Analysis paper Coursework Example | Topics and Well Written Essays - 500 words

Analysis paper - Coursework Example The third, which was cheaper, was work sample test because it utilized $55000 to complete the process. The company should select the third method which work sample test because the company will utilize fewer resources as compared to the other methods. It will help the company to save resources to be used in other activities because the process used in all the three methods are the same and targets one objective of selecting 25 applicants. The best people to help the company in assessing the salesmen are the customers. They are the immediate people who know exactly what the salesmen are doing in the field in the process of selling the products. The company should conduct a survey using questionnaires issued to the customers with simple questions on the products, prices, quantity, and customer satisfaction. The questionnaire will ask the customer the products, prices, and quantity of the products, which will be compared with what is issued in the company. The company will know if the customers are overcharged, offered fewer quantities or a different product from those produced by the company. The questionnaires will help the company know if the customers are satisfied with the produce treatment and treatment by the salesmen. The customers will analyze the questionnaires and address any problem the customers are facing or make general improvements. The oil and gas company should survey on the rates of remuneration offered by the competitors to its employees in relation to education level and experiences. After the survey, the company will compare with its compensation to the employees and make slight adjustments in relation to its production costs. The adjustment will help the company to be externally competitive in the market. When it comes to market competition, the company should survey the prices of products offered by the competitors. The company will compare the prices, adjust the prices to more affordable, and influence

A Serious Games Overview Education Essay

A Serious Games Overview Education Essay Computer and video games are normally known understood as a form of entertainment. However, surprisingly and rapidly they are becoming recognized as providing a powerful means for learning and being called Serious Games, both among educators and the game development community. A lot of research is being conducted to explore Serious Games possibilities. This paper investigates the notion of games as means for learning/training Serious Games, will look to the available definitions, investigate its relations with other terms and categories Entertainment/ Learning /Gamification show its applicability, limitations and lastly we will suggest future studies to be conducted about it. Introduction: Todays serious games is a big and serious business; the serious game sector is expected to grow significantly in the medium term. In 7th of July 2010 IDATE (market analysis and consulting firm) released its Serious Games market report where is estimated that serious games in 2010 generated 1.5 billion EUR in revenue around the globe, and that by 2015 sales will be almost seven times what they are in 2010 with an average annual growth rate of 47% between 2010 and 2015. [1] A key question, when discussing serious games, is what the concept itself actually means. Even a brief survey of the literature soon reveals that there seems to be as many definitions available as there are actors involved, but most agree on a core meaning that serious games are (digital) games used for purposes other than mere entertainment. Another question of interest concerns the claimed positive effects of such games, or of applications from related and sometimes overlapping areas Entertainment, Learning and Gamification. In addition to obvious advantages, like allowing learners to experience situations that are impossible in the real world for reasons of safety, cost, time, etc. (Corti, 2006 [2]; Squire Jenkins, 2003 [3]). However, it is not the case that all games are good for all learning outcomes (van Eck, 2006 [4]). The aim of this paper is to take a closer look at some aspects of these issues. A lot of emphasis is putted into gaming, gaming types, gaming advantages and disadvantages. There been many studies about it, as people looking to it as the new innovative way that may enhance our life. We will start our research by defining Games in general to subset from it Serious games, then explore SG definitions, explore SG relation with Entertainment games, Learning and Gamification. After that we will look to SG attributes, applicability, limitations to finally suggest some potential research area. An overview of Games: This paper focuses on the domain of serious games and since SG is a subset of games we will take first a look at Game definition to conclude from their a start point for our research. A game is a system in which players engage in an abstract challenge, defined by rules, interactivity, and feedback, that results in a quantifiable outcome often eliciting an emotional reaction. By Koster is his seminal work A Theory of Fun [5] According to Caillois play and games fall on a continuum between what he terms ludus, rule bound games and paidia, anarchic playing, therefore we need first to differentiate between game and play. Whereas the word play is used for games as well as for toys, there is a difference. Following Caillois concept in his book Man, Play and Games (2001)[6] we can light on the difference, Caillois describes paidia and ludus as two poles of play activities. Where paidia (playing) describes free-form, expressive, improvisational behaviors and meanings, ludus (gaming), on the other side, characterizes rule-based playing with determined goals. In matter of serious games we are talking about ludus with a context of having a purpose behind playing the game. So we can define play as it is less the opposite of seriousness than the vital ground of spirit as nature, a form of restraint and freedom at one and the same time. (Gadamer, 1986) [7] The Concept