tag:blogger.com,1999:blog-62695956071528717272024-03-14T03:02:12.020-07:00Writing numbers in essaysEssay Topics On The Power And The GloryAxton Moonhttp://www.blogger.com/profile/16259303123798796616noreply@blogger.comBlogger22125tag:blogger.com,1999:blog-6269595607152871727.post-66375081685098202982020-08-27T00:12:00.001-07:002020-08-27T00:12:06.710-07:00Chromium Induced Toxicity ResearchChromium Induced Toxicity Research Unique In the current examination, we speculate that cytotoxicity, genotoxicity and oxidative pressure assume a key job in chromium incited harmfulness in SISS, SISK, IEE, IEK, IEG, SICH and ICG cell lines when uncovered for 24 h. Intense poisonousness tests were led on three fish species to be specific L. calcarifer, E. suratensis and C. catla by presenting them to various focus (0, 10, 20, 30, 40 and 50 mg/L) of chromium for 96 h under static conditions and the LC50 was determined. The rate cell endurance was surveyed by various endpoints, for example, MTT, NR, AB and CB measures were acted in seven fish cell lines presented to various convergences of chromium and EC50 estimations of all the four endpoints was determined. Straight connections between's each in vitro cytotoxicity examine and the in vivo mortality information were profoundly huge. Infinitesimal assessment of cell morphology showed cell shrinkage, cell separation, vacuolations and cell expanding at most elevated convergence of chromium (50mg/L). The DNA harm and atomic discontinuity were evaluated by comet measure and Hoechst recoloring, in seven fish lines presented to various groupings of chromium. The consequence of cancer prevention agent boundary acquired show fundamentally diminished catalase (CAT), superoxide dismutase (SOD), glutathione S-transferase (GSH) and Glutathione peroxidase (GPx), and expanded degree of lipid peroxidation (LPO) in all the cell lines after presentation to expanding chromium in a focus subordinate way. This outcomes demonstrates that fish cell lines could be utilized as an option in contrast to entire fish utilizing cytotoxicity, genotoxicity and oxidative pressure evaluation after introduction to chromium. Watchwords: Fish cell lines, Chromium, Cytotoxicity, Genotoxicity, Oxidative pressure 1. Presentation Overwhelming metal contamination of water is a genuine ecological issue confronting the cutting edge world. At worldwide level substantial metals contamination is expanding in nature because of increment in number of ventures (Chidambaram et al. 2009). Mechanical effluents are released into the sewage waterways, streams and water system water, causing significant contamination and wellbeing risks (Baddesha and Rao 1986). Numerous mechanical wastewaters contain overwhelming metals like cadmium, lead, zinc, cobalt and chromium. The harmful overwhelming metals are for the most part ingested and get aggregated in different plant parts as free metals which may unfavorably influence the plant development and digestion (Barman and Lal 1994). Individuals and dairy cattle are seriously influenced when these metals are fused into natural pecking order as it causes bronchitis and malignant growth (Khasim et al. 1989; McGrath and Smith 1990; Nath et al. 2005). Among overwhelming metals, chromium assumes a significant job in dirtying our amphibian condition framework. In nature chromium happens predominately in two valances Cr (III) and Cr (VI). Hexavalent chromium [Cr (VI)] prevails over the Cr (III) structure in characteristic waters. Hexavalent chromium [Cr (VI)] particulates enter the oceanic medium through effluents released from calfskin tanning, materials, chrome electroplating, metal completing the process of, coloring and printing ventures and a few different enterprises. The Cr (VI) enters natural films effectively and causes cell harm by oxidative pressure (Irwin et al. 1997; Begum et al. 2006), its unselective presentation may present genuine impact on sea-going networks including fish. Poisonous impacts of Cr(VI) on enzymological/biochemical (Al-Akel and Shamsi 1996; Vutukuru et al. 2007; Oner et al. 2008), hematological (Gautam and Gupta 1989; Al-Akel and Shamsi 1996), immunological (Prabakaran et al. 2007) boundaries, endocrine poisonousness (Mishra and Mohanty 2009) and genotoxicity (Chen et al. 2011) have been accounted for in numerous teleosts angles. In natural hazard appraisal, a significant part of the poisonousness test on fish has included the utilization of lethality as the endpoint. Then again, in vivo bioassay is costly and requires immense amount of toxicant. The introduction time is just 24 h as restricted 96 h in bioassay, which could diminish the expense of work, lab offices and test time however more critically permit choices to be made all the more quickly. By and by, harmfulness testing with fish is a fundamental piece of natural hazard evaluation methods (Castano et al. 2003). For every one of these contemplations, the turn of events and utilization of in vitro tests that could gauge beginning times of harmfulness in vertebrates speak to a methodology that could be exceptionally helpful to observing natural hazard evaluation (Walker 1999). In the course of the most recent four decades, cell and tissue culture strategies have been refined and have now become a basic apparatus in natural exploration. There are a grea t deal of moral, logical and conservative reasons that help the improvement of in vitro strategies for use in ecotoxicology (Castano and Gomez-Lechon 2005; Bols et al. 2005; Schirmer, 2006; Fent 2007; Taju et al. 2012, 2013, 2014). The utilization of fish cell lines in ecological toxicology has been looked into and decidedly surveyed for the most part with respect to cytotoxicity (Babich and Borenfreund 1991; Castano et al. 2003; Fent 2001). Cytotoxicity appraisals can be promptly utilized to look at various endpoints, including estimations of cell demise (apoptosis), cell practicality, cell morphology, cell digestion, cell connection/separation, cell film porousness, expansion, development energy, genotoxicity and oxidative pressure (Maracine and Segner 1998; Li and Zhang 2002; Shuilleabhain et al. 2004; Taju et al. 2014). In the current examination, three fish species from three distinctive amphibian conditions, Lates calcarifer (Marine), Etroplus suratensis (Brackishwater) and catla (freshwater) were chosen as agents of their particular surroundings to read their appropriateness for intense harmfulness test to assess the likely danger of chromium (Cr). They are astounding food angles with a decent market request in India, Malaysia, Bangladesh and Pakistan. A few endeavors were made to concentrate in vivo intense poisonousness in Sea bass, Etroplus and Catla utilizing different toxicants (Chezhian et al. 2010; Azmat and Javed 2011, 2012; Bhat et al. 2012; Taju et al. 2012, 2013). The seven fish cell lines to be specific SISK and SISS cell lines got from L. calcarifer (Sahul Hameed et al. 2006; Parameshwaran et al. 2006b), SICH and ICG cell lines got from C. catla (Ishaq Ahmed et al. 2009b; Taju et al. 2014), and IEE, IEK and IEG cell lines got from E. suratensis (Sarath Babu et al. 2012) were utilized as in vitro measures to assess the cytotoxicity, genotoxicity and oxidative pressure presented to chromium. The aftereffects of in vitro cytotoxicity were contrasted and the consequences of in vivo intense poisonousness test utilizing fish. The utilization of these cell lines for harmfulness evaluation of chromium as opposed to living fish is suggested. 2. Material and strategies 2.1. Synthetic concoctions and reagents Tissue culture media and synthetic concoctions were gotten from GIBCO (Invitrogen Corporation, USA). Potassium dichromate (K2Cr2O7), EDTA, Trichloroacetic corrosive, DTNB [5,5-dithio-bis-(2-nitrobenzoic acid)], Thiobarbituric corrosive, Hydrogen peroxide, Nitro blue tetrazolium (NBT), Riboflavin, Hydroxylamine-HCl, Triton X-100, Ethidium bromide, Methanol, Acetic corrosive, Sodium chloride, Sodium hydroxide and Coomassie Blue was bought from SRL synthetics, India. 2.2. Assortment of exploratory creatures Lates calcarifer and Etroplus suratensis were gathered from Central Institute of Brackishwater Aquaculture (CIBA), Chennai. Catla was gathered from a nearby lake in Walajapet, Vellore District, Tamil Nadu, India. The exploratory fishes were 2 3 g in body weight. Examples were moved live in oxygen packs or basins to the research center, acclimatized and kept up for 20-30 days in a saltiness scope of 5-10 ppt for E. suratensis, 20-25 ppt for L. calcarifer and in freshwater on account of C. catla (23-28oC) under a surrounding photoperiod in the research facility for 10 days before tests. The fish were taken care of with business pellet feed two times every day and starved for 24 h previously and during the examinations. 2.3. In vivo fish intense harmfulness test Fish intense harmfulness tests were directed by uncovering E. suratensis, L. calcarifer and C. catla (N = 10 for each aquarium) for 96 h to chromium under static conditions (OECD 203, 1992). Five distinct fixations chromium i.e., 0, 10, 20, 30, 40 and 50 mg/L weakened with seawater (5 ppt) and freshwater while control with ocean water and freshwater alone were tried to decide the LC50 (focus at which half of the fish populace bites the dust). The aquaria had a working volume of 30 lit dependent on the body weight of fishes (1 g fish/L). Dead fishes were checked and expelled quickly consistently. All the examinations were directed in triplicates. Mortalities were recorded after the rule for fish intense harmfulness OECD 203 (1992). 2.4. Fish Cell lines An aggregate of seven cell lines built up from various organs of L. calcarifer (SISS-seabass spleen, SISK-kidney), E. suratensis (IEE Etroplus eye, IEG gill, IEK kidney) and C. catla (SICH Catla heart, ICG gill) were tried for their sensitivities to chromium. These fish cell lines were spread at 28oC in Leibovitzs L-15 medium (pH 7.0 - 7.4) with 2mM L-glutamine, 10% fetal ox-like serum (FBS), penicillin 100 IU/ml and streptomycin 100 Ãââ µg/ml. The osmolarity ran from 300 to 360 mOsm kg-1. These cells were sub-refined each 2-3 days utilizing standard methodology. Cells at exponential development stage were collected and utilized for in vitro cytotoxicity tests. 2.5. In vitro cytotoxicity test utilizing fish-determined cell lines SISS, SISK, IEE, IEK, IEG, SICH and ICG cells at exponential development stage were gathered and weakened to a convergence of 105 cells/ml in Leibovitzs L-15 medium with 10% FBS. After tumult, the cells were added to each well of 96-well tissue culture plates at the centralization of 2 x 104/well and brooded for the time being at 28oC. After brooding, the medium was expelled and the cells were re-taken care of with medium c Axton Moonhttp://www.blogger.com/profile/16259303123798796616noreply@blogger.com0tag:blogger.com,1999:blog-6269595607152871727.post-10184002793348813972020-08-22T10:00:00.001-07:002020-08-22T10:00:08.349-07:00What is succession planning?Progression arranging can be viewed as a companyââ¬â¢s visa to guaranteeing its manageability and business congruity. Associations, large or little, have their able and persevering individuals as their spine. Without them, their prosperity won't be conceivable regardless of whether they put in a great deal of interest in high innovation and propelled apparatuses. Itââ¬â¢s a certain something, however, to have a pool of qualified and high-potential ability; itââ¬â¢s something else to guarantee that they are in the correct situations to augment their gifts and continue their inspiration. The issue comes in when a representative who is as of now possessing a basic capacity gets incapable to play out their obligations for reasons unknown. The organization should then have the option to recognize a key ability from inside the association who can top off the void, and this is the place progression arranging becomes possibly the most important factor. Progression arranging is an activity that organizations do to discover that they have solid, experienced and proficient ranking directors who can fill in as coaches to promising junior officials who can (and will one day) take on progressively basic jobs and ideally lead the organization to more noteworthy achievement. Progression arranging is tied in with ensuring that there is a certified and able chief who can accept more prominent obligations as the need emerges and at some random time. Like in any games group, the mentor depends on a profound seat of ââ¬Å"second teamâ⬠individuals to supplant a ââ¬Å"starterâ⬠player when fundamental. Furthermore, progression arranging is secured on the companyââ¬â¢s vital objectives. For example, if the organization chooses to grow its business past its present assistance zone, top administration needs to distinguish qualified abilities who can possess new posts because of another arrangement shut or supplant ranking directors in the parent organization who will be approved to the auxiliary. This implies top administration should continually be keeping watch for potential changes inside the association and rapidly recognize the labor ramifications of these turns of events. Associations that have effectively regulated progression arranging in their association have coordinated it into their everyday business tasks. Progression arranging is a nonstop action and not only an intermittent thing. Key Elements of Succession Planning The initial step to a fruitful progression arranging is having a complete and compelling ability mapping and evaluation framework. Here, the organization needs to characterize the abilities set and skills required for a specific position and/or work so as to assess if every one of its representatives are put in the position that is generally appropriate for them. Also, the organization ought to have the option to distinguish and give advancement openings and development regions for each key representative. Moreover, the organization ought to order a representative as a high-potential ability, normal entertainer or one that is problematic and unmotivated. This is to ensure that the organization apportions additional time and assets to build up the ideal individuals for the activity. This implies a high-potential ability will be given all the more preparing and advancement programs and will be presented to more development open doors contrasted and a normal entertainer. Another key component in progression arranging is to guarantee that there is a customary presentation assessment framework set up particularly for key and rising gifts in the association. For most organizations, this is done yearly; for some semi-every year or even quarterly. Whatever the case is, the organization should set clear, quantifiable, quantifiable and practical focuses against