire. Results showed no differences between groups in anxiety or depression scores but patients who received personalised information reported that they were more likely to show their booklet to others and believe it helped in discussions. These findings suggest that this type of intervention may have the potential to improve emoti onal well-being by increasing the levels of support patients receive from others. A systematic review conducted by Smith et al. evaluated the effectiveness of mindfulness-based stress reduction as supportive therapy (Smith et al. 2005). This is a highly-structured psycho-educational, skill-based therapy that combines mindfulness meditation with hatha yoga. Two randomised controlled and four uncontrolled trials were selected which used self-reported outcome measures for mood, stress, anxiety and quality of life. Study findings showed improvements in mood and sleep quality and reductions in stress in patients following the use of this intervention. However, the studies included in this review largely involved small sample sizes and may therefore be underpowered. Furthermore, the quality of the written study manuscripts was variable; for example, some contained limited descriptions of the randomisation process and a lack of methods on sampling and participant recruitment. While these results are encouraging and suggest that mindfulness-based stress reduction may be e ffective as a self-administered intervention for cancer patients, further research conducted through well-designed, randomised controlled trials is needed to confirm these preliminary findings. Group psychological interventions A non-UK published study was conducted to investigate the effectiveness of hospital psychosocial support groups on emotional distress and quality of life in 108 women with breast cancer (Schou et al. 2007). Outcome measures involved the use of the validated Hospital Anxiety and Depression Scale and the EORTC quality of life questionnaire. After 12 months, the prevalence of anxiety was significantly lower among group participants than in non-participants (19% vs 34%; p=0.04). These findings suggest that psychosocial support appears to have a long-term benefit on anxiety although the effects of this intervention on depression and quality of life were inconclusive in this study. Another non-UK published randomised controlled trial has been conducted to investigate the effect of supportive-expressive group therapy compared with educational materials on distress in 125 women with metastatic breast cancer (Classen et al. 2001). Participants were offered either one year of weekly group therapy plus educational materials or educational materials only. Outcome measures included the Profile of Mood States (POMS) to assess mood disturbance and Impact of Event Scale (IES) to assess change over time in trauma symptoms. Patients who received weekly therapy showed a significantly greater decline in traumatic stress symptoms than those in the control group but no between group differences in mood disturbance were observed. It can be concluded that supportive-expressive group therapy may offer some benefit in reducing distress in women with metastatic breast cancer. Complementary/alternative interventions Wilkinson et al. conducted a multicentre randomised controlled trial to investigate the effectiveness of aromatherapy massage in the management of anxiety and depression in 288 patients with cancer diagnosed with clinical anxiety and/or depression (Wilkinson et al. 2007). Patients were randomised to receive either a course of aromatherapy massage plus usual supportive care or supportive care only. Outcome measures included the validated State Subscale of the State Anxiety Inventory (SAI) and the Center for Epidemiological Studies Depression (CES-D) Scale. At 6 weeks post-randomisation, patients who received aromatherapy massage showed a significant improvement in clinical anxiety and/or depression compared with those receiving standard care only (p=0.001) but this effect was not sustained at 10 weeks post-randomisation (p=0.10) Patients receiving the aromatherapy intervention also recorded a greater improvement in self-reported anxiety at both 6 and 10 weeks than those in the control group (p=0.04). These results suggest that although aromatherapy massage may not confer long-term benefits to patients with cancer, short-term benefitsmmay be seen. Strengths and weaknesses of this literature review As previously stated, one of the major limitations of this review was that the original searches only included UK-published articles. As a lack of good quality published research was identified, further searches were conducted to identify suitable non-UK articles to include in the review. Although