Introduction to mass communication Essay Example | Topics and Well Written Essays - 1000 words - 2

Introduction to mass communication - Essay Example When it comes to newspapers and magazines, there is a dire need to comprehend how these mass communication facets would take care of the society’s portrayal and the people living within it. Their day to day undertakings and tasks would be covered by the mass communication agendas, hence playing a direct role within their life regimes. Mass communication is an important tool within any society as its significance is seen in different contexts time and again. The people who run the different mass communication outlets have a very pertinent responsibility as these look to defy the opposition which is raised in the wake of achieving success. The newspaper and magazine regimes have long realized that mass communication is happening for the benefit of all concerned and that the stakeholders of the newspapers and magazines have to be told nothing but the truth. There is a sense of belonging as far as societal responsibilities are concerned. This is of paramount essence because mass communication does take the major share of the audience’s attention, on most of the occasions. The people’s attitudes, knowledge levels and perception regimes change as and when the newspapers and magazines amend their respective agendas. It goes to show without any doubt that mass communication has a very important effect on th e lives of the people who read newspapers and magazines, and even the ones who are not directly affected by the same (Perry 1996). Anything that is printed within these media vehicles gets noticeable coverage and hence the lives of the people are changed either in a positive or a negative way. The change is indeed imminent as is the case worldwide, with regards to newspapers and magazines. It goes to show without saying that the top heads within these newspapers and magazines have a huge responsibility resting on their shoulders, and hence they must make positive impact on the minds of the readers, and indeed the

The theory of wound care fro Podiatry Essay Example | Topics and Well Written Essays - 2000 words

The theory of wound care fro Podiatry - Essay Example They may be chronic or acute, and open or closed. The patient presented with a full thickness ulcer measuring 8 mms in diameter of approximately 6 months duration and the tissues around the ulcer are acutely inflamed. Patients with rheumatoid arthritis may develop leg and foot ulcers of varied aetiologies, including venous disease, infection and inflammation. The foot ulcers in rheumatoid arthritis patients may involve several of these aetiological factors and are often difficult to heal (Sunita). Both the ulcers and the treatments are often painful, and these ulcers may be present for years. Chronic wounds plague more than 10 million people in the world today. But even more troubling is the fact that these wounds may persist for months and even years without any healing or sign of improvement (Morgan 25). The problem is usually, if not always, not the wound itself; and therefore treating the wound will not, in chronic cases, resolve the issue. Chronic wounds have underlying causes t hat must be addressed in order for the wound to heal properly. Because normal skin and wound care is not enough to heal these wounds they usually remain for extended periods of time. As a rule, only 50% of leg ulcers heal within 4 months of appearing, 20% remain open at 2 years and 8% remain open at 5 years (World Wide Wounds). So we see that to effectively treat a chronic wound you must treat the cause and not simply treat the symptom. There are several factors that affect wound healing. These include the age of the patient, hydration status, presence of infection, presence of underlying conditions, medications, obesity, oxygenation and tissue perfusion, personal hygiene and nutrition (Bowler 499). In the case of Mrs. Freeman, these factors can be very well correlated. The physiological changes that occur with ageing place older patients at higher risk of poor wound healing. The age of the patient places her in a relative state of immune deficiency. The immune system also declines with age making older patients more susceptible to infection. Older people can also present with other chronic diseases, which affect their circulation and oxygenation to the wound bed. Dehydration leads to an electrolyte imbalance and impaired cellular function. The presence of infection can significantly alter the rate of wound healing. Infection has been defined as the deposition and multiplication of organisms in tissue with an associ ated host reaction (Dealy 56). In the given case, infection is rather evident in the patient's ulcer. The presence of unhealthy granulation, thick, bloody, and malodorous exudates indicate the presence of infection. Wound infection is a problem because, at the most fundamental level, infection stops a wound from healing by prolonging the inflammatory phase, disrupting the normal clotting mechanisms and promoting disordered leukocyte function and ultimately preventing the development of new blood vessels and formation of granulation tissue. Chronic diseases like diabetes mellitus, rheumatoid arthritis, and lupus can delay the process of healing. The patient has been diagnosed with rheumatoid arthritis of 10 years duration and this has markedly affected wound healing in her case. She also has secondary hypertension and iron deficiency anemia. The presence of chronic diseases weakens the immune system, dampening its ability to counteract the pathogens attacking the