of Serious Games: The term serious game is not new; the first time term was introduced by Clark Abt who discussed the term in his Serious Games book in 1970. [8] Serious games usually refer to games used for training, advertising, simulation, or education that are designed to run on personal computers or video game consoles. However searching the web, a number of different definitions are available, such as: Games that do not have entertainment, enjoyment, or fun as their primary purpose (Michael Chen, 2006, p. 21) [9] The use of computer game and simulation approaches and/or technologies for primarily non entertainment purposes by (PIXELearning.com, 2006) [10] Game-based learning/serious games is all about leveraging the power of computer games to captivate and engage end-users for a specific purpose, such as to develop new knowledge and skills. According to Corti (2006, p.1) [2] Serious game is a mental contest, played with a computer in accordance with specific rules, that uses entertainment to further government or corporate training, education, health, public policy, and strategic communication objectives. by Zydas (2005, p.26) [11] When comparing serious games with just computer games, Zyda argues that serious games have more than just story, art, and software. It is the addition of pedagogy (activities that educate or instruct, thereby imparting knowledge or skill) that makes games serious. However, he also stresses that pedagogy must be subordinate to story and that the entertainment component comes first. [11] Some consider fun the prime factor in games and education and, according to Prensky (2001) [12], games should be fun first and then should encourage learning. Similarly, Michael and Chen (2006) [9] argue, with regard to serious games, that the main point is to get players to learn something, and, if possible, have fun doing it. Fun, however, is neither the only form of entertainment, nor the only way to engage players in a game. Besides fun, there are several elements that contribute to players engagement. According to Corti (2006) [2], the motivational virtues of video games are what initially attract training and development professionals to turn to game-based approaches, but there is a lot more to game based learning/serious games than simply using fun as a means to engage learners. Related Concepts to serious Games: There are related and sometimes overlapping domains to Serious Games (Entertainment, Learning and Gamification) which we need to distinguish their relativity to Serious Games. Serious Gaming vs. Entertainment Gaming: An adequate question to ask is how serious games differ from entertainment games. The below table compare Serious Games and Entertainment Games from Michael and Chen (2006) [9] view points where they discuss it from a design and development perspective following four criteria to compare Task/Experience, Focus, Simulations and Communication Serious games Entertainment games Task vs. rich Experience Problem solving in focus Rich experiences preferred Focus Important elements of learning, To have fun Simulations Assumptions necessary for workable simulations Simplified simulation Processes Communication Should reflect natural (i.e., non-perfect) Communication Communication is often Perfect The differences between entertainment games and serious games -Table 1 For serious games it is more important for the players that the model or simulation can be used to solve a problem, than providing rich experiences of the kind sought by hardcore gamers. Further, for serious games it is essential that the most important elements of learning are in focus and that the assumptions necessary for making a simulation workable are correct, which if not; the simulation will teach the wrong kinds of skills. Entertainment games, on the other hand, allow players to focus on the fun parts and to use a number of techniques for simplifying the simulation processes. In serious games, Michael and Chen (2006) [9] argue, it may be important to rethink the use of such simplifying techniques. For example, serious games should respond more to the conscious decisions made by players than to chance, and therefore randomness may be inappropriate. Another example is communication, which often is perfect (i.e., without delays and misunderstandings, etc.) in entertainment game s, whereas some serious training applications should rather reflect that communication hardly perfect. As with simulations and serious games, the distinction between entertainment games and serious games is not very clear either. It is evident that it is the goal of the first to entertain, and of the latter to educate/train/inform the player. However in some situations entertainment games are used for serious purposes as well. In addition to that serious game designers, researches argue that fun can be a crucial element to motivate a player to continue playing a serious game. SG and Learning: The recognition and adoption of games as learning technologies has helped educators in utilizing games as a means for providing serious learning opportunities for players. With games understood as learning technologies, the question arises as to whats different about the learning when games compared to that typically within schools. One of the more obvious differences resides with the control afforded to the learner as player, where the state of control is typically afforded to players in games and teachers in schools. Games, therefore, present a learner-centered approach to learning, whereas traditional education presents a teacher-centered approach. The other different is that in games it is up to players to construct for themselves, their own knowledge, whereas in the latter, it is up to teachers to transfer knowledge to the learner. So the two processes of teaching and learning can be argued as quite different. Learning can be understood as a process whereby learners active construct knowledge through experience and interaction, whereas teaching traditionally is a process by which teachers distribute knowledge to learners through transmission The design of serious games games