which a representative will be assessed. Through this, top administration will have the option to see who among their representatives are performing admirably against their expectations. On the off chance that there is a nonperforming representative, the organization should discover the fundamental reason for this since it may be an instance of crisscross between the employeeââ¬â¢s abilities set and the job that the person is being approached to perform. The organization at that point ought to rush to correct this issue by moving that worker to a progressively fitting situation for him and locate an increasingly appropriate ability who can assume their position. Organizations ought to likewise set up a coaching instrument and urge their ranking directors to consistently have an understudy who they think can expect their jobs later on. This understudy or student will shadow the ranking director and help the person in question perform basic undertakings to build up the required initiative and the executives abilities. Besides, organizations should encourage a workplace where there is stream of data from higher ranking than junior administrators and the other way around. Ability maintenance is likewise a significant component in progression arranging. Organizations ought to put resources into making their workers cheerful and fulfilled by giving money related (e. g. prizes and motivating forces) and non-money related ââ¬Å"giftsâ⬠(e. g. representative acknowledgment programs, great human services plan, preparing and advancement projects, protected and sound workplace, and so on ). This, at that point, permits more opportunity for prepared chiefs to move their insight and offer their experience to their more youthful partners with the goal that when the opportunity arrives, junior officials can step capable. Advantages of Effective Succession Planning A viable progression arranging can achieve benefits both to the organization and the workers. Initially, the organization can be guaranteed of a steady business moored on a solid senior supervisory crew and a similarly dependable pool of second stringers made out of prepared and prepped junior workers. This, thus, will make financial specialists and investors progressively certain about the fate of the organization, which ideally prompts expanded investor esteem. With respect to the clients, they will likewise be guaranteed that their specialist co-op is in acceptable hands and will have the option to take into account their drawn out necessities. In addition, great progression arranging will spare the organization time and cash in remotely sourcing the ability who can best fill in the empty position. Outside gifts, regardless of how splendid they are, need abundant time to comprehend the business and mix with the association. In a similar way, representatives will profit by a powerful progression arranging framework as this will meet their profession improvement necessities and make their current and future jobs more clear. High-potential representatives will likewise welcome the companyââ¬â¢s considering them and furnishing them with increasingly top-level preparing and advancement programs. They will most likely feel that they are offered significance to by the organization. At long last, progression arranging gives representatives a feeling of security, realizing that they have a drawn out vocation way with the organization. This, thusly, will make the workers increasingly spurred, hopeful and forward-looking. Axton Moonhttp://www.blogger.com/profile/16259303123798796616noreply@blogger.com0tag:blogger.com,1999:blog-6269595607152871727.post-6942299754109924652020-08-21T07:42:00.001-07:002020-08-21T07:42:19.867-07:00My Second Fifth WeekMy Second⦠Fifth Week Okay, so its been inexcusably long since I last wrote here. This is probably a good indicator of how busy one can get at MIT if he or she tries. :-) Physics is a continual thorn in my side, but everything else seems to be going well. The weather has been great the past couple days, Ive been meeting with various faculty to shape the perfect path for the future, Ive been working on some projects on the side Ultimately, though, what Im here to do is tell you about life at MIT. Selections all over and the fate of the MIT Class of 2010 is (more or less) set in stone. Youre eagerly awaiting your decisions now, for the first time ever, *online* and Im here thinking about how awesome CPWs going to be next month. I cant wait to meet you all, really! French class is a lot of fun, and were investigating some interesting topics in my intercultural communication course. In the next couple of weeks, Ill write a five-page paper on the different communication cultures of men and women, with preparatory reading of You Just Dont Understand by Deborah Tannen. It sounds more like a marriage counseling book than like something youd come across at MIT, but I suppose most anything can be defined as a culture. Indeed, we spend the first class day doing just that. :) Ive kept a strong outlook of what lies ahead, especially as the second semester wears on. I continue to lean toward a major in management science, with a keen focus on transportation systems through a concentration in operations research, and minors in Applied International Studies, and in something within the urban studies/planning program. And for later, Im looking at the MS in transportation offered by the civil engineering department. After a long week of homework and meetings, I took today off and went for a walk around downtown Boston. I hadnt talked to my Dad in about a week, and so just as I was holding an ice cream cup near the theater district, he called. I had to balance the cup on a concrete post for a few minutes before I could explain that it would be a lot better if I could call back later. :-P Okay, thats that. If I had something truly interesting to write, Id be writing it, but sometimes classes just hum along, the days substance providing for little reflection. How are you guys spending these pre-Spring Break days, and furthermore, what are you doing for Spring Break? Axton Moonhttp://www.blogger.com/profile/16259303123798796616noreply@blogger.com0tag:blogger.com,1999:blog-6269595607152871727.post-50284090119162538972020-05-25T02:01:00.001-07:002020-05-25T02:01:03.452-07:00Analysis of Platos Allegory of the Cave Essay example Analysis of Platos Allegory of the Cave Platos Allegory of the Cave presents a vision of humans as slaves chained in front of a fire observing the shadows of things on the cave wall in front of them. The shadows are the only reality the slaves know. Plato argues that there is a basic flaw in how we humans mistake our limited perceptions as reality, truth and goodness. The allegory reveals how that flaw affects our education, our spirituality and our politics. The flaw that Plato speaks about is trusting as real, what one sees - believing absolutely that what one sees is true. In The Allegory of the Cave, the slaves in the caves know that the shadows, thrown on the wall by the fire behind them, are real. If they were toâ⬠¦show more contentâ⬠¦The people must teach the others of the reality outside of the cave, outside of the slaves reality. These are the philosophers. The capacity to learn exists in the soul. Humans need to use their whole soul to learn, not just use their eyes. Plato writes, the power and capacity of learning exists in the soul already; and that just as the eye was unable to turn from the darkness to light without the whole body, so too the instrument of knowledge can only by the movement of the whole soul be turned from the world of becoming into that of being. (Jacobus 320). According to Plato, human beings misperception about reality also affects ones spiritual growth. When the slave makes the ascent and sees the sun, he might mistake it for God. Plato writes, He will then argue that this [the sun] is he, the guardian of...the visible world...the cause of all things (Jacobus 318). Having moved from darkness into light, the slave comes to the conclusion that this bright light must be God. Plato argues that one?s soul holds knowledge of what is true. When one learns, one simply remembers. People originate from Heaven where they knew the truth. In the Bible it states, Though outwardly we are wasting away, yet inwardly we are being renewed day by day (Corinthians II, 4:16). One is renewed day by day by remembering things that their soul knows, but that they have forgotten. Plato discreditsShow MoreRelatedAnalysis Of Platos Allegory Of The Cave864 Words à |à 4 PagesOn the surface of Platoââ¬â¢s ââ¬Å"Allegory of the Caveâ⬠it is just a simple piece, but the main purpose of the piece is to explain people living in a world of face value and having individuals break free from the main idea to create a new sense of what the world is truly about. In here, Plato uses the writing style of allegory to encompass the use of imagery and symbolism to explain his purpose. He also uses very clever dialogue with constant repetition to represent a bigger idea about the philosophy withRead MorePlatos Allegory of the Cave - Analysis and Summary973 Words à |à 4 PagesPlatos Allegory of the Cave - Analysis and Summary The Allegory of the Cave by Plato represents an extended metaphor that is to contrast the way in which we perceive and believe in what is reality. The thesis behind his allegory is the basic opinion that all we perceive are imperfect reflections of the ultimate Forms, which subsequently represent truth and reality. In his story, Plato establishes a cave in which prisoners are chained down and forced to look upon the front wall of the caveRead MorePlatos Allegory of the Cave - Analysis and Summary987 Words à |à 4 PagesPlatos Allegory of the Cave - Analysis and Summary The Allegory of the Cave by Plato represents an extended metaphor that is to contrast the way in which we perceive and believe in what is reality. The thesis behind his allegory is the basic opinion that all we perceive are imperfect reflections of the ultimate Forms, which subsequently represent truth and reality. In his story, Plato establishes a cave in which prisoners are chained down and forced to look upon the front wall of the caveRead MoreAnalysis Of Platos Allegory Of The Cave1532 Words à |à 7 PagesIn the allegory written by Plato titled ââ¬Å"Allegory of the Caveâ⬠, Plato discusses the concept of seeking knowledge and gaining wisdom. He uses a story of prisoners trapped into a cave to represent the confines of reality that humans are put into, and a lone prisoner exiting the cave to represent a philosopher seeking a greater understanding. Platoââ¬â¢s writing tells of the flaw that all humans share, which is the fact that we believe our perceptions to be the abs olute, incontestable truth. It is thisRead MoreAnalysis of Platos Allegory of the Cave948 Words à |à 4 PagesPlatos Allegory of the Cave Platos Allegory of the Cave is also termed as the Analogy of the Cave, Platos Cave, or the Parable of the Cave. It was used by the Greek philosopher Plato in his work The Republic to illustrate our nature in its education and want of education. It comprises of a fictional dialogue between Platos teacher Socrates and Platos brother Glaucon. Socrates gives a description of a group of people who spent their lifetime facing a blank wall chained to the wall of a caveRead MoreRhetorical Analysis of Platos the Allegory of the Cave2111 Words à |à 9 PagesEden Scharer Darrin Broadway English III-4 5th December, 2010 From Darkness to Sunlight: An Analysis of the Allegory of the Cave Imagine yourself sitting inside a dark, damp, cave where the only thing you can see are moving shadows on the cave wall in front of you. You canââ¬â¢t move anywhere or see anything besides the shadows, and these are the only things youââ¬â¢ve seen for your entire life, so these moving dark images are the most real things youââ¬â¢ve ever known. At some point in our childhood weRead MorePlatos The Republic: Analysis of the Chapter Entitled Allegory of the Cave588 Words à |à 3 PagesThe Republic comes a chapter entitled ââ¬Å"Allegory of the Caveâ⬠.(ââ¬Å"Platoâ⬠) Platoââ¬â¢s Allegory of the Cave describes ignorance and the process of enlightenment. The cave symbolizes a prison for the mind. Cave dwellers only know of the one reality presented in the cave, yet it is not reality at all. The cave dwellers are ignorant, knowing only one way and not trying to broaden their minds. Plato uses chains and shackles to represent the mental bondage of the cave dwellers. In spite of the bondage, fewRead MoreAn Analysis of Platoââ¬â¢s Allegory of the Cave and the Importance of Light in Discovering Truth1139 Words à |à 5 Pagestranscends the exclusivity of the contemplative and the active lives. He defines the ultimate truth as ââ¬Å"aletheiaâ⬠, which literally translates to mean ââ¬Å"unhiddenâ⬠or ââ¬Å"that which does not remain unnoticedâ⬠. Through his use of the term and his allegory of the cave, Plato makes the strong implication that philosophers must actively seek to discover the absolute truth, rather than relying on t raditional methods of contemplation and the persuasive tone of rhetoric to prove its existence. To better explainRead More Dantes Inferno Essay888 Words à |à 4 Pages Dantes use of allegory in the Inferno greatly varies from Platos quot;Allegory of the Cavequot; in purpose, symbolism, characters and mentors, and in attitude toward the world. An analysis of each of these elements in both allegories will provide an interesting comparison. Dante uses allegory to relate the sinners punishment to his sin, while Plato uses allegory to discuss ignorance and knowledge. Dantes Inferno describes the descent through Hell from the upper level of the opportunists toRead MoreSynthesis of Truman Show and Platos Allegory of the Cave1440 Words à |à 6 PagesCritical Analysis of The Truman Show and Platos Allegory of the Cave When The Truman Show was released in 1998, it was just another popular Hollywood flick, but its story is closely related to Platos Allegory of the Cave. The plot line for the movie follows this classic tale in many ways, some more obvious then others. As with most cinematic treachery, the movies similarities are no coincidence. The writers drew from Platos classic because it is such a universal story and is something Axton Moonhttp://www.blogger.com/profile/16259303123798796616noreply@blogger.com0tag:blogger.com,1999:blog-6269595607152871727.post-77011708114373005332020-05-14T08:55:00.001-07:002020-05-14T08:55:03.906-07:00History of the Artificial Heart The first artificial heart for humans was invented and patented in the 1950s, but it wasnt until 1982 that a working artificial heart, the Jarvik-7, was successfully implanted in a human patient.