Opium Trade Between British India China History Essay

Opium Trade Between British India China History Essay Opium use dates back to the seventh century. It was grown in Asia and used for its medicinal properties to cure diarrhoea and relieve dysentery and cholera pains. China was introduced to this drug by the Arabs in the ninth century. (Feige, 2008) Its medicinal properties were clearly known in the thirteenth century. Its consumption started changing from medicinal to recreational purposes during the seventeenth century. It became a threat when people started smoking it as a mix of tobacco and opium. This is when the first policy banning the smoking of opium was passed by the Chinese emperor. During the same period in India, the Mughal dynasty was extensively growing opium poppy and doing profitable trade with China and East Asia. This trade was a large source of revenue for the Mughal dynasty. As the downfall of the Mughal Empire started in 1658, the British through the East India Company took over the major cultivation and production of opium. Economics of trade The British formally started illegal trade with China in 1673. A form of triangular trade started between British, China and India where in commodities such as silver, tea and opium were bartered between the countries. This trade strategy was a smart scheme by the British to gain personal benefits. During this trade, India was merely an instrument for the British to produce the opium that they intended to sell to china in return for tea and silver which was exported to Britain. China played a major role in this trade as it was the sole producer and consumer of tea and opium involved in the trade. The East India Company occupied the Indian states of Bihar and Bengal and expanded trade through the port of Calcutta. (Zhong,2010, 86-105) Even though opium smoking was banned except use for medical reasons with licence in 1729 by the Chinese government, illegal smuggling continued. Despite these efforts opium use was increasing significantly and gradually spread from the coasts to the centre of the country. The Chinese officials had become corrupt and excepted bribes from the traders. The British took advantage of this situation and occupied the port of Canton and Macao. After this sudden increase in the use of opium, in 1796, the port of Canton was banned for trade. But this did not last for long as the British did not withdraw. The British started selling opium at the port of Calcutta to local merchants from China who illegally traded the opium into China. During 1830-1839, the entire southern coast of China was under the British monopoly. The Chinese emperor kept reiterating the policies regarding import of opium, smoking and illegal trade throughout the period from 1821 to 1838. During the later periods, death pena lties were also imposed on the illegal drug traders. (Wakeman, 1978) In Britain during this time, the parliament decided to control the trade with China directly through the Crown and not through the East India Company. Representatives from the crown went to convince the Chinese emperor to open trade at Canton and make opium trade legal. The emperor denied this and further in 1839, released a 39- article statute. This stipulated at banning opium at the ports and arresting the consumers to get to the illegal traders. It was a stricter edict that aimed at punishment of the smokers and the traders both locally or internationally. This plan failed as all the informers and officials were associated with the trade and werent ready to surrender. After many failed attempts to control the trade, the Emperor decided to send Lin Zu-xe to control the trade in the ports of canton. Lin Zu-xe took extreme steps to stop the illegal trade by burning the British opium and trying to destroy the British ships. This led to the First Opium War which lasted from 1839 to 1842. This war resulted in the defeat of Lins army and the signing of the Treaty of Nanjing. This treaty was a successful attempt by the British to take advantage of Chinas weakness and demean them further. The treaty opened various ports to the British, Chinese monopolies were removed and ultimately China was completely opened to the west. (Wakeman,1978) By 1853, the exports from china surpassed the imports by the British. The British had to look for strategies to balance out the trade in the triangular trade. They took tea, spices, silk and silver from the Chinese and in return increased the amount of opium imported. The British stressed on promoting the use of opium to increase its demand. Slowly the relations between the Chinese government and the British became extremely coarse and this led to the Second Opium War (1856-1857). The successors of the Chinese emperor also opposed this illegal trade and fought the British but in vain. The joint army of British and French fought this war and defeated the Chinese. The Chinese, humiliated again, had to sign the Treaty of Teintsin. This treaty opened some more ports to the west and also asked china to pay the victory allies silver for their victory. The Chinese protested and denied this payment. The British and French forces marched into Peking and attacked the palace. The Chinese were d efeated and signed the Treaty of Peking which finally legalized opium. (Sheng, 2007) Worst affected victim- China The Chinese government was incapable of protecting its country from this social menace and from the influence of the west which ultimately led to legalizing a dangerous drug. The fundamental forces that led to this include Chinas own weaknesses that worsened during this time and to the major influence from the British. Firstly, China as a country was devastated during the 18th century. The Chinese emperors were against foreign trade from the beginning and were true supporters of Chinese culture. They opposed any kind of trade and barter of goods with the so call western barbarians. (Sheng, 2007) But they were unsuccessful in imposing strict state policies against opium. Even though many serious edicts were issued, the illegal trade continued till it became legal in 1860. Every time the Chinese government retaliated to this kind of illegal trade, the British fought the opium wars and retained its trade monopoly by forcing the Chinese government to open its ports. Also the trade was depleting China of all its resources of silver and spices. The incapacitated Chinese government was economically and financially not able to support itself and the finances of the war that they had to legalize opium to collect taxes that would help pay for the war losses. Also, the country had to deal with floods and comm unal unrest during the same period. There was a vast difference between the rich and the poor in China during this time. The population on the coasts of china was getting richer due to the illegal trade as they sold the goods for trade at extremely high prices. On the other hand, labour class was extremely poor. They were morally and financially very weak to support themselves. They were the major proportion of population that resorted to opium use and became addicts. This addiction increased as opium was very cheap and easily available in the markets. This was when opium was used merely to forget the reality and not for any medical reasons. Even though there were various policies against opium, none of them actually worked because along with the locals, the government and military officials were also corrupt and part of this illegal trade. (Sheng,2007) Secondly, the black-market trade by the British was a driving factor for the spread of this drug. Tea had become a serious commodity for the English and they wanted to increase the imports of Chinese tea. The British captured the port of Calcutta that made it easy to exchange goods between China and India. Initially, the British took tea from china in return for opium. Later their demands were silk and spices in exchange of more opium. The British bribed and bullied china to continue and strengthen their new illicit enterprise. Whenever they sensed resistance from china they fought them to sign one sided treaties. Their major motive was to increase their revenue. The British had already occupies India and wanted complete trade monopoly with China. If they could accomplish that then they would dominate East Asia. One key ethical issue of this trade was that the British had ignored the fact that this dangerous drug was being banned in their own country even when they were illicitly trading it into China to make as much money was they could from this trade. Their visible intention was to exploit this trade in a way to gain maximum profits from it regardless of its affects on the other nation. All the opium from India was being dumped into China. Therefore, opium was a commodity for the Chinese but later it became a forced commodity which was being forced by the British. Therefore, China was facing a severe opium problem which had to be addressed internationally. It was the responsibility of the countries that had deposited tonnes of opium into China and degraded the countrys economy and culture, to amend the mistakes made over the years. The issue deserved an international response through world-wide laws on production and consumption of opiates. International conventions were finally set and laws were formulated in a global context to finally control the narcotic drugs.