with a focus on education should be about creating meaningful experiences and activities for players, rather than a means for transmitting knowledge from the game to the player Serious Games and Gamification: Serious games and gamification are both trying to solve a problem, motivate people, and promote learning using game-based thinking and techniques. Serious games tend to take the approach of using a game within a well-defined game space, while gamification tends to take the use of a game outside of a defined space and apply the concept to items like walking up steps piano stairs. So we can say that serious games are created by using game-based mechanics, philosophy, and game thinking to engage people, motivate action, promote learning, and solve problems. In other words, they are created through the gamification of traditional learning content. [8, 11, 13] Serious Games Attributes: Now after defining serious game and discuss it, in relation to other related concept, we need to highlight some of the common game attributes that must be taken in consideration when developing it .These are some suggested attributes by Anne Derryberry [14]: Back-story and story line: Every game has a story upon which it is based, and a story line that it follows, even if inferred. The story line is not the game play itself, but rather the rationale for the game play. Game mechanics: These handle all the specific functions within a game, including such things as how the games physical world behaves; in-game weather; and the actions a character takes when given a command. Rules: The corollary to game mechanics are the rules of the game ,the constraints in game play that exist on every players actions and abilities Immersive graphical environment: This is the sensory representation of the experience layer of the game, including 2D/3D graphics, sound, and animation. This environment can be static (it resets at the end of each player session) or persistent (it continues to evolve even when a player isnt logged in). Interactivity: This focuses on the impact a players actions have on the world and includes issues of persistence and player interaction Challenge/competition: This is at the heart of any game. The competition might be against the game, against ones self, or against other players. Risks and consequences: These must attend every challenge, but they exist in the safe game environment where the consequences of an action or decision do not impact the real world. Serious Games Advantages: The idea of using games for work and in workplace generates a lot of excitement and appeal to both employer and employees. This excitement is a result of the advantages games. Some of this advantageous are as follows [15]: Engagement: Games are compelling and maybe addictive and the engagement it produces is hard to match with other training methods. Games feel safe: Games provide a safe place to practice, where learners know they will not be penalized for their mistakes. Playing games can be a safe place to try different approaches, to experiment, and to make mistakes and to fail. Reduce Cost and Complexity of training: The cost of developing game is usually lower than cost of other types of training. Get direct feedback: It is often possible for the educator to watch or replay complex learner actions during the game, something that would be difficult to achieve in a real-life demo. Situated cognition: Games are effective partly because the learning takes place within a meaningful (to the game) context. What you must learn is directly related to the environment in which you learn and demonstrate it; thus, the learning is not only relevant but applied and practiced within that context By researcher Van Eck, The most common application areas for Serious Games are: Health Care: Applications range from patient treatment to health education for medical practitioners. As an example of SG in medical staff training, haptic technology provides people a sense of touch in computer-generated environments [16]. Military/ Government: Using game-based simulations, the military saves significant amounts of money, cutting expenditures in fuel, ammunition, maintenance, and so on. In addition, games are generally orders of magnitude safer than live training while still offering significantly realistic and useful training experiences. For example, Americas Army [AME 05] [17] Corporate: The use of games in the corporate environment represents one of the fastest growing sectors of the serious games industry. Companies like IBM, CISCO and other technically savvy companies already use simulations and games to motivate staff to learn specific job-related skills [18] Games for Good: Games for Good leverages game mechanics for social benefit. Games created for this segment of the industry hope to teach, train or simply generate awareness of a topic, an issue or a societal problem, therefore creating change in thinking, actions or attitudes. Ex: Games that teach young people to become globally conscious citizens, contributing their own solutions to social issues [18] Education: Games are changing the way children learn, helping them think differently and stimulating new ways people of all ages can use their minds. Limitations of Serious Games: Although games can be effective learning environments, not all games are effective, nor are all games educational. Similarly, not all games are good for all learners or for all learning outcomes. By- Diana Oblinger, 2006 Some of the possible issues that may limit Serious Games benefits and that need to be considered are as follows: Playing the game becomes more important than the learning Cost of producing a game exceeds learning return on investment Game takes a long time to produce and is ineffective at training Game too easy or too hard Learning curve to start playing game is too high for the target audience Learner remembers game but not content Other learning tools may be more effective Information incomplete or inaccurate in the game The game is too difficult to maintain or keep up to date Keys to Success in Serious Games How to make it work? How to ensure the