à Early Milestones As with many medical innovations, the first artificial heart was implanted in an animal -- in this case, a dog. Soviet scientist Vladimir Demikhov, a pioneer in the field of organ transplantation, implanted an artificial heart into a dog in 1937. (It wasnt Demikhovs most famous work, however ââ¬â today he is mostly remembered for performing head transplants on dogs.) Interestingly, the first patented artificial heart was invented by American Paul Winchell, whose primary occupation was as a ventriloquist and comedian. Winchell also had some medical training and was assisted in his endeavor by Henry Heimlich, who is remembered for the emergency choking treatment that bears his name. His creation was never actually put into use. The Liotta-Cooley artificial heart was implanted into a patient in 1969 as a stopgap measure; it was replaced with a donors heart a few days later, but the patient died soon thereafter.à The Jarvik 7à The Jarvik-7 heart was developed by American scientist Robert Jarvik and his mentor, Willem Kolff.à In 1982, Seattle dentist Dr. Barney Clark was the first person implanted with the Jarvik-7, the first artificial heart intended to last a lifetime. William DeVries, an American cardiothoracic surgeon, performed the surgery. The patient survived 112 days. It has been hard, but the heart itself has pumped right along, Clark said in the months following his history-making surgery. Subsequent iterations of the artificial heart have seen further success; the second patient to receive the Jarvik-7, for instance, lived for 620 days after implantation. People want a normal life, and just being alive is not good enough, Jarvik has said.à Despite these advances, less than two thousand artificial hearts have been implanted, and the procedure is generally used as a bridge until a donor heart can be secured. Today, the most common artificial heart is the SynCardia temporary Total Artificial Heart, accounting for 96% of all artificial heart transplants. And it doesnt come cheap, with a price tag of around $125,000. Axton Moonhttp://www.blogger.com/profile/16259303123798796616noreply@blogger.com0tag:blogger.com,1999:blog-6269595607152871727.post-79478418294173932642020-05-06T15:00:00.001-07:002020-05-06T15:00:05.276-07:00Claudiuss Corruption In The Royal Shakespeare - 1638 Words Claudiusââ¬â¢s fascist use of power to force Polonius, Rosencrantz and Guildenstern, and even the halls of Elsinore to do his bidding is not without its consequences; time and time again, the familial bonds and those of friendship are shattered as a result of his corruption, just as countless mirrors in the Royal Shakespeare Companyââ¬â¢s adaptation of the story are. For instance, the incompetent Polonius is struck down at the line: ââ¬Å"How now, a rat? Dead for a ducat, dead,â⬠(3.4.24). In the original text, he is shanked with a blade through a curtain; however, in the film at question, he is shot through a closet door covered in a mirror. As a result, the mirror fractures. The fracturing of the mirror is not merely a literal occurrence, but a changeâ⬠¦show more contentâ⬠¦The broken glass then appears again when the Queen learns of Opheliaââ¬â¢s insanity: ââ¬Å"Her speech is nothing,/ Yet the unshaped use of it doth move/ The hearers to collectionâ⬠¦Ã¢â ¬ (4.5.7-9). Getrude stairs at herself in the shattered pane as she hears this disheartening description of young Ophelia drifting from reality only enough for the hearer to still be able to try to piece together some broken semblance of an anguished thought. Ophelia even steps into the view of the audience by way of standing within the reflection of the cracked mirror, reflecting her own shattered state, but not before Gertrude thinks on the tragedy surrounding the members of the court: ââ¬Å"To my sick soul, as sinââ¬â¢s true nature is,/ Each toy seems prologue to some great amiss,â⬠(4.5.17-18). Looking into what once was a reflection of a whole person, Gertrude is able to see that the now distorted reflection of her own countenance is more accurate than a whole mirror could ever portray, since her family and herself have been shattered. Finally, as Hamlet and Horatio discuss the news of the old school mate s death, Horatio implores, ââ¬Å"Why, what a king is this!â ⬠(5.2.63). This counsel is held, once again, in front of a shattered mirror. Hamlet and Horatio both see the work of the King as a parody of what should be, and know that the root of all of this corruption is the heinous lord of Elsinore. Claudiusââ¬â¢s treachery isShow MoreRelatedHamlet Character Analysis Essay1408 Words à |à 6 Pagesthrone for as long as he does becomes significantly more vivid and understandable for an audience when seen as it was intended, on stage, especially when a seasoned organization such as the Royal Shakespeare Company is given control of the production. The 2009 cinematic adaptation of Hamlet by the Royal Shakespeare Company perfectly portrays the deceit and damage spread by a psychotic man who shattered a kingdom just as a projectile hits a glass pane, causing the creeping branches of madness to spreadRead MoreCorruption of Society in George Orwellââ¬â¢s 1984 and William Shakespeareââ¬â¢s Hamlet806 Words à |à 4 Pages The corruption of society in George Orwellââ¬â¢s 1984 and William Shakespeareââ¬â¢s Hamlet results both in the loss of innocence and the destruction of sanity. Winston from 1984 stood his grounds throughout the book, but the society standards and rules created by Big Brother soon consume him. Similarly, the entire Kingdom of Denmark bombarded Hamlet with betrayal amongst his own family and loved ones such that drove him into madness. This madness spread through both books in revenge of what the corruptedRead MoreWilliam Shakespeares Hamlet Essay3604 Words à |à 15 Pagesforty years and was then in her late sixties. The prospect of Elizabethââ¬â¢s death and the question of who would succeed her was a subject of grave anxiety at the time, since Elizabeth had no children, and the only person with a legitimate royal claim, James of Scotland, was the son of Mary, Queen of Scots, and therefore represented a political faction to which Elizabeth was opposed. (When Elizabeth died in 1603, James did inherit the throne, becoming King James I.) It isRead MoreHamlet and Claudiusââ¬â¢ Power Struggle Essay1852 Words à |à 8 Pagesof the play the power struggle that had been between Hamlet and Claudius comes to a conclusion as Gertrude, Laertes, Claudius and Hamlet die. Throughout the play Laertes, Horatio and Gertrude choose a side to be on, either between Hamletââ¬â¢s and Claudiusââ¬â¢s who both are trying to obtain the utmost power. Claudius is seen in Hamlets eyes as a horrible person because he convicted murder and incest. Claudius had killed the king of Denmark, Old Hamlet, to obtain the position of the throne. He had beenRead More The Character of Claudius in Shakespeares Hamlet Essay2062 Words à |à 9 PagesThe Character of Claudius in Hamlet à à à à Shakespeare presents Claudius as a character with many faces yet the audience can clearly understand his motives and ambition throughout the play. His character does however change and we clearly see how his evilness and weakness increases as his need to escape discovery and his clandestine nature in doing so, is revealed.à à à à à It is in Act one scene two that we are first introduced to the character of Claudius. The impression madeRead MoreNature Of Society In Shakespeares Hamlet1359 Words à |à 6 Pagesable to recognise an uncomfortable and powerful truth, simply living is not being. The play Hamlet was written between 1599-1602 by world renowned poet ââ¬ËWilliam Shakespeare.ââ¬â¢ Being, as Hamlet frames it, requires doing; yet, the power of thought is the very capacity that makes us human, restrains action. Throughout this play, Shakespeare showcases the nature of society in the Elizabethan era by utilising ideas such as revenge and death. Hamlet is often called an Elizabethan revenge play.â⬠We seeRead MoreLaertes And Fortinbras In Hamlet Essay2081 Words à |à 9 Pagesas people: Fortinbras and Laertes are villains, Hamlet is the anti-hero while Fortinbras is the hero of Elsinore thus making Fortinbras the ultimate foil for Hamlet. To begin with, Hamlet and Laertes are both brought up in a similar fashion in the royal court, but they find themselves in a situation where they have to avenge their features and they each approach it in a different way. Itââ¬â¢s mentioned in act one that Laertes is studying in France (1.2.51) while Hamlet is studying in Wittenberg (1.2Read MoreThe Libation Bearers and Hamlet1308 Words à |à 6 PagesThe Libation Bearers and Hamlet Many of Shakespeareââ¬â¢s plays draw from classical Greek themes, plot and metaphors. The tragedies of Sophocles, Aeschylus, Euripides and Homer have themes like royal murders, assassinations by near relatives, the supernatural, ghostly visits, and vengeful spirits of the dead- themes which reappear in Shakespeareââ¬â¢s tragedies with a difference. Shakespeareââ¬â¢s tragic hero Hamlet and Aeschylusââ¬â¢s Orestes have a great deal in common. Both the plays are set in a time when theRead MoreThe Libation Bearers and Hamlet1302 Words à |à 6 PagesThe Libation Bearers and Hamlet Many of Shakespeareââ¬â¢s plays draw from classical Greek themes, plot and metaphors. The tragedies of Sophocles, Aeschylus, Euripides and Homer have themes like royal murders, assassinations by near relatives, the supernatural, ghostly visits, and vengeful spirits of the dead- themes which reappear in Shakespeareââ¬â¢s tragedies with a difference. Shakespeareââ¬â¢s tragic hero Hamlet and Aeschylusââ¬â¢s Orestes have a great deal in common. Both the plays are set in a time whenRead MoreWilliam Shakespeare s The Ghost 2757 Words à |à 12 Pagesthe rank sweat of an enseamed bed,/ Stewed in corruption, honeying and making love/ Over nasty sty.ââ¬â¢). Even though Hamletââ¬â¢s accusations are categorical and sharp, his charges are essentially unfounded fabrications derived from the Ghostââ¬â¢s infuriated divulgence. Moreover, Gertrudeââ¬â¢s state of anguish proves her to be innocent of these allegations, therefore causing Hamlet to gradually relinquish the thought that Gertrude is a participant of Claudiusââ¬â¢s murder and start to consider her as a clueless Axton Moonhttp://www.blogger.com/profile/16259303123798796616noreply@blogger.com0tag:blogger.com,1999:blog-6269595607152871727.post-78965508315746659392020-05-05T16:26:00.001-07:002020-05-05T16:26:10.638-07:00Critical Review on Business Process Management â⬠MyAssignmenthelp Question: Discuss about the Critical Review on Business Process Management. Answer: Introduction: The outcome of research investing years of hard work and dedication has uncovered holistic understanding of business process management and the holistic understanding has described the relation between organizational culture and business process management. According to the article Developing an Organizational Culture Supportive of Business Process Management by authors Sanja Tumbas and Theresa Schmiedel, the effect of organizational culture and its elements on the successful business process management is discussed in this article. According to the authors, business process management and it successful establishment is associated with a supportive environment in the organization; which can only be brought forward with a co-operational and inclusive organizational culture in place (kerlavaj, temberger and Dimovski, 2007F). The statement made by the author indicated at the fact that there are different factors and approaches to a supportive organizational culture that facilitates better and more fruitful business process management in the organization. And in the article the authors progress to evaluate different strategies for developing an organizational culture that will fester the growth and establishment of a sound organizational culture. This assignment will attempt to critically evaluate the article by Sanja Tumbas and Theresa Schmiedel and will attempt to provide an analysis of the article along with criticizing it (Tumbas and Schmiedel, 2013). According to Weske, the culture of given organization serves as the very foundation on which the growth and sustainability of the business process is based on (Weske, 2012). Therefore, it can be said that without the prevalence of an organizational culture that is supportive, collaborative and proactive, successful business process management cannot be achieved. In the article under criticism in the assignment, the authors propose organizational culture as professional values and principles shared by the employees of an organization that is reflected on the cumulative manifestation on their actions and performance as a whole. Therefore, the authors propose that organizational culture has a visible result on the development of the organisational performance and business process management. Other authors have opined that the threat by the dynamic market changes on the organizational culture can be overcome if adjusted with the adequate business process management and supportive and com municative culture in the organization, which aligns with what the authors of this article under review in the assignment have argued. The main purpose of this article is to judge how supportive changes can be implemented to improve the organizational culture in a manner that can facilitate effective business process management (Tumbas and Schmiedel, 2013). The background of this research article can be considered broad, informative and could establish the need for this study; however, details regarding how this study bridges the gap left behind by the literature previously published are not explained perfectly. Aims and objectives: Aims and objectives are undoubtedly a highly important part of the structure, which carefully and succinctly conveys to the readers what the research is aiming to achieve and what questions is the research study is aiming to address (Brocke and Rosemann, 2014). This article lacks an individual aims and objective section, which is undoubtedly a drawback for the article. Although, the article has described in background and introduction opting for a functionalist view for the research study, and the research question asked in the article is How can an organization develop a culture supportive of BPM? which is addressed by a detailed review of literature and a case controlled study. A literature review is known to act as the connection between the data and information available already in the journals regrading the topic of the research being conducted and the need for further investigation that the study under consideration is hoping to achieve. The literature review for this article is extensive, concise and detailed which receives appreciation; the research study has