P-type ATPases Essay example -- Chemical Biology, Biochemistry

Describe the mechanism of P-type ATPases; select one P-type ATPase and examine how its physiological role has been investigated. The P-type ATPases are a large family of membrane enzymes, with 476 different subtypes categorised in the Swiss-Prot protein information database. The P-type or E1-E2 ATPases were first discovered and categorised by Jens Christian Skou, a Danish physician-turned-physiologist in 1957. Skou discovered the Na+/K+ ATPase, and later shared half of the 1997 Nobel Prize for Chemistry in reward for his work (Skou 1997). As mentioned above, the P-type ATPases have a broad range of interventions, for example, the use of the Digitalis toxin in the treatment of heart failure (Rang et al. 2007). There are 5 broad classes of P-type ATPase, and numerable sub-classes. Human ATP-ases are primarily grouped in classed I, II and IV, with group III consisting of bacterial enzymes, and group V largely unclassified (Stokes and Green 2003). An especially important role of an ATPase in humans is the transport of sodium and potassium ions across the cell membrane. It is this Na+/K+ ATPase that J.C Skou discovered, and worked on for most of his academic career (Skou 1997). The fundamental basis of the P-type ATPase's ability to function is its capacity to form 2 conformational states, E1 and E2. Both of these states are ion-binding, one allowing intramembrane ion binding, and the other with an extramembrane ion binding site. The Na+/K+ ATPase is an anti-porter, transporting Na+ ions out of the cell, and K+ ions into the cell, at a 3:2 ratio (Na:K), against the concentration gradient (Lehninger et al. 2000). The process of transporting ions across the membrane is a 4 step mechanism, as shown in figure 1. Firstly, 3 N... ... a Participant in the Active Transport of Sodium and Potassium in the Human Erythrocyte. Journal of Biological Chemistry 235(6), pp. 1796-1802. Rang, H. P. et al. 2007. Rang and Dale's pharmacology. 6th ed. Edinburgh: Churchill Livingstone/Elsevier, pp. xiii, 829 p. Shull, G. E. et al. 1985. Amino-acid sequence of the catalytic subunit of the (Na+ + K+)ATPase deduced from a complementary DNA. Nature 316(6030), pp. 691-695. Skou, J. C. 1997. The Nobel Prizes 1997. Stockholm: Nobel Foundation. Skou, J. C. 2004. The Identification of the Sodium Pump. Bioscience Reports 24(4), pp. 436-451. Skou, J. C. and Esmann, M. 1992. The Na,K-ATPase. Journal of Bioenergetics and Biomembranes 24(3), pp. 249-261. Stokes, D. L. and Green, N. M. 2003. STRUCTURE AND FUNCTION OF THE CALCIUM PUMP. Annual Review of Biophysics and Biomolecular Structure 32(1), pp. 445-468.