purpose of the serious game is achieved? Suggesting here some tips to make serious games achieve its purpose and get the ultimate desired result. [19, 20, 21] Know your target audience: People are different and so can be learners who will like different types of games, so its recommended to provide more than one game, targeted to different audiences as to cover the different needs of people. Focus in on specific objectives and outcomes: Choose a game that supports the learning objectives and content, but balance this with the requirements of game play. Dont make the game too easy: Easy learning games do not produce good learning outcomes. Learners are more likely to remember when things go wrong Use competition and/or collaboration: As competition motivates learners and collaboration allows social learning that is effective in motivating behavioral change. Test: Even the simplest games can have unexpected faults. Consider having learners create their own games: This can be useful exercises because it requires the student to think through the subject thoroughly and think of challenges they may like to have. Future Research: How to prove that Serious Games business is really worth it and how to calculate the ROI? I believe this is one of the hardest question facing serious games, as such a 1:1 relationship between a game and a desired outcome is often hard to tease out in something as nebulous as diversity training. Another interesting search area will be a Customized Serious Games design represents a new, complex area of design for the game world. Where designers have unique opportunities to make a significant contribution to game design, by organizing game play to focus on changing, in a predefined way, the beliefs, skills, and/or behaviors of those who play the game, while preserving the entertainment aspects of the game experience all based on different users needs. Conclusion: The fact that games are part of our everyday life in one way or another cannot be ignored; and examples can vary from our direct gaming plays a game on your smart phone or online using your social network profile with your direct intent to play to indirect gaming collecting points via grocery shop cards without your intent to play. Games main goal is entertainment, but they have more universal applicability that gave extra functions in various aspects of everyday life. Which produce Serious Games, the games that are intended to not only entertain users, but have additional purposes such as education and training. They can be similar to educational games, but are primarily focused on an audience outside of primary or secondary education. Serious Games can be of any genre and many of them can be considered a kind of edutainment, but the main goal of a serious game is not to entertain, though the potential of games to engage is often an important aspect of the choice to use games as a teaching tool. When deciding to use a game for training, its important to clearly state your learning objectives and to determine exactly what advantages the game will provide to the player. If the game is too easy or too hard, or does not focus on the objectives, it may simply waste the learners time. Depending on the type of game you intend to use, you may need to go through a substantial testing phase to ensure success. A serious game is usually a simulation which has the look and feel of a game, but is actually a simulation of real-world events or processes. The main goal of a serious game is usually to train or educate users. Furthermore, in order to stimulate the learning effect of the players/trainees experiments, direct feedback from the game on the actions of the players is essential. Designing effective, engaging serious games requires theoretical understanding of learning, cognition, emotion, and play.

Ancient Civilizations :: History

While reading chapter one in our text book, I learned about the ancient civilizations that are no longer around. I noticed how different their cultures were from ours today. However, those are the foundations of who we are. Starting with the Paleolithic people, they were the groundwork for all humankind. Life for them was basic and simple. They didn?t wake up and wonder what they were going to wear. The men were hunters and gatherers, and the women were caregivers and producers. That is a theme relevant to even today. (men being dominant, etc?). As I read on, humans began to evolve after years and years. Soon humans were able to build structures using the post and lintel system. It seems the more we evolved the more we learned, and the more survival of the fittest played a part in the development of humans. I found the story of Gilgamesh very interesting. The fact he was seeking immortality but unable to attain it, represent humans always wanting things they can?t have. This is something everyone can relate to. It also incorporated the flood/ark part which I thought might have a connection with Noah?s ark ? especially since the time periods were very similar. One thing that sparked my curiosity, was how all of the ancient civilizations used hieroglyphics or symbols to communicate in writing. Today, many countries and cultures do not. They use the letters for their words and phrases. In fact, hieroglyphics is not really used in any place. The closest thing is probably Hebrew and Arabic which were derived from the ancient civilizations. Although not in America so much, religion is still a prevalent factor in cultures today just like they were in Egypt and Babylon. The old Kingdom had a very interesting method of ?judgement.? The Book of Dead was the evaluation was a huge part of their lives. Similar to our judgments found in some religions today. I think the middle kingdom was a time to learn and discover new theories and methods and time to figure out what works and what doesn?t. Prince Mentuhotep II was the leader and reunited Upper and lower Egypt. This was a great accomplishment because it brought peace and enabled the culture to prosper. The impression I got from the Old Kingdom to New, was that the old kingdom maintained traditions in the books.