taken the aid of databases like AIS Electronic Library2 , Science Direct, and Ebsco; which are reliable and authentic databases, excellent for academic researching purposes. The screening for relevant articles to include in the research study had been efficient as well, as it excluded anything that is not perfectly aligned with the need and requirement of research study under question. For the structuring of the articles selected and construction of the literature review is concept centric approach which allows the literature to be compartmentalized into different sections for more organized and polished structure to be attained; the research article also provided a table explaining the segmentalization of the articles for better understaffing of the readers which is extremely appreciable (Tumbas and Schmiedel, 2013). Aside from the structure construction of the review, the content selected for this study is carefully and succinctly described as well. In the very first section the review discusses the prevalence of theoretical basis of culture and its role in successful business process management. In this section the importance of CERT values in business process management and culture construction is discussed in detail. CERT stands for the amalgamation of customer retention, excellence, responsibility and teamwork are considered to be the most important basis of successful business process management according to Van Der Aalst; the authors of this research article have explained in detail the how not exercising CERT values in the organization can bring forth culture resistance and in turn affect successful implementation of BPM in the organization (Van Der Aalst 2013). The research study opts of an empirical approach to judges the impact of inadequate organizational culture on the lack of proper BPM in the case selected. Empirical approach taken by the research article: As mentioned above in the assigmment6 the main purpose behind the research article had been to discover strategies to improve the organisational culture characterized by organizational support, cooperation and collaboration to support business process management fluidity. The research article emphasizes on a global IT company ITleader that provides supportive softwares for BPM to other organizations, and the authors hear argue that this case forms an excellent suitable basis to judge how internal process excellence initiative and change management can facilitate supportive organizational culture and help in BPM (Tumbas and Schmiedel, 2013). Concentrating on the methodological procedure selected for this research study, exploratory study shows the qualitative research design based on a case control study. As the main purpose of this research study had been to discover how it later the company chosen for this research study can develop organisational culture that supports and fortified their BPM initiatives, the authors very tactfully compartmentalized the entire research into two distinct phases. The first phase analyses the culture development needs of the company and the second phase comprised of 5 semi structured interviews with the employees in order to understand the employee perception regarding a BPM supportive organisational culture and how it can be facilitated. This empirical approach help the authors to gain an understanding of how culturally fed the organization chosen is actually for the BPM approved selected for this research study and the interview findings help the authors to attend the perspective of the Employees with the scenario (Tumbas and Schmiedel, 2013). The next the next phase for this research study had been to identify the strategies that will help in development of the culture the ideal leader has to maintain a successful business process management scenario. Emphasizing on the CERT values, the research discovered that the organization selected for this research study had much room for improvement in the organisational culture specifically in the sectors of internal customer orientation and accountability. The interview was successful in discovering that organization it essentially proper leadership and Organization in the entire business process management sector, find a motor interview was also successful in discovering that employees have purchased this deficiency in the entire organization culture and business process management as a organization cultural norms and have habituated to the entire process (Ko, Lee and Wah Lee, 2009). The personal excellence initiative taken by the author in this research study has to be apprecia ted as it could uncover the exact needs of the organization and how these needs can be addressed. The entire procedure helped the authors to device the strategies and implements them as well (Tumbas and Schmiedel, 2013). Identification of the strategies and activities: The very first strategy selected was sent out around customer orientation based on both external and internal customers, which encouraged the customers to engage in a activity that will be enhance the efficiency of the employees in customer handling and enforce more involvement in the entire scenario (Harmon 2010). In order to facilitate personal excellence initiative, the scheme of continuous improvement was selected, by taking initiatives like individual incentive system, process performance monitoring, and overall innovation. In order to improve the responsibility or accountability of the employees the help of awareness and clear governance rule was selected and to improve the teamwork of the organization face to face informal interaction, cross functional meetings and open communication was enabled (Tumbas and Schmiedel, 2013). For success for business process management and sustainability of the organisation, and many research studies have established that fact. This research study has been successful in few sectors. First and foremost this article comprises of several research implications, this article has successfully utilized the BPM culture model of worm group and Sunil in order to identify an organisational culture fit for successful BPM, effectively taking the first important steps towards eliminating the gap left Behind in the literature examining how cultural fit can be achieved in order to facilitate excellent BPM (Trkman 2010). vom Brocke and Sinnl have opined that the concept of cultural fit is intricately aligned with performance management and organisational growth. And in order to maintain a sustainable business process management, how comfortable and safe the employees feel in the organization is an extremely essential element (vom Brocke and Sinnl 2011). Organisational culture supports and cooperates with employees they will inevitably be prepared to put the best effort to increase both live performance and quality, which in turn will improve the business process management and make the entire procedure easier and less time consuming (Dumas et al. 2013). This research study has successfully used BPM supportive CERT values which is an essential instrument for management evaluation in order to identify the organisational culture development needs of a company and then based on those needs devise a strategy that will fit organization and help them achieve the business process management in that the company has set for. The implications for practice that a research article under criticism has able to achieve is how CRT value measurement scale can be utilized to support organization in both identify of overall cultural development Strategies and enforcing precise developmental activities that will address the particular needs of the organization (Chang 2016). This factor dependent specific activities can be a fertile ground for further research the comments describing how these specific activity scheme can help organizations attain optimal growth in both quality and productivity (Tumbas and Schmiedel, 2013). According to the research article by kerlavaj, temberger and Dimovski, a supportive organisational culture can be the missing link between performance improvement and business process management, the improvement in culture development will inevitably improve both performance and is the process of business management (kerlavaj, temberger and Dimovski 2007). This research study has helped in identifying that missing link and has also attempted to formulate an effective strategy that can help restore that essential element which can enhance booked the performance of the organization and help in better organization of the entire business process (Tumbas and Schmiedel, 2013). Conclusion: Hence it can be concluded that this research study has been an excellent literary research which will help business organization attend an idea of how culture affects the business process management profoundly. Although the only limitation that this research study has had, the dependence of this research on a single case study. Has to be mentioned in this context that for a research to be relatable and transferable, the generalizability of the findings is extremely important which can the applied to any related scenario and is expected to you will the similar results. The dependency of this article on the case of it leader restricts that generalizability and transferability of the findings. Along with that it also needs to be mentioned that the findings of this research, Albert being revolutionary, I still limited to the perceptions of a limited number of interview participants. It not only decreases the generalizability of the findings but also enhance is a chance of the findings to be biased by their personal perceptions. Hands on a concluding note it can be said that romantic after research study in the methodology and techniques utilised has to be appreciated, and if the restricted generalizability probable bias of this research overlooked then this research can be the fertile ground for extensive empirical research that can help organizations improve their culture exponentially and intense see the results in the business process management References: Alvesson, M., 2012.Understanding organizational culture. Sage. Brocke, J.V. and Rosemann, M., 2014.Handbook on Business Process Management 2: Strategic Alignment, Governance, People and Culture. Springer Publishing Company, Incorporated. Chang, J.F., 2016.Business process management systems: strategy and implementation. CRC Press. Dumas, M., La Rosa, M., Mendling, J. and Reijers, H.A., 2013.Fundamentals of business process management(Vol. 1, p. 2). Heidelberg: Springer. Harmon, P., 2010. Business process change: A guide for business managers and BPM and Six Sigma professionals. Morgan Kaufmann. Hartnell, C.A., Ou, A.Y. and Kinicki, A., 2011. Organizational culture and organizational effectiveness: a meta-analytic investigation of the competing values framework's theoretical suppositions. Ko, R.K., Lee, S.S. and Wah Lee, E., 2009. Business process management (BPM) standards: a survey. Business Process Management Journal, 15(5), pp.744-791. Rosemann, M. and vom Brocke, J., 2015. The six core elements of business process management. InHandbook on business process management 1(pp. 105-122). Springer Berlin Heidelberg. Schein, E.H., 2010.Organizational culture and leadership(Vol. 2). John Wiley Sons. Schmiedel, T., Vom Brocke, J. and Recker, J., 2014. Development and validation of an instrument to measure organizational cultures support of Business Process Management.Information Management,51(1), pp.43-56. kerlavaj, M., temberger, M. I., and Dimovski, V., 2007. Organizational learning culturethe missing link between business process change and organizational performance. International journal of production economics, 106(2), 346-367. Trkman, P., 2010. The critical success factors of business process management.International journal of information management,30(2), pp.125-134. Tumbas, S. and Schmiedel, T., 2013. Developing an Organizational Culture Supportive of Business Process Management. InWirtschaftsinformatik(p. 115). Van Der Aalst, W.M., 2013. Business process management: a comprehensive survey. ISRN Software Engineering, 2013. vom Brocke, J. and Sinnl, T., 2011. Culture in business process management: a literature review.Business Process Management Journal,17(2), pp.357-378. Weske, M., 2012. Business process management architectures. In Business Process Management (pp. 333-371). Springer Berlin Heidelberg. Axton Moonhttp://www.blogger.com/profile/16259303123798796616noreply@blogger.com0tag:blogger.com,1999:blog-6269595607152871727.post-66045334289485976472020-04-06T08:45:00.001-07:002020-04-06T08:45:03.268-07:00Professional Regulation and Criminal Liability an Example of the Topic Government and Law Essays byProfessional Regulation and Criminal Liability The nursing profession entails offering care to needy people in the society. It deals with offering health teaching, counseling and offering supportive and restorative care. Care offered could be physical or psychological. To be a registered nurse in the New York, one must be licensed. The process of registration involves filing an application with the department. One must have acquired the appropriate educational qualifications, which include a diploma or degree in professional nursing according to the commissioner&rsquos regulations. Need essay sample on "Professional Regulation and Criminal Liability" topic? We will write a custom essay sample specifically for you Proceed The recommended age is above 18 and one must be of good moral character as per the department standards. A fee of $115 is paid to the department and an examination is conducted for the initial license. $40 is for re-examination, $70 for initial license of those who are not examined in New York State. One must in addition to these qualifications have acquired or completed a course work training in the identification and reporting of child abuse. Licensure in nursing in New York also follows the same process as the registration. One needs to apply with the department, meet educational requirements, pass relevant examinations and be of good moral character. A fee is also paid attain the license. The credentialing process is also important in the nursing filed. The nursing profession is involved in the coordination and central of credentialing process of the professional nurses. A masters&rsquo degree is required to venture into advanced practice. Such professionals are supposed to perform their duties according to the ethical and legal standards set. Credentialing process for basic and advanced nursing practice is under the state board for nursing and the state education department. Credentialing for advanced practice professional is cohesive and includes formal education, clinical practice, continuing education and certification for validating