World War I Weapons and Machines

Explain why machine guns could dominate the battlefield in World War 1: Machine guns would change the war because of the fast fire rate, the calibre that can be fired and the distance that the gun can cause fatalities. They were devastating to the opposing side because of the amount of casualties that could be produced, in a far shorter time period due to fire rate and reload time. Machine guns were applied to many things e. g. lanes, tanks and trenches they would assist in stopping the advance of soldiers between the frontlines, because of the far shorter reload time in comparison to a rifle or side arm. There were not many flaws but the small amount are quite substantial, for instance the mobility there was either very little or none because of the vast weight, another fault that surfaced quite regularly was the jamming of firing system and reload mechanism. These flaws were soon overcome with the release of LMG (light machine gun) that was far more manoeuvrable, and was less likely to jam it also could reload substantially faster than its predecessor, but had a smaller calibre. The LMG was dominating during the war for the advancing side because of its compact size, and many other features. During an advance a soldier could drop into a trench and fire upon multiple enemies without have to press the trigger numerous times and/or try and fire using a bolt action rifle which was a very slow means of firing. 2 Outline how the role of aircraft changed during World War 1. Any and all aircraft in the World War 1 were initially used for surveillance and /or scouting the landscape but as the war matured as did the aircraft technology and they soon became weaponized into fighter plans that could hold an arsenal of different machine guns, either for firing upon enemy planes or trenches. These fragile planes were also used for bombing enemy positions or dropping supplies 4 Use your own word to define the following terms: Sump: a form of drainage used to remove water into a low lying area. Dugout: a hole dug in the ground that is covered and used as a shelter for soldiers.