Evidence Based Practice Aseptic Technique for Peripheral IV Insertion Essay

The significance of asepsis in the intravenous IV therapy is integral in the modern patient care because of the increased patients number requiring IV therapy due to changes in patterns of prescription and the today’s illnesses which has acute nature (Bofah et al, 2012). Peripheral Intravenous Cannulation according to Bofah et al (2012), is a procedure in which patent’s skin is punctured with a needle allowing a device to be temporarily inserted into the hand or forearm veins in administering intravenous medications or fluids, although other body sites can be used. It is vital to use intravenous drugs in the management of the patients who are hospitalized. The infections linked to the intravenous therapy may affect the blood stream or the skin around the insertion site of the catheter (Bofah et al, 2012). For this reason, Bofah et al (2012) suggested that general infection control and universal precautions measures need to be taken into considerations when undertaking a clinical procedure. However, specific measures need to be taken into consideration when administering intravenous therapy especially those in the home setting and the vulnerable patients. Kampf et al (2013) conducted an observational intervention study on â€Å"Improving Patient Safety during the Insertion of Peripheral Venous Catheters. The aim of the study was to determine the application of specific steps for peripheral venous catheters insertion in clinical practice and implementation of a multimodal intervention with an aim of improving both optimum order and compliance with the steps. Results indicated that 202 insertions were observed during the intervention period and 207 in the control period (Kampf et al, 2013). Compliance significantly improved for 4 to 5 steps that are 11.6% – 57.9% for disinfection of hand before contact with the patient (Kampf et al, 2013). Skin antisepsis of the site of puncture compliance was high after and before intervention (99% after and 99.5% before). Specific steps performance in the correct order also improved, which is from 7.7% – 68.6% when 3-5 steps were done. From the description of the intervention by partici pants, 46.8% said it was helpful, 46.8% as neutral and 6.4% as disruption (Kampf et al, 2013). This indicated that a multimodal strategy, of improving compliance with peripheral venous safety steps of insertion of catheter and optimum procedure performance, was effective and regarded as helpful by the health professionals. Bofah et al (2012) conducted a study, â€Å"Peripheral Intravenous Therapy: Focus on Asepsis Systematic Literature Review.† The aim of the study was to describe the principles that are involved in the preparation, management and administration of peripheral IV in the clinical setting. Systematic literature review was conducted on the published studies describing asepsis principles involved in the preparation, management and administration of peripheral IV in the clinical setting from the year 2005 to 2012 January (Bofah et al, 2012). The findings from the 1135 publications suggested that the healthcare professionals should consider the patients always as being susceptible. Additionally, practices of standardizations will help in a reduction of infection risk. Lastly, all healthcare professionals must be educated to ensure procedures and practices are consistent and are adhered to with the day-to-day practices (Bofah et al, 2012). O’Grady et al (2011) developed guidelines for healthcare workers who insert the intravascular catheters and also for the people responsible for control and surveillance of infections in outpatient, hospital and healthcare hoe settings. The report was compiled by members of professional organizations that represent the disciplines of infectious diseases, critical care medicine, surgery, healthcare infection control, interventional radiology, anesthesiology, pediatric medicine, pulmonary medicine and nursing (O’Grady et al, 2011). The guidelines are to provide recommendations that are evidenced based for preventing infections related to intravascular catheter. The major areas of emphasis by the guidelines include (1) training and educating healthcare workers who maintain or insert catheters;(2)using sterile barrier precautions maximally during central insertion of venous catheter; (3) using alcohol with >0.5% chlorhexidine skin preparation for antisepsis; (4) avoiding the routine central venous catheters replacements as a strategy of preventing infection;(5)using sponge dressing that are impregnated by chlorhexidine and short-term central venous catheters that are impregnated by antibiotic/antiseptic if the infection rate is not reducing despite adherence to strategy 1 to 4 (O’Grady et al, 2011). The strengths of the current research of Kampf et al (2013)was that the methodology of observations applied provided direct access to the variables under consideration rather than relying on some form of self-report like asking questions in questionnaires and interviews. The strength of Bofah et al (2012) was that it used 1135 publications that were a good sample size. The guidelines recommended by O’Grady et al (2011) had a strength of the input from different professional