competence. Credentialing is the process of obtaining, verifying and assessing qualification of nurses to provide patient care, treatment and services in a health care organization. In New York, the practice of a nursing practitioner requires supervision or referral from a licensed physician. Nurses are expected to renew their licenses every 3 years. According to the statutes, nurse practitioner can prescribe drug, immunizing agents and devices in accordance with the practice agreement and protocols. State board of nursing administers the licensure process. Certification of nurses in New York involves application after one has attained the relevant qualification skills as stated by as stated by the commissioner&rsquos regulations or the New York&rsquos education law. One is also required to pay a fee of $80 for the certification. The nursing regulations are found in the article 139 of the education law. The Rules of the Board of Regents part 29 gives details of unprofessional conduct. Unprofessional conduct in this field includes administering immunization, agents when the agents in question can be ineffective or unsafe. This entails administering expired agents when there is clear evidence that the expiry date has been reached. Agents that have not been stored according to the required standards should also not be used. It is unprofessional for nurses to abandon or neglect a patient in dire need of care without prior arrangement for the continuation of such care. Reasonable notice must be offered if one intends to abandon a health care so as not to jeopardize the quality of care to be offered. They should not willfully harass, abuse or intimidate patients physically or verbally. Proper record maintenance must be practiced and they should be accurate. Precision in using the title doctor should be used. One must indicate the field or profession a doctor has specialized in. Excessive tests or treatment should not be offered. Treatment facilities that are not warranted by a patient&rsquos condition should also not be used. Secret treatment, which is not pulged to the state board of professions, should not be used. Identity badge must be used and they should be legible and conspicuously displayed. They should indicate ones name and title of one&rsquos qualification. Nurses are also not expected to enter into agreements with pharmacist in favor of certain prescriptions. Nurses must indicate their names and date of prescriptions and those of the patients, the strength and quantity of the drugs or device offered as well as directions for use. Scientifically accepted infection prevention techniques must be used in cleaning and sterilization or disinfecting of devices, materials and work surfaces. Appropriate gloves should be worn to protect contamination. Gloves used should be discarded, new ones used in case they are torn and hands should be washed. Specimen of blood and body fluids should be placed in well-constructed containers. Common areas of punishable professional misconduct violations include the use of fraud or deceit in obtaining or attempting to obtain a nursing license, physical or psychological impairments leading to incompetence or negligence, Habitual use of or addiction to drugs or alcohol. Improper handling or alteration of patient records, performing tasks beyond the states nurse practice act, violating the patient&rsquos confidentiality, or their human rights and dignity. Offering care based on prejudice is also a case of professional misconduct in nursing. Other forms of professional misconduct involve aiding an unlicensed person to perform activities that require one to be licensed, being convicted of a crime, sexually or physically abusive. Nurses who practice without licenses are subject to criminal penalties. Such practice is considered as a felony in New York and is punishable by imprisonment or a fine. The New York State licensure board is responsible for enforcing prohibitions against unlicensed practice. There is no justification for such practice. Health centers or hospitals develop standards for credentialing nurses in their facilities. Credentialing decisions incorporate the practitioner&rsquos credentials, experience, and performance in accordance with medical staff by laws. National organizations like joint commission for the accreditation of health care organizations (JCAHO) and National Committee for Quality Assurance (NCQA) have set standards that such facilities should meet. Failure to meet the set standards such hospitals or health care centers lose their accreditation status. Cases of criminal liability in New York include the professional misconduct where nurses neglect patients in nursing homes. Hidden cameras were used to validate allegations of abuse and neglect. The New York Attorney Generals Office Fraud Control Unit investigators were able to identify employees who neglected a 70-year-old bedridden patient with dementia. They failed to maintain the patients cleanliness by constantly changing his bedpans and bedsores. In addition to that, they falsified his medical care records to indicate proper care. In the event of incompetence, negligence or other professional misconduct offered by a nurse, the patient should fill the complaint form and sent it to the New York State Education Department Office of Professionals. In the form the patient offers his or her details his or her name, address and telephone numbers. Information about the nurse that one is complaining about, the hospital and its address should also be indicated. The complaints should also be described in terms of what happened, when and where. The patient must be very specific. Other medical personnel&rsquos, administrators, specialists or even employees of the facility can also report a nurse&rsquos professional misconduct. Any one who reports the misconduct out of good will has immunity from liability. One must then certify that allegations made are true and complete. The patient or the person complaining can contact a knowledgeable person about professional misconduct before filling the complaint form. The staff members of the regional office where complain were made follow up the forwarded complaints. Cases of illegal or unlicensed practice are solved administratively or referred to the States Attorney General for criminal prosecution. Patients can follow up the progress of their complaints even when investigation is proceeding. This way, they can be informed if the complaint has been referred for further action. Although time needed for prosecution of cases may vary most investigations are completed within 9 months. The patient is informed of the status of their complaint and the final outcome. After accusations or allegations of professional misconduct are put forward on a nurse the state board of nursing conducts an investigation and an administrative review. The board&rsquos actions are mostly &lsquocomplaint driven&rsquo. The board uses discretionary powers and can issue decisions or ruling court proceedings and possible legal penalties result from the boards administrative review findings. The accused can appeal the board&rsquos decision in a court of law. Displinary actions taken if one is found guilty of professional misconduct include imposing a probation period, a fine or restricting the nurse&rsquos scope of practice. Other displinary actions include formal reprimand of the nurse, being place on probation, suspension or the board can refuse to renew the nurse&rsquos license or revoke the license in totality. Minor forms of misconduct may be solved through administrative warnings or advisory letters by the office of the professionals. (Follin S, 2004) The administrative review process begins when a person, health care facility or professional organization files a signed complaint against a nurse to the board. The board may also initiate the action. The board reviews the grievance to decide if the actions in question actually violate the states nurses practice act. A meeting with the accused nurse is requested and the allegations discussed. The nurse can also be asked to write statements of specific incidences that led to the complaint. The nurse can consult experienced nurse attorney before the meeting. Formal hearing is arranged if the board decides that the actions violated the states nurses act. Witnesses are called upon to give evidence. An impartial attorney may act as the hearing officer in the formal hearing alongside the judge. The board could also hear the case. (Follin S, 2004) If the board finds the nurse guilty, it takes appropriate displinary actions. In challenging the boards decision the court can re-examine the boards decision to establish if the board conducted the hearing properly or conduct a trial. An appeal can be sought with a higher court if one is not contended with the court&rsquos ruling. References: Office of professionals. 2006. Laws, Rules & Regulations Rules of the Board of Regents Part 29, Unprofessional Conduct. Retrieved on 4th February 2008 Online Lawyer Source. 2007. Nursing Home Neglect Being Caught by Hidden Video Cameras August 27th, 2007. Retrieved on 4th February 2008 Stacey Follin 2004. Nursing and Practice Nurse's Legal Handbook. Lippincott Williams. Axton Moonhttp://www.blogger.com/profile/16259303123798796616noreply@blogger.com0tag:blogger.com,1999:blog-6269595607152871727.post-27892094576030032020-03-08T23:01:00.001-07:002020-03-08T23:01:03.095-07:00Dont Overload Your Readers With Your MessageDont Overload Your Readers With Your Message Dont Overload Your Readers With Your Message Dont Overload Your Readers With Your Message By Michael Great writing is not only enjoyable, it has something to say there is greatness in the theme. It may not be primarily a moral or a lesson, but something about the story appeals deeply to the heart. I believe that your skill as a writer determines the weight of the message you can communicate. The more skilled you are in handling the basic elements of plot, character, setting, conflict, and point of view, the more ambitious your theme can be, and the deeper the message your reader can take away from it. But as a writer, you may be starting from the other end. Maybe its the theme that motivated you to write in the first place. Maybe you have a message that you want to get across, and youre more sure of it than you are of the plot, character, or setting. Its a message that everyone needs to hear. Do you go ahead with it? Some would say yes, the message is always first. That was the slogan of Ken Anderson Films, an evangelical movie company best known for its 1978 film Pilgrims Progress featuring Liam Neeson in his first starring role. Even as a college student, majoring in theater at the time, I thought something didnt seem right about that slogan. Your message cannot be first Whether you make movies or write books, its not true that the message is always first. When you make a movie, first and foremost, its a movie. When you write a story, first and foremost, its a story. Your grand message will never get across if nobody can stand to read what you wrote. If its too long to finish, if the vocabulary is too complex for ordinary readers, then ordinary readers wont read it. When you compromise your story, you compromise your message. Authors may claim theyre standing up for truth, and that truth sometimes offends. First, they should make sure that whats offensive is the truth and not their writing style. Ultimately, writers only keep the readers whom they dont offend. As a writer, you are responsible for deciding how far to push your readers, deciding how much to say that they may not like. A disturbing theme sometimes makes a book more interesting. But no theme, no matter how great, can compensate for intolerable writing or make it tolerable. Ken Anderson wasnt the first communicator to believe the message is always first. Under a dictatorship, the dictators message is always first. From the 1930s to the 1960s, the approved artistic style in the Soviet Union was called ââ¬Å"socialist realism,â⬠and those who experimented with a different style could have their careers ruined. Any creative people who dealt with forbidden themes or subjects could find themselves in trouble with the police, not just with the critics. Socialist realism was supposed to depict the everyday life of the working people, to promote Soviet ideals. Except that Soviet officials saw morality as either black or white, while real people are complex ââ¬â not all good, not all bad. In the end, socialist realism didnââ¬â¢t succeed in showing real people living Communist lives, because its characters were not real people. Sometimes when a writer is willing to put his message ahead of good craftsmanship, he writes an allegory, in which each character represents a different character quality and each event teaches a lesson. Ironically, the most successful allegory in Western literature is John Bunyans Pilgrims Progress (the 1678 original, not Ken Andersons version). Bunyan was a preacher he did have something he wanted to say but his book has endured because his characters seem like real people with particular character qualities, rather than character qualities masquerading as real people. Years ago, I thought of an illustration to describe the challenge that everybody faces, particularly a writer, who wants to communicate a message thats important to them. Loading up the truck and driving Suppose youre a military commander who wants to move something to another location. The problem: a ravine, a dry riverbed, between where you are and where you want the material to be. Before you can move your material, you need to prepare the way. How much work will that take? That depends on what you want to move. If you simply want to move an envelope, you can hand it to a messenger who puts the envelope in his pocket, hikes down to the bottom of the ravine and then hikes back up. But if you want to move a ton of armor, you need to spend more time, effort, and resources in preparation. Youll probably need to build the bridge across the ravine. How strong a bridge? That depends on how heavy the load is. Once the bridge is built, the truck is loaded and it begins to drive across that bridge, you will find out if your bridge is strong enough. Writers with important things to say, with a heavy load they want to put on the truck, will need to spend more time preparing the road for their readers. All too often, Ive read books by idealistic writers who havent done the work needed to communicate their message. They try to drive their heavily loaded truck through the ravine before they build a bridge across it. But everyone needs to hear this message! they protest. Then they need to take the time to make sure everyone can hear it. Theres no shame in loading up your truck with no more weight than your abilities as a writer can sustain. If your writing abilities are not yet what they will be, there is no shame in remembering that bridges break. Neil Gaiman had the idea for The Graveyard Book in 1985, but he felt he was not yet a good enough writer. As the years passed, he won Harvey Awards, Locus Awards, Eisner Awards, and Hugo Awards, but he still didnt feel ready to write The Graveyard Book until 2004 (when he decided he might as well get on with it anyway). As a writer, Im learning not to overload my truck without considering whether the bridge Im sending my readers over is strong enough to support such a weighty message. Otherwise my writing can end up like medieval religious art, beautiful perhaps, but literally without perspective. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Fiction Writing category, check our popular posts, or choose a related post below:70 Idioms with HeartFlier vs. FlyerDealing With A Character's Internal Thoughts Axton Moonhttp://www.blogger.com/profile/16259303123798796616noreply@blogger.com0tag:blogger.com,1999:blog-6269595607152871727.post-18801399869463794362020-02-21T13:28:00.001-08:002020-02-21T13:28:02.627-08:00Media Convergence in Contemporary Society EssayMedia Convergence in Contemporary Society - Essay Example Jenkins centers much of his argument upon the idea that freedom of the press has led to the establishment of the new media. Freedom is a large part of the way in which the convergence culture has been created, consumers now free to participate in the creation of communication. However, this culture is coming at a price. The technologies are improving and growing at fast rates that are difficult to continue to upgrade. The disposable culture has slipped to higher priced electronic items, making the use of the true world now a matter of socioeconomic status. As well, in having a culture that is so interlaced that a high school student has access to affecting world politics, credibility is suffering. In creating a convergence culture, freedoms have emerged that have broadened the interconnectivity of the world, but the price of these freedoms effect economic and journalistic credibility, thus causing a high cost to the consumer. In introducing his article about Henry Jenkinsââ¬â¢ boo k about convergence media, Horowitz relates the story with which Jenkins begins his discussion about convergence culture. He tells the story of an American high school student who put together images with Bert, a character from Sesame Street, through Photoshop. The theme of the series of pictures done by this young man was ââ¬Ëevil Bertââ¬â¢ with pictures of Bert with Adolf Hitler, Pamela Anderson, and Osama Bin Laden. Someone from a Bangladesh publisher was looking for images on the web of Osama Bin Laden for anti-American posters. The picture of Bert and Bin Laden ended up on posters throughout the Middle East, which eventually landed the image on CNN (Jenkins 1: Horowitz). This story contains the essence of convergence culture, where a high school aged boy can create a cut and paste image that ends up on anti-American posters on the other side of the world, which in turn show up on an American news service. Convergence means that multiple disciplines are impacted by the way in which consumers and media communicators interact, the consumer of information reacting and acting against the inflow of information from those who put that information out into the world. In a convergence culture, the consumer and the media communicators become interchangeable the consumer often taking on the role of the communicator putting his own ideas out into the media. Jenkins states that convergence culture is the ââ¬Å"place where old media and new media collide, where grassroots and corporate media intersect, where the power of the media producer and the power of the media consumer interact in unpredictable waysâ⬠(Horowitz). The new forms of media have allowed consumers to have a much larger freedom in determining how they spend their time. Which media outlet gains attention has become a matter of large numbers of options, the consumer able to now choose which news, entertainment, or activity to participate with during their idle time. No longer is the consumer l ocked to the 5 oââ¬â¢clock news or the morning or evening paper, but can choose which outlet to interact with at what time is convenient. Even television is no longer precisely defined by time slots because most television programs can be seen through at the internet at the viewerââ¬â¢s convenience. Freedom of the press has allowed for new media forms to emerge, communication transforming into a free flowing network of information, consumer driven, but founded upon the concept that ideas have a need to be shared (Convergence, Axton Moonhttp://www.blogger.com/profile/16259303123798796616noreply@blogger.com0tag:blogger.com,1999:blog-6269595607152871727.post-61247885161657734272020-02-05T09:04:00.001-08:002020-02-05T09:04:03.785-08:00Functions of Re-appropriation in Contemporary Texts About Historical EssayFunctions of Re-appropriation in Contemporary Texts About Historical Events - Essay Example However, reviewing the horrific events there are two sides of the coin. The perpetrators justify their actions while the victims are forced to fight for justice. Any form of violence such as genocide should not be justified but the account of the perpetrators should be considered when trying to understand the motive and the influencing factor leading to a horrific event. Regardless of the accounts of the victim and the perpetrator, the legal framework within which a horrific event occurred should also be evaluated. In the text by Philip the re-appropriation of these legal documents should be done on each and every horrific account to enable the neutral members of the society to understand the psychology of both the victim and perpetrator. This paper will highlight the major horrific events in the modern era. Additionally, the paper will evaluate the legal framework responsible for these events. The accounts of both the victims and perpetrators will be analyzed and how the re-appropriation of specific legal documents may help understand the vents leading to a horrific event. The paper will be compiled in consideration of the works by Heimrad Backer and Nourbese Philip on their different accounts on the modern day horrific events. The main function of re-appropriation of legal documents is to minimize the risks of a repetition of a particular horrific event. For instance, after the occurrence of the holocaust the rivalry between the Jews and the Nazis become more serious. The holocaust was an event where thousands of Jews were massacred in the hands of the Nazis. From this point, the common Jew and the Nazi were mortal enemies. Additionally, the publication and legal address of the events did not ease the pressure between the two functions. In an argument by Backer major publications and legal definitions on the holocaust has Axton Moonhttp://www.blogger.com/profile/16259303123798796616noreply@blogger.com0tag:blogger.com,1999:blog-6269595607152871727.post-26410353814014448492020-01-28T05:28:00.001-08:002020-01-28T05:28:05.228-08:00An investigation into the effect of social loafingAn investigation into the effect of social loafing The aim of this experiment was to measure the effect of two categories, group or individuals, and the effect they have on the performance of individuals. Participants were involved in the activity of unscrambling as many words as they could in the time limit of five minutes. The hypothesis is that the mean number of words unscrambled by participants working individually is higher than the mean number of words unscrambled by participants working in a group. The experiment consisted of 19 participants which included 10 males and 9 females. The rights of the participants were taken into consideration throughout the whole experiment. Nine of the participants who were selected randomly were divided into groups of three while the other ten participants worked individually. They were given a list of 26 words to unscramble. The number of words which they were able to unscramble in five minutes was then collected and counted to measure the performance of those who are working individually and those working in groups. The results show that the average number of words found for those who were working individually was 12.4 words while the average number of words found per individual who were working in groups were 5.22 words. This shows that the experiment supports the social loafing theory. The significance level were calculated to be p < 0.005. This means that the probability that the results were because of chance was less than 0.5%. The results were highly significant. Thus, according to the results of the statistical test, the research hypothesis is supported while the null hypothesis is rejected. The theory of social loafing is evident in a lot of situations in life. Social loafing is a reduction in effort by individuals when they work in groups as compared to when they work by themselves (Weiten, 2008: 491) Each person in a group usually tends to put in lesser effort than they would working alone. Max Ringelmann (1913) first came up with the idea of social loafing when he found that when a group of men were instructed to pull on a rope, they did not put in as much effort as when they were pulling alone. The force of the pull produced by the participants was measured by a strain gauge attached to the rope. When the group of men was led to believe that they had other team members helping them, he noticed that they tend to put in less effort than they normally would when pulling alone. Ringelmann stated that the amount of effort produced by each individual working alone was not the same as the average amount of effort put in by the individuals who believed that they were in a group. Another study which was used to investigate social loafing is Latanà © et al.s (1979). As cited by Weiten (2008), the study consisted of measuring the level of noise created by participants who were asked to either clap or cheer as loud as they could. A group of participants were told that they working in a group while another group was told that they were working alone. This was in fact not true, as the only purpose was to ensure that they believed that were actually working in a group. Consequently, the amount of effort that they produced individually was measured. From the study, Latanà © and his colleagues found that each person in a group tends to put in lesser effort when in a group than working alone. Research shows that the larger the group, the lesser the effort produced by each of the individuals. The reason is that when more people are assigned to an activity, the amount of work which needs to be produced is divided equally among more people and this consequently causes individuals to think that their effort is not as significant and their contribution is not evaluated suitably. As cited by Antony S. R. Manstead et al. (1995, 1996:275) in the book called The Blackwell encyclopedia of social psychology, Steiner, I.D. (1972) postulated that actual group productivity should always be lower than potential group productivity because of process losses due to poor coordination and low motivation. Furthermore, he added that the potential productivity is usually based on performance of individuals working alone. This study aims to support the social loafing theory. A group of participants will be divided into two categories: those working individually and those working in groups. The mean number unscrambled by participants in each category will be calculated. Their performance in the activity will show that social loafing does exist when working in a group. The experiment is a one-tailed experiment. Research hypothesis (H1): The mean number of words unscrambled by participants working individually is higher than the mean number of words unscrambled by participants working in a group. Null hypothesis (H0): There will be no significant difference in the number of words found in participants working individually than in a group. Method Design The type of method used in this experiment is an independent measures design. This was used to avoid practice effects. Each participant only took part in each condition once which means that both groups consist of different individuals. The independent variable is working individually or in a group. The dependant variable is the difference of performance in each condition. The environment that the participants were in was under controlled conditions. The activity is the unscrambling of words. This experiment is considered as a single blind experiment where only the experimenters know the hypothesis and aim of the experiments. Participants were given consent letters to sign and were briefed and de-briefed accordingly. Those who did not include their signature on the given consent letters prior to the experiment were not allowed to participate in the activity. Those who participated were given the right to withdraw at any point of time. The participants also remained anonymous througho ut the study. Participants The participants tested in this study consisted of 19 Year 6 students from a private school in Victoria. The participants consisted of 10 males and 9 females aged 11 to 13 years. The sample was an opportunity sample but the participants in each category were randomly assigned. The participants came from different backgrounds and cultures. This is to ensure that the experiment is fair and not biased. Materials List of 26 words to unscramble (Refer to Appendix ) Pen Stopwatch Briefing instructions (Refer to Appendix ) De-briefing instructions (Refer to Appendix ) Consent Letter (Refer to Appendix ) Procedure Participants are first briefed (Refer to Appendix ). Participants are randomly divided into two conditions. Half of the participants will be carrying out the activity alone and the other half is to be divided into groups of three to work on the same activity. Participants who are working individually are to sit far from each other to avoid communicating. The other participants who are working in groups of three are to be seated together but each group is to be seated far from another group to avoid communication between groups. Participants who are in the group category are asked to work as a team to unscramble the list of 26 words while the others will be working individually to unscramble the same set of 26 words. When the seating arrangement of all the participants are properly allocated, the list of 26 words is given faced down to the participants. Only one copy of the list will be given to each of the groups instead of one copy for each participant. The