Honey and mumford Essay

Peter Honey and Alan Mumford developed their learning based on the work of Kolb. Their preferred learning styles are Activist, Pragmatist, Theorist and Reflector. These are the learning approaches that individuals naturally prefer and they recommend that in order to maximise one’s own personal learning each learner ought to: Understand their learning style Seek out opportunities to learn using that style  For people to understand their particular learning style Honey and Mumford have developed a Learning Style questionnaire. By knowing your result it means you are able to learn better because you get a better fit between learning opportunities and the way you learn best. This also makes your learning easier, more effective and more enjoyable. You can become an all-round learner, increases your versatility and helps you learn from a wide variety of different experiences. You can improve your learning skills and processes, increased awareness of how you learn and opens up the whole process to self-scrutiny and improvement. Learning styles Activists are people who learn by doing. They need to get their hands dirty, dive in with both feet first. They have an open-minded approach to learning, involving themselves fully and without bias in new experiences.The activities they tend to use for learning are: Brainstorming Problem Solving Group Discussion Puzzles Competitions Role-play Theorist learners like to understand the theory behind the actions. They need models, concepts and facts in order to engage in the learning process. They prefer to analyse and synthesise, drawing new information into a systematic and logical ‘theory’. The activities they tend to use for learning are: Models Statistics Stories Quotes Background Information Applying Theories Pragmatist learners need to be able to see how to put the learning into practice in the real world. Abstract concepts and games are of limited use unless they can see a way to put the ideas into action in their lives. They experiment, trying out new ideas, theories and techniques to see if they work. The activities they tend to use for learning are: Time to think about how to apply learning in reality Case Studies Problem Solving Discussion Reflectors learn by observing and thinking about what happened. They avoid leaping in and prefer to watch from the side-lines. They prefer to stand back and view experiences from a number of different perspectives, collecting data and taking the time to work towards an appropriate conclusion. The activities they tend to use for learning are: Paired Discussions Self-analysis Questionnaires Personality Questionnaires Time Out Observing Activities Feedback from others Coaching Interviews Learning style Honey and Mumford definition Activist â€Å"Activists involve themselves fully and without bias in new experiences. They enjoy the here and now, and are happy to be dominated by immediate experiences. They are open-minded, not sceptical, and this tends to make them enthusiastic about anything new. Their philosophy is: â€Å"I’ll try anything once†. They tend to act first and consider the consequences afterwards. Their days are filled with activity. They tackle problems by brainstorming. As soon as the excitement from one activity has died down they are busy looking for the next. They tend to thrive on the challenge of new experiences but are bored with implementation and longer term consolidation. They are gregarious people constantly involving themselves with others but, in doing so; they seek to centre all activities around themselves.† Theorist â€Å"Theorists adapt and integrate observations into complex but logically sound theories. They think problems through in a vertical, step-by-step logical way. They assimilate disparate facts into coherent theories. They tend to be perfectionists who won’t rest easy until things are tidy and fit into a rational scheme. They like to analyse and synthesize. They are keen on basic assumptions, principles, theories models and systems thinking. Their philosophy prizes rationality and logic. â€Å"If it’s logical it’s good.† Questions they frequently ask are: â€Å"Does it make sense?† â€Å"How does this fit with that?† â€Å"What are the basic assumptions?† They tend to be detached, analytical and dedicated to rational objectivity rather than anything subjective or ambiguous. Their approach to problems is consistently logical. This is their ‘mental set’ and they rigidly reject anything that doesn’t fit with it. They prefer to maximise certainty and feel uncomfortable with subjective judgements, lateral thinking and anything flippant.† Pragmatist â€Å"Pragmatists are keen on trying out ideas, theories and techniques to see if they work in practice. They positively search out new ideas and take the first opportunity to experiment with applications. They are the sort of people who return from courses brimming with new ideas that they want to try out in practice. They like to get on with things and act quickly and confidently on ideas that attract them. They tend to be impatient with  ruminating and open-ended discussions. They are essentially practical, down to earth people who like making practical decisions and solving problems. They respond to problems and opportunities ‘as a challenge’. Their philosophy is â€Å"There is always a better way† and â€Å"If it works its good†.† Reflector â€Å"Reflectors like to stand back to ponder experiences and observe them from many different perspectives. They collect data, both first hand and from others, and prefer to think about it thoroughly before coming to a conclusion. The thorough collection and analysis of data about experiences and events is what counts so they tend to postpone reaching definitive conclusions for as long as possible. Their philosophy is to be cautious. They are thoughtful people who like to consider all possible angles and implications before making a move. They prefer to take a back seat in meetings and discussions. They enjoy observing other people in action. They listen to others and get the drift of the discussion before making their own points. They tend to adopt a low profile and have a slightly distant, tolerant unruffled air about them. When they act it is part of a wide picture which includes the past as well as the present and others’ observations as well as their own.