a number of studies were selected that recruited participants with various types of cancer, several studies involved patients with only breast cancer and only one study was conducted in men only. It may therefore be argued that the scope of this review was too narrow. One of the systematic reviews which were included (Richardson et al. 2007) involved small studies which were sometimes poorly designed or poorly written up. The findings of this systematic review should therefore be treated with caution until supported with data from randomised controlled trials. The strengths of this review are that well-designed randomised controlled trials were included, with sample sizes large enough for adequate power. The reports of these trials were generally good quality and comprehensively written with a logical flow. The aims and/or objectives were clearly stated, and descriptions of study design, participant recruitment and selection, and the randomisation process were included. Many of the outcome measures used were validated instruments, a description of all measures was included and appropriate statistical analyses were used to analyse the data. Implications for clinical practice Previous research and systematic reviews have reported conflicting findings on whether psychological interventions for patients with cancer are beneficial or not (Greer 2002; Edwards et al. 2004). The current review also presents conflicting data on the benefits of psychological interventions in cancer patients. Two of the studies selected presented evidence that cognitive behavioural interventions provide no added benefit to cancer patients. Interestingly, a systematic review concluded that hypnosis may be beneficial but many of the studies were conducted in children so whether these findings are also observed in adults requires further investigation. Individual psychotherapeutic interventions such as relaxation training may be beneficial for breast cancer patients in reducing distress although no improvement in anxiety or quality of life was observed. The effectiveness of these types of interventions in men and in patients with other types of cancer requires further research. Educational interventions and group psychological interventions produced the best outcomes of all the psychological interventions evaluated. In particular, the use of educational booklets and information packs, either used alone or in conjunction with psychological support, may result in improvements in psychological and emotional well-being in patients with cancer. Again, further research is needed to determine whether these types of interventions are beneficial in patients with all types of cancer. Psychosocial support groups and supportive-expressive group therapy have both been shown to be beneficial in women with breast cancer, particularly in reducing anxiety and distress. Further evidence is needed to demonstrate the effectiveness of these interventions in men. Complementary and/or alternative treatments such as aromatherapy may play a role as adjuvant therapies and can be beneficial in the short-term management of anxiety and depression in cancer patients. Conclusions This review has provided evidence that certain psychological interventions such as educational and group interventions may provide some benefit to cancer patients in the management of cancer-related conditions and symptoms including anxiety, depression, fatigue, nausea and vomiting. Both short- and long-term improvements in quality of life and emotional well-being may be achievable using these interventions but further research is needed to provide the evidence to guide best practice. Psychological and psychiatric support services are currently unable to meet demand from oncology services and the oncology nurse is ideally placed to play a key role in the provision of psychological care and support for cancer patients, either directly or as part of a multidisciplinary team. For example, educational interventions such as information leaflets can be developed and provided to patients by the oncology nurse, who would also able to lead group therapy sessions. It is essential that the nurse has sufficient knowledge of the most appropriate psychological intervention to use for patients and the skill and expertise to implement this effectively to ensure a successful outcome. Bibliography Ahlberg, K., Ekman, T., Gaston-Johannson, F., Mock, V. 2003, ’Assessment and management of cancer-related fatigue in adults’, Lancet, vol. 362, pp. 640–50. Ashbury, F.D., Findlay, H., Reynolds, B., McKerracher, K. A., ‘A Canadian survey of cancer patients’ experiences: are their needs being met? Journal of Pain and Symptom Management, vol. 16, no. 5, pp. 298–306. Bleiker, E. M., Pouwer, F., van