participants are then giv en a time limit of five minutes to quickly unscramble the list of 26 words. During the experiment, participants have the right to withdraw if they do not wish to participate. After exactly five minutes, they are asked to stop writing and the sheets are to be collected by the experimenters. Participants are then de-briefed. Results Table 1: Table shows mean number of words found in each category Participants working individually Participants working in a group Mean number of words found 12.4 words 5.22 words Standard Deviation 5.04 words 1.09 words Graph 1: Bar graph shows average no. of words found in each category Graph 1 shows that the average number of words found for those who were working individually were 12.4 words. The average number of words found per individual who were working in groups were 5.22 words. This shows that the experiment supports the social loafing theory. The standard deviation were 5.04 and 1.09 respectively. A Mann-Whitney U test was used in order to test the significance of the results as it is an ordinal level data, and it was an unrelated design. When tested, it was found that the probability that it was the independant variable that changed the dependent variable and not chance. The significance level were calculated to be p < 0.005 (Refer to appendix ). This means that the probability that the results were because of chance was less than 0.5%. The results were highly significant. Thus, according to the results of the statistical test, the research hypothesis is supported while the null hypothesis is rejected. Discussion The results shows that the research hypothesis has been supported. The mean number of words unscrambled by participants working individually is 12.4, higher than the mean number of words unscrambled by participants working in a group which is 5.22 words. A Mann-Whitney U test was used to show that the results were highly significant. This shows that the research hypothesis is supported and the null hypothesis is rejected. According to Ringelmanns study, the amount of effort produced by each individual working alone is not the same as the average amount of effort put in by the individuals who were in pseudogroups. He asserted that the performance of individuals working alone is much more than the average performance of individuals working in groups, which is called the social loafing theory. In this experiment, the social loafing theory is supported as the mean number of words unscrambled by individuals working alone is 12.4, which is definitely higher than 5.22 words, the average number of words unscrambled by individuals working in groups. The aim of this study was to measure the cause and effect relationship of the performance of individuals working in a group or individually. The result of this experiment relates to the study carried out by Latanà © and his colleagues as it supports the theory of social loafing. The reduction in performance of individuals when they are working in groups as compared to working individually is evident in both studies. There are several strengths in the experiment. One of the strengths of the experiment was that the subjects came from different backgrounds and cultures. This is a good as the cultural diversity of the participants was not limited. Also, the fact that there were approximately the same number of males and females is good. If there were a huge difference in females and males, the experiments would not be fair. Another strength of the experiment is that it was designed to be an independent measures design. This was to avoid practice effects. If the participants had taken part in both conditions, the results would have been affected. Though the research hypothesis was supported, there are several limitations in the experiment. As mentioned, the participants were between the ages of 11 to 13 as it was an opportunity sample. It was difficult to get a random sample as there are limited number students available and there was a time constraint. Another limitation of the experiment was that no extra precaution was made ensure that the participants did not cheat by communicating with each other. Though we did our best effort to ensure that they did not communicate with each other, it is not absolute that no one cheated. Also, during the experiment, as all the participants (whether in a group or individually) were in the same environment at the same time, there was a chance that some participants may have overheard the words unscrambled by another person. This component of the experiment was hard to control as no matter how much effort was put in to ensure it was a fair experiment, the participants did have a chance to cheat. With regards to the limitations of the experiment, there are a few areas of improvement. In relation to the sample itself, although the participants and the students were randomly assigned, we could have ensured that the sample were not an opportunity sample. Furthermore, instead of selecting ten males and nine females, it could have been better if there was exactly the same number of females and males. To counteract the problem of cheating, the environment that the participants were in (which was a classroom) could have been different. The experiment could have been carried out in an open space so that there is a significant amount of space between groups and the individuals working alone. This would ensure that there was less opportunity for the participants to cheat. Ethical considerations were taken into account in this experiment. The participants were allowed to withdraw at any point of time during the activity. The rights of the participants were met and they remained anonymous throughout the whole experiment. The participants were not deceived in any way as that would be unethical. The implication of this finding is that the results produced can be shown to teachers/instructors to prove that individuals generally work better alone than working in groups as they tend not to put in as much effort when working in groups. In majority of the groups, some individuals tend to slack off and let their other team members do the work. Some individuals may also think that their effort is not evaluated individually so they tend to put less effort than they would put in when working alone. This could further relate to employers in the work field. For further researches, the sample should be much bigger so that the experiment would have fewer limitations. Also, follow-up studies can manipulate the age groups and compare the difference in performance for various age groups. They could also investigate the effect of culture on the performance of individuals when working in groups. They could test the theory of: Asians generally tend to work well in groups unlike Westerns, who prefer to work individually. Axton Moonhttp://www.blogger.com/profile/16259303123798796616noreply@blogger.com0tag:blogger.com,1999:blog-6269595607152871727.post-54719623207707336522020-01-20T01:52:00.001-08:002020-01-20T01:52:03.050-08:00Victorian Short Essay -- English LiteratureVictorian Short Victorian Short Stories Discuss the role of women ââ¬â as villains, victims and heroes in a selection of Victorian short stories. In the 19th Century the only type of people who could read and write were people in upper class families. Remembered for being such a class conscious society, the 19th century rarely ever mixed regarding their status in the society, this was the greatest divide ever between rich and poor. As well as their being a division between rich and poor, there was also a division between the sexes. Women were automatically given the lower status between men and women and they were seen as lower, less able people by men. Seeing as Victorian short stories were written in the 19th century, they follow through the theme of men being better than women. Also another theme which was common in these stories were brutal murders and obvious villains. Most of the writers who wrote in those days wrote for different reasons compared to reasons why writers wrote in the 20th century. Writers in the 20th century wrote to entertain rather than to instruct people. Famous writers such as Charles Dickens wrote for moral obligation. He wrote to try and shame and instruct rich people into helping the poor. I am going to look at three different Victorian short stories and see how women are portrayed. Are they the villain, the victim or the hero? The first story I have read is ââ¬Å"Captain Murdererâ⬠. ââ¬Å"Captain Murdererâ⬠was written by Charles Dickens however, he did not invent this story he simply retold it. From the very start Dickens demonstrates how rich people were always perceived to be better than the poor: ââ¬Å"His warning name would seem to have awakened no general prejudice against .. ...d this attracts negative attention just like the name of the villain Captain Murderer in ââ¬Å"Captain Murdererâ⬠. Bessie tries to conquer her status as victim by showing the villains she is not afraid of them: ââ¬Å"..you cowardly villains! I screamed at them through the door. You think you can frighten meâ⬠¦. You ragamuffin thieves.â⬠Despite Bessie showing she is not going to be overruled the danger increases for her. Shifty Dick goes to an extreme measure when he takes out a knife and starts to hack trough the thatch roof. Bessie finally surrenders her status as hero after all her brave and bold acts and flees the house into the darkness of the countryside: ââ¬Å"â⬠¦I saw the heavy, hairy hand of Shift Dick, armed with the knife, come through after the fallen fragmentsâ⬠¦.. I lost courage at lastâ⬠¦..I must trust to the night and the thick darkness, and save my life.â⬠Axton Moonhttp://www.blogger.com/profile/16259303123798796616noreply@blogger.com0tag:blogger.com,1999:blog-6269595607152871727.post-24471581821189784572020-01-11T22:14:00.001-08:002020-01-11T22:14:03.902-08:00Piano Concerto in a Major, K. 488Mozart completed the Piano Concerto in A Major, K. 488, in March 1786 and it is a graceful piece in three movements. It used a small orchestra with two flutes, two clarinets in A, two bassoons, and two horns in A, along with the usual string orchestra. The first movement embodies the form called a ââ¬Å"sonata form with double exposition. â⬠This form is common in concerti and one feature of this form is that the first exposition does not end with a double bar and repeat sign indicating a literal repeat of the exposition.Instead the first exposition is for the orchestra without the soloist, and does not modulate to and conclude in the dominant, but stays in the tonic key throughout. When the soloist enters a second exposition begins which does modulate to the dominant key (or relative major if the work is in a minor key), and the second exposition does indeed cadence in the dominant. The only other variance from a standard (non-concerto) sonata form is the traditional cadenza, which occurs near the end of the recapitulation of the movement. The second theme is presented following a transitional section.In the first exposition it is in the key of A, but in the second exposition it is heard in the dominant key of E Major. This phrase ends with a half cadence, and the following phrase ends with a PAC, creating a double parallel period. The closing theme is more intense in character and features interplay between the winds and strings as well as frequent use of the borrowed subdominant chord. It includes a number of different melodic ideas and concludes with a strong beat PAC in A Major in measure 62. The second exposition begins in measure 67 with the first theme stated by the solo pianist.The major difference in this exposition is the modulation to the dominant key of E Major, which takes place in the Transition section in measures 82-98. This second exposition ends in a surprising way in measure 142 with the half cadence falling on the fourth beat of the m easure and the music abruptly ceasing, creating a dramatic pause that is followed by an entirely new theme, which begins the development section. This new theme is in E Major and provides virtually all of the melodic harmony heard throughout the development section.Following this embellished theme in E Major, the music begins to fragment this new theme and moves into key areas associated with the key of A minor as opposed to A Major. The keys touched on include E minor, C Major, F Major, and D minor. An especially nice passage is found in mm. 170-178. It features the clarinet and flute in a canon based on the ââ¬Ënewââ¬â¢ theme, while the soloist maintains a running sixteenth note figure. Harmonically it begins in the key of D minor and traces the circle of fifths to a cadence on an E major chord in measure 178.Since E Major is the dominant chord of A Major this initiates a prolongation of the dominant of A Major in measures 178-189. A sort of ââ¬Å"mini-cadenzaâ⬠occurr ed in 189-198, which leads to the Recapitulation beginning in measure 198. The Recapitulation restates all of the themes heard in the exposition, now all in the key of A Major, with the soloist and orchestra interacting, unlike the first exposition. A particularly long Coda section begins in measure 261 with the reintroduction of the development sectionââ¬â¢s ââ¬ËNewââ¬â¢ theme, presented now by the soloist alone, and in the key of A Major for the first time.Like the beginning of the development section, including the dramatic pause, it is followed by the placid restatement of the ââ¬ËNewââ¬â¢ theme by the orchestra (290). This breaks off though and leads through a series of forte chords to the traditional tonic 6/4 chord paving the way for the cadenza. The cadenza is fundamentally a greatly expanded prolongation of the V chord. Following the cadenza the orchestra enters in a forte tutti statement with material drawn from the closing theme first presented in measure 4 9. A decisive PAC in A Major occurs in m. 309 followed by a prolongation of the tonic chord to the movementââ¬â¢s end. Axton Moonhttp://www.blogger.com/profile/16259303123798796616noreply@blogger.com0tag:blogger.com,1999:blog-6269595607152871727.post-87859839140872401282020-01-03T18:38:00.001-08:002020-01-03T18:38:04.230-08:00The Associative and Commutative Properties There are several mathematical properties that are used in statistics and probability; two of these, the commutative and associative properties, are generally associated with the basic arithmetic of integers, rationals, and real numbers, though they also show up in more advanced mathematics. These propertiesââ¬âthe commutative and the associativeââ¬âare very similar and can be easily mixed up. For that reason, it is important to understand the difference between the two. The commutative property concerns the order of certain mathematical operations. For a binary operationââ¬âone