† http://www2.le.ac.uk/departments/gradschool/training/eresources/teaching/theories/honey-mumford Kolb Kolb’s learning theory has four distinct learning styles which are based on a four stage learning cycle. The four learning styles are: Concrete Experience – A new experience of situation is encountered, or a reinterpretation of existing experience. Reflective Observation – Of the new experience. Of particular importance are any inconsistencies between experience and understanding. Abstract Conceptualization – Reflection gives rise to a new idea, or a modification of an existing abstract concept. Active Experimentation – The learner applies them to the world around them to see what results. In this respect Kolb’s theory is particularly elegant, since it offers both a way to understand individual people’s different learning styles, and also an explanation of a cycle of experiential learning that applies to us all. Kolb explains that different people prefer different learning styles. Various factors influence a person’s preferred style, in Kolb’s experiential learning theory Kolb defined three stages of someone’s development and suggests that our propensity to reconcile and successfully integrate the four different learning styles improves as we mature through our development stages. The development stages that Kolb identified are: Acquisition – birth to adolescence – development of basic abilities and ‘cognitive structures’ Specialization – schooling, early work and personal experiences of adulthood – the development of a particular ‘specialized learning style’ shaped by ‘social, educational, and organizational socialization’ Integration – mid-career through to later life – expression of non-dominant learning style in work and personal life. Kolb believes that effective learning is seen when a person progresses through a cycle of four stages: of having a concrete experience followed by observation of and reflection on that experience which leads to the formation of abstract analysis and conclusions which are then used to test hypothesis in future situations, resulting in new experiences. Kolb sees learning as an integrated process with each stage being mutually supportive of and feeding into the next. It is possible to enter the cycle at any stage and follow it through its logical sequence. The process of learning is influenced by a variety of personal factors. A thorough knowledge of these factors will help teachers and parents to understand and guide their child’s learning. Some important factors that can have an influence on a person’s learning are: Fatigue and Boredom – It is more boredom than fatigue that affects students more. The difference between the two is that fatigue is mental and physical tiredness which decrease in efficiency and competency to work. Boredom on the other hand is lack of desire to work. Age and maturation – Learning is dependent upon age and maturation. Learning doesn’t take place unless the individual is matured enough to learn. Some children can learn better at an earlier age while others take more to learn the same content. Interests – Various types of interests of the students can be exploited to facilitate their learning. Their interests during early infancy are mostly limited. As  a child grows their interests diversify and stabilize. Motivation – Motivation is the heart if the learning process. It generates the will in an individual to do something. There are two types of motivation that are commonly recognized. These are – Intrinsic; this type of motivation arises when the resolution of the tension is to be found in mastering the learning task itself. -Extrinsic; this type of motivation occurs when a student pursues a learning task for reasons that are external. For example, if a student engages in construction of a model aero planes because they think it would please their father, who is an ex-pilot, rather than because of intrinsic motivation. Intelligence – Intelligence is expressed by an IQ score on an intelligence test is positively related to learning. Generally students with a higher IQ learn rapidly however this is not always the case. Aptitude – A student who possesses appropriate aptitude for a particular subject of study or skill will learn better and retain it for longer. On the other hand they will require relatively longer time to study a subject for which they lack natural aptitude. Attitude – The learning process is also influenced considerably by the attitude of the student. If they are alert, attentive and interested in the material to be learnt. They are also bound to have a favourable attitude towards it. An attitude like that will enable them to tackle the learning situation economically, pleasantly and effectively. Environmental factors – Surroundings; students may easily get distracted and lose interest in the lesson if they are sat around friends as they are more likely to socialise instead of learn. Relationships with teachers, parents and peers; Relationships are important as bad ones can lead to stress and other problems for example if the student has a bad relationship with their teacher they might act out and may lose interest in doing work so they fall behind and don’t learn the correct stuff. Media; Media can be such a bad influence on most teenage students because of media such as social networking which can be easily accessed through their phone. This means they may be more tempted to use their phones during their lessons to use social networks such as Facebook or twitter. For example if that student is starting to lose interest in their lesson then they may be tempted to use their phones for that reason. I think that there are a few of these factors that influence my own learning process. For me these factors are Fatigue and Boredom Age and maturation Motivation Attitude Environmental factors I always find that my surroundings and social networking have a massive influence on my learning as I tend to get distracted by people around me, my phone, internet and TV. I am more likely to let these distract me if I am bored or don’t have any motivation to do the work. Because of this I often find that I am behind and sometimes struggle with the work I am doing. It’s important for people to learn the correct skills for learning so that our ability to understand and to help you gain the knowledge to increase your abilities to work to your full potential. There are different ways of learning which are: Observation Questioning Use of internet Supervisors Classroom Work experience Having these skills are important as they can make a person better because there is a range of skills that they can use to improve their overall knowledge. These skills impact my learning because of these I am able to improve on what I am taught by teachers by watching it in practice, asking questions to learn more about the subject of work, using the internet to research information about that subject of work, ask for help from teachers, learning supports and other students by asking other students it helps them as well as they get to go over what you are asking so it would tend to stick more. And by work experience so you get to learn while putting information to practice and this gives you opportunities to ask questions.