der Ploeg, H. M., Leer, J. W., Ader, H. J. 2000, ‘Psychological distress 2 years after diagnosis of breast cancer: frequency and prediction’, Patient Education and Counselling, vol. 40, pp. 209–17. Classen, C., Butler, L. D., Koopman, C., Miller, E., DiMiceli, Giese-Davis, J., Fobair, P., Carlson, R. W., Kraemer, H. C., Spiegel, D. 2001, ‘Supportive-expressive group therapy and distress in patients with metastatic breast cancer’, Archives of General Psychiatry, vol. 58, pp. 494–501. Devine, E. C. Westlakes, S. K. 1995, ‘The effects of psychoeducational care provided to adults with cancer: met-analysis of 116 studies’, Oncology Nursing Forum, vol. 22, vol. 9, pp. 1369–81. Edwards, A. G. K., Hulbert-Williams, N., Neal, R. D. 2008, ‘Psychological interventions for women with metastatic breast cancer’, The Cochrane Library, issue 2, CD004253. Fawzy, F., Fawzy, N., Arndt, L., Pasnau, R. 1995, ‘Critical review of psychosocial interventions in cancer care’, Archives of General Psychiatry, vol. 52, pp. 691–9. Fenlon, D. R., Corner, J. L., Haviland, J. S. 2008, ‘A randomized controlled trial of relaxation training to reduce hot flashes in women with primary breast cancer’, Journal of Pain and Symptom Management, vol. 35, no. 4, pp. 397–405. Greer, S. 2002, ‘Psychological intervention. The gap between research and practice’, Acta Oncol, vol. 41, no. 3, pp. 238–43. Jacobsen, P. Hann, D. 1998, Cognitive-behaviour interventions. In: Psycho-oncology, Holland, J. (ed), Oxford University Press, New York, pp. 717–29. Jacobsen, P. B., Donovan, K. A., Vadaparampil, S. T., Small, B. J. 2007, ‘Systematic review and meta-analysis of psychological and activity-based interventions for cancer-related fatigue’, Health Psychology, vol. 26, no. 6, pp. 660–7. Jones, R. B., Pearson, J., Cawsey, A. J., Bental, D., Barrett, A., White, J., White, C. A., Gilmour, W. H. 2006, ‘Effect of different forms of information produced for cancer patients on their use of the information, social support, and anxiety: randomised trial’, British Medical Journal, vol. 342, pp. 942–8. Korstjens, I., May, A. M., van Weert, E., Mesters, I., Tan, F., Ros, W. J., Hockstra-Weebers, J. E., van der Schrans, C. P., van den Borne, B, ‘Quality of life after self-management cancer rehabilitation: a randomized controlled trial comparing physical and cognitive-behavioural training versus physical training’, Psychosomatic Medicine, vol. 70, no. 4, pp. 422–9. Leszcz, M. Goodwin, P. 1998, ‘The rationale and foundations of group psychotherapy for women with metastatic breast cancer’, International Journal of Group Psychotherapy, vol. 48, no. 2, pp. 245–69. Maguire, P. 2000, ‘Psychological aspects. In: ABC of Breast Diseases, Dixon, M. (eds), BMJ Books, London, pp. 85–9. Moynihan, C., Bliss, J. M., Davidson, J., Burchell, L., Horwich, A. 1998, ‘Evaluation of adjuvant psychological therapy in patients with testicular cancer’, British Medical Journal, vol. 316, pp. 429–35. Ream, E., Richardson, A., Alexander-Dann, C. 2006, ‘Supportive intervention for fatigue in patients undergoing chemotherapy: a randomised controlled trial’, Journal of Pain Symptom Management, vol. 31, no. 2, pp. 148–61. Richardson, J., Smith, J. E., McCall, G., Richardson, A., Pilkington, K., Kirsch, I. 2007, ‘Hypnosis for nausea and vomiting in cancer chemotherapy: a systematic review of the research evidence’, European Journal of Cancer Care, vol. 16, no. 5, pp. 402–12. Schou, I., Ekeberg, O., Karesen, R., Sorensen, E. 2007, ‘Psychosocial intervention as a component of routine breast cancer care – who participates and does it help?’, Psycho-oncology, E-pub ahead of print. Sellick, S. Crooks, D. 1999, ‘Depression and cancer: an appraisal of the literature for prevalence, detection, and practice guideline development’, Psycho-oncology, vol, 8, pp. 315–33. Servaes, P., Verhagen, C., Bleijenberg, G. 2002, ‘Fatigue in cancer patients during and after treatment: prevalence, correlates and interventions’, European Journal of Cancer, vol. 38, pp. 27–43. Smith, J. F., Richardson, J., Hoffman, C., Pilkington, K. 2005, ‘Mindfulness-based stress reduction as supportive therapy in cancer care: systematic review’, Journal of Advanced Nursing, vol. 52, no. 3, pp. 315–27. Wilkinson, S. M., Love, S. B., Westcombe, A. M., Gambles, M. A., Burgess, C. C., Cargill, A., Young, T., Maher, E. J., Ramirez, A. J. 2007, ‘Effectiveness of aromatherapy massage in the management of anxiety and depression in patients with cancer: a multicenter, randomized controlled trial’, Journal of Clinical Oncology, vol. 25, no. 5, pp. 532–9. Table 1. Summary of main UK published studies selected

Jet Propulsion :: essays papers