bodies and expert hence reliable. The weaknesses of Kampf et al (2013) research is that might be having observer bias hence undermined its validity and reliability. The weakness of Bofah et al (2012) was that systemic review was not done under a set of guideline and standards hence could be unreliable. The weakness of O’Grady et al (2011) is that with the presence of many professionals, coming to a common ground in scenarios of disagreements affects the validity of the recommendations and guidelines. Future research should address pediatric infections and resistant organisms in Aseptic Technique for peripheral IV insertion. There are much evidence supporting current nursing practice on different techniques of IV insertion including aseptic technique. Moreover, guidelines have been provided by a collection of all relevant heath professional and organizations. In addition, the current nursing practice is the best since it is widely used, it is supported by many different researches, and it is standardized. Meaning all healthcare professionals have a standard procedure of practicing as elaborated in the guidelines agreed by all professionals and healthcare bodies. Conclusion In conclusion, the essay discussed the evidenced based Aseptic Technique for peripheral IV insertion. The essay defined Peripheral Intravenous Cannulation before detailing what the paper will analyze. Three studies has been analyzed, and their strengths and weakness discussed. The paper then provided an area for future research before elaborating that there is enough evidence supporting current nursing practice. Lastly, the paper elaborated why the current practice is the best practice. References Bofah, Metropolia Ammattikorkeakoulu, Josephine Adu-tutu, & Lay, Albert Alexander. (2012). Peripheral intravenous therapy : focus on asepsis : Systematic literature review. Metropolia Ammattikorkeakoulu. Retrieved from https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=5&cad=rja&uact=8&ved=0CD8QFjAE&url=https%3A%2F%2Fwww.theseus.fi%2Fbitstream%2Fhandle%2F10024%2F42656%2FBofah_Josephine.pdf%3Fsequence%3D1&ei=hJ_AVKnGHaTV7QagyoCwBA&usg=AFQjCNHQcdW7lEuoXASBbH-A3ZNVZ7-nvQ&sig2=hCJEBzRL69lu8TtTSNFDHQ&bvm=bv.83829542,d.ZGUKampf, G., Reise, G., James, C., Gittelbauer, K., Gosch, J., & Alpers, B. (January 01, 2013). Improving patient safety during insertion of peripheral venous catheters: an observational intervention study. Gms Hygiene and Infection Control, 8, 2.). Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3850230/O’Grady, N. P., Alexander, M., Burns, L. A., Dellinger, E. P., Garland, J., Heard, S. O., Lipsett, P. A., †¦ Healthcare Infection Control Practices Advisory Committee (HICPAC) (Appendix 1). (January 01, 2011). Summary of recommendations: Guidelines for the Prevention of Intravascular Catheter-related Infections. Clinical Infectious Diseases : an Official Publication of the Infectious Diseases Society of America, 52, 9, 1087-99. Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3106267/ Source document

Companionship Essay

Companionship Have you ever had a companion? Well, George and Lennie were great companions! The short novel â€Å"Of Mice and Men† written by John Steinbeck is a novel that teaches you about companionship. The two main characters in this Novel are George and Lennie. This novel teaches you about having a companion in your life. I think comfort and companionship are profound human needs that, when unmet, can destroy the human spirit. George and Lennie are traveling together everywhere looking for jobs to work. This shows that George has Lennie as a companion. When Lennie's Aunt Clara died, Lennie just came along with George working with him all over places. George and Lennie have a good relationship because they have been traveling together for quite a long time. Also, in the novel Slim says â€Å"Maybe everybody in the whole damn world is scared of each other. † This shows that Slim is wondering why more people don't travel together more often instead of traveling alone. Slim is suggesting that people should travel together more often instead of traveling alone. This means, traveling ogether makes people feel more happy and satisfied with their life's. When George killed Lennie at the end of the story for the purpose to give him a peaceful death shows how much of a companion George and Lennie were. Having the guts to shoot your own companion for a good thing like that is a really good companion in my opinion. George new that Lennie made a huge mistake this time and it could not be dodged this time so he made his decision to shoot Lennie. Also during the novel, Curly tells George that he doesn't see many people traveling ogether and laughs at them for traveling together as an odd group. Because Lennie is big and George is small he thought it was odd for them to travel together. This shows he was jealous that he did not have a companion in his life. This shows that comfort and companionship are profound human needs that, when unmet, can destroy the human spirit and mind. There are many people out there who are traveling alone and are very sad and lonely in there life's because they do not have a companion. Most people would love to have companions in there life rather than traveling alone.