Jet Propulsion Introduction: The following report, submitted to Roy Aircraft Engines Incorporated for an efficiency study, is an analysis of a turbojet engine completed by thermodynamically studying each main component that constitutes a turbojet engine. RAE Incorporated requested software that would calculate the theoretical maximum output velocity, using input data imputed by the user of the program. The calculations are made assuming idealized conditions. In the analysis, the turbojet was broken down into its fundamental parts, which consist of an inlet, compressor, burner, turbine, and nozzle. Description of Turbojet Components First, the inlet / diffuser, of a turbojet brings free stream air to the engine and does no thermodynamic work on the flow. It is assumed that the flow through the diffuser is isentropic. Second, the compressor does work onto the gas passing through to raise the pressure. Again, this process is assumed to be isentropic. Third, the compressed air is combined with fuel and is ignited within the combustor. The process within the combustor is assumed to be isentropic. The resulting high temperature fluid is used to turn the fourth component of the turbojet, the turbine. Next, the turbine is used to extract energy from the heated flow coming from the burner. This is done by this flow of gas passing through blades on a free spinning shaft. The turbine generates just enough energy to drive the compressor. When the flow passes through the turbine, the pressure and temperature are decreased. The next step is optional within the program. Here an afterburner is used to reheat the exiting gas from the turbine. This is done by injecting additional fuel into the gas exiting from the turbine. Igniting this mixture produces a higher temperature at the nozzle, as a result the final velocity of the jet engine is increased. Finally, the flow comes through the nozzle where no thermodynamic work is performed on the flow by the nozzle. The temperature remains constant through the nozzle while the pressure and velocity of the flow will change as dictated by the design of the nozzle. The nozzle is used to produce thrust and used to conduct the exhaust gases back to the free air. For the analysis of the turbojet, several assumptions were made and are as follows: 1. Air behaves as a compressible, ideal gas. 2. Flow through the diffuser, nozzle, compressor and combustor is Jet Propulsion :: essays papers Jet Propulsion Introduction: The following report, submitted to Roy Aircraft Engines Incorporated for an efficiency study, is an analysis of a turbojet engine completed by thermodynamically studying each main component that constitutes a turbojet engine. RAE Incorporated requested software that would calculate the theoretical maximum output velocity, using input data imputed by the user of the program. The calculations are made assuming idealized conditions. In the analysis, the turbojet was broken down into its fundamental parts, which consist of an inlet, compressor, burner, turbine, and nozzle. Description of Turbojet Components First, the inlet / diffuser, of a turbojet brings free stream air to the engine and does no thermodynamic work on the flow. It is assumed that the flow through the diffuser is isentropic. Second, the compressor does work onto the gas passing through to raise the pressure. Again, this process is assumed to be isentropic. Third, the compressed air is combined with fuel and is ignited within the combustor. The process within the combustor is assumed to be isentropic. The resulting high temperature fluid is used to turn the fourth component of the turbojet, the turbine. Next, the turbine is used to extract energy from the heated flow coming from the burner. This is done by this flow of gas passing through blades on a free spinning shaft. The turbine generates just enough energy to drive the compressor. When the flow passes through the turbine, the pressure and temperature are decreased. The next step is optional within the program. Here an afterburner is used to reheat the exiting gas from the turbine. This is done by injecting additional fuel into the gas exiting from the turbine. Igniting this mixture produces a higher temperature at the nozzle, as a result the final velocity of the jet engine is increased. Finally, the flow comes through the nozzle where no thermodynamic work is performed on the flow by the nozzle. The temperature remains constant through the nozzle while the pressure and velocity of the flow will change as dictated by the design of the nozzle. The nozzle is used to produce thrust and used to conduct the exhaust gases back to the free air. For the analysis of the turbojet, several assumptions were made and are as follows: 1. Air behaves as a compressible, ideal gas. 2. Flow through the diffuser, nozzle, compressor and combustor is