that involves only two elementsââ¬âthis can be shown by the equation a b b a. The operation is commutative because the order of the elements does not affect the result of the operation. The associative property, on the other hand, concerns the grouping of elements in an operation. This can be shown by the equation (a b) c a (b c). The grouping of the elements, as indicated by the parentheses, does not affect the result of the equation. Note that when the commutative property is used, elements in an equation are rearranged. When the associative property is used, elements are merely regrouped. Commutative Property Simply put, the commutative property states that the factors in an equation can be rearranged freely without affecting the outcome of the equation. The commutative property, therefore, concerns itself with the ordering of operations, including the addition and multiplication of real numbers, integers, and rational numbers. For example, the numbers 2, 3, and 5 can be added together in any order without affecting the final result: 2 3 5 10 3 2 5 10 5 3 2 10 The numbers can likewise be multiplied in any order without affecting the final result: 2 x 3 x 5 30 3 x 2 x 5 30 5 x 3 x 2 30 Subtraction and division, however, are not operations that can be commutative because the order of operations is important. The three numbers above cannot, for example, be subtracted in any order without affecting the final value: 2 - 3 - 5 -6 3 - 5 - 2 -4 5 - 3 - 2 0 As a result, the commutative property can be expressed through the equations a b b a and a x b b x a. No matter the order of the values in these equations, the results will always be the same. Associative Property The associative property states that the grouping of factors in an operation can be changed without affecting the outcome of the equation. This can be expressed through the equation a (b c) (a b) c. No matter which pair of values in the equation is added first, the result will be the same. For example, take the equation 2 3 5. No matter how the values are grouped, the result of the equation will be 10: (2 3) 5 (5) 5 10 2 (3 5) 2 (8) 10 As with the commutative property, examples of operations that are associative include the addition and multiplication of real numbers, integers, and rational numbers. However, unlike the commutative property, the associative property can also apply to matrix multiplication and function composition. Like commutative property equations, associative property equations cannot contain the subtraction of real numbers. Take, for example, the arithmetic problem (6 ââ¬â 3) ââ¬â 2 3 ââ¬â 2 1; if we change the grouping of the parentheses, we have 6 ââ¬â (3 ââ¬â 2) 6 ââ¬â 1 5, which changes the final result of the equation. What Is the Difference? We can tell the difference between the associative and the commutative property by asking the question, ââ¬Å"Are we changing the order of the elements, or are we changing the grouping of the elements?â⬠If the elements are being reordered, then the commutative property applies. If the elements are only being regrouped, then the associative property applies. However, note that the presence of parentheses alone does not necessarily mean that the associative property applies. For instance: (2 3) 4 4 (2 3) This equation is an example of the commutative property of addition of real numbers. If we pay careful attention to the equation, though, we see that only the order of the elements has been changed, not the grouping. For the associative property to apply, we would have to rearrange the grouping of the elements as well: (2 3) 4 (4 2) 3 Axton Moonhttp://www.blogger.com/profile/16259303123798796616noreply@blogger.com0tag:blogger.com,1999:blog-6269595607152871727.post-32523869997396793112019-12-26T15:05:00.001-08:002019-12-26T15:05:04.176-08:00The Candler County School System - 1266 Words The Candler County School District is a small, rural school system located in southeast Georgia. Candler County is made up of the city of Metter and the town of Pulaski. Currently, there are four schools in Metter. Employing 369 faculty and staff, bus drivers, and central office staff, the school system is the largest employer in the county. Metter was founded in 1889 and incorporated in 1903 as a town in western Bulloch County. However, in 1906 Dr. Wallace Kennedy spearheaded a movement to create a new county with Metter as the county seat. The movement became reality in 1914 when Candler County was carved from parts of Bulloch, Emanuel and Tattnall counties and became Georgia s 150th county. Metter re-incorporated as a city in 1920. Asâ⬠¦show more contentâ⬠¦The racial make-up of the system s student population includes less than 1% Asian, 3% multi-racial, 18% Hispanic, 30% Black, and 48% White. All students in Candler County are eligible for breakfast and lunch at no cost. In addition, all schools are Title I Schoolwide Schools. There is a Mennonite Church School, with a little over 20 students attending, located in the geographic boundaries of Candler County and 27 students are home-schooled. There are currently 137 certified teachers employed by the Candler County Charter School System (111 White, 23 Black, and 2 Hispanic) and 12 administrators (8 White and 4 Black). 100% of certified staff is currently and have been highly qualified since 2010. The 2015-2016 teacher retention rate was 87.5%, with 96% of teachers having 5 or more years of experience. The principal retention rate for 2015-2016 was 100%. At the end of the 2016-2017 school term, the intermediate school principal will be retiring. In response to stakeholder feedback, the board has decided to return to the elementary school model with a Prek-5 school next school year. Therefore, Candler will have one elementary school, one middle school, and one high school next school year. One unique feature of the community is its location right off the interstate (I-16). The SPLOST funds generated from Candler County s ideal location have been very beneficial to the school system. In 2014, ESPLOST was critical in creating the opportunity for MES, MIS, and MMS to moveShow MoreRelatedCoco Cola18335 Words à |à 74 Pageswaters produced by soft drinks manufacturers in India, including multinational giants PepsiCo and Coca-Cola, contained toxins includingà lindane,à DDT,à malathionà andà chlorpyrifosà ââ¬âà pesticidesà that can contribute to cancer and a breakdown of the immune system. Tested products included Coke, Pepsi, and several other soft drinks (7Up,à Mirinda,à Fanta,à Thums Up,à Limca,à Sprite), many produced by The Coca-Cola Company. CSE found that the Indian produced Pepsi s soft drink products had 36 times the level ofRead MoreHypothesis-Pepsi vs Coke2461 Words à |à 10 PagesCoke or (in European) as cola, pop, or in some parts of the U.S., soda (Pendergrast, p.6). Originally intended as a patent medicine when it was invented in the late 19th century by John Pemberton, Coca-Cola was bought out by businessman Asa Griggs Candler, whose marketing tactics led Coke to its dominance of the world soft-drink market throughout the 20th century (Pendergrast, p.6). The first Coca-Cola recipe was invented in a drugstore in Columbus, Georgia by John Pemberton, originally as a coca-wineRead MoreCoca-cola Marketing Plan4592 Words à |à 19 PagesCitedâ⬠¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦Ã¢â¬ ¦..14 Koch 3 Executive Summary In 1886 Dr. John S. Pemberton created a distinctive tasting soft drink and in 1899 Benjamin Thomas, Joseph Whitehead and John Lupton developed what became the Cocaââ¬âCola worldwide bottling system since then the Coca Cola Corporation has been defined as the most well-known trade mark in the world. After 115 years Coca-Cola has come a long way since its beginning, from selling nine bottles a day to selling billions a day. Coca Cola owns overRead MoreCoca Cola Company Analysis7501 Words à |à 31 Pagesvitaminwater, Powerade, Minute Maid, Simply, Georgia and Del Valle. Globally, the Coca-Cola company is the No. 1 provider of sparkling beverages, ready-to-drink coffees, and juices and juice drinks. Through the world s largest beverage distribution system, consumers in more than 200 countries enjoy the beverages at a rate of 1.7 billion servings a day. With an enduring commitment to building sustainable communities, the company is focused on initiatives that reduce its environmental footprint, support Axton Moonhttp://www.blogger.com/profile/16259303123798796616noreply@blogger.com0tag:blogger.com,1999:blog-6269595607152871727.post-38516013798897228432019-12-18T10:54:00.001-08:002019-12-18T10:54:03.805-08:00Operation Management Chapter 7 â⬠Capacity and Facilities... Student name : Student ID : Operation Management: CHAPTER 7 ââ¬â Capacity and Facilities Design Question 7-8: Facility layout refers to the arrangement of activities, processes, departments, workstations, storage areas, aisles, and common areas within an existing or proposed facility. The basic objective of the layout decision is to ensure a smooth flow of work, material, people and information through the system. We can list five goals of facility layout such as the following: 1. Eliminate wasted or redundant movement We can take Wal-mart as an example. Wal-mart is one company who has a great successful by using process layout. They group similar activities together in departments according to the process or function they perform. Eachâ⬠¦show more contentâ⬠¦The advantage of this layout is its efficiency and ease to use. It avoids production bottlenecks and there is an economy in manufacturing time. The disadvantage is inflexibility. Significant changes in product design may require that a new assembly line be built and new equipment be purchased. Any breakdown of equipment along the production line can be disrupting the whole system. Fixed position layout: A fixed-position layout is appropriate for a product that is too large or too heavy to move. In this type of layout, the materials or major components remains in a fixed location, amp; tools, machinery amp; men as well as other pieces of material are brought to this location. The movement of men amp; machines is advisable as the cost of moving them would be lesser. This is fallowed in manufacturing of bulky amp; heavy products, such as, construction of buildings, locomotives, ships, boilers, aircraft amp; generators. Due to the nature of the product, the user has little choice in the use of a fixed-position layout. Disadvantages include: * Space. For many fixed-position layouts, the work area may be crowded so that little storage space is available. This also can cause material handling problems. * Administration. Oftentimes, the administrative burden is higher for fixed-position layouts. The span of control can be narrow, and coordination difficult. Cellular layout: Cellular manufacturing is aShow MoreRelatedOperation Managenent1504 Words à |à 7 PagesChapter 1 ââ¬â Introduction to Operations Management After completing this chapter, you should be able to: 1. Define the term operations management. 2. Identify the three major functional areas of organizations and describe how they interrelate. 3. Identify similarities and differences between production and service operations. 4. Describe the operations function and the nature of the operations managers job. 5. Summarize the two major aspects of process management. 6. Explain the key aspects of operationsRead MoreChapter 1 - Operations Management1279 Words à |à 6 Pages1. Why should one study operations management? Operations Management is the set of activities that creates value in the form of goods and services by transforming inputs into outputs. â⬠¢ Operations Management is one of the three major functions of any organization, and it is generally related to all the other business functions. All organizations market (sell), finance (account), and produce (operate), and it is important to know how the Operations Management activity functions. Therefore, we studyRead MoreChapter 1 - Operations Management1270 Words à |à 6 Pages1. Why should one study operations management? Operations Management is the set of activities that creates value in the form of goods and services by transforming inputs into outputs. â⬠¢ Operations Management is one of the three major functions of any organization, and it is generally related to all the other business functions. 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Robert Jacobs ACKNOWLEDGEMENTS I am indebted to all of my colleagues who have contributed to this manual. Very few of the ideas contained in here are totally original. Thanks much to all of you for spending so much time discussing how you do things in class and allowing me to share your ideas in this manual. F. Robert Jacobs i TABLE OF CONTENTS Introduction Videos Axton Moonhttp://www.blogger.com/profile/16259303123798796616noreply@blogger.com0tag:blogger.com,1999:blog-6269595607152871727.post-81959418928561924602019-12-10T07:37:00.001-08:002019-12-10T07:37:04.427-08:00Secondary science teacher career analyis Essay Example For Students Secondary science teacher career analyis Essay Secondary Science Teacher Career AnalysisAfter obtaining a bachelors degree in science, most people begin to scour the job market. Many people may find difficulty obtaining a job pertaining to science without a masters degree. Rather than give up people tend to explore their options. Some people continue their education to ensure their success in the science industry. Others explore alternative careers which interest them. Another option is to share the knowledge obtained in four years of college by teaching in a middle or high school setting. Each option is better suited for different individuals. Many people cannot go to graduate school for one reason or another. Maybe they do not have the financial means, or they lack the time needed to complete the program. Others choose not to change career fields because science is their main interest and prefer to stick with it. Some choose not to teach because it does not interest them or because they do not know enough about it. Due to the h igh demand of secondary education teachers, often people choose this option. In the late 1990s, the majority of high school students were not taught science by science teachers. The students were instead taught science by teachers who normally taught other subjects (20 Hot). That has not changed much in the new millennium. The need for secondary school teachers continues to rise and is not expected to decline in the near future. It is currently listed in the top five for occupations with the most job openings.Many states are also expecting a significant rise in the number of teachers they are going to employ. The average salary for a secondary educator ranges from $19,700 to $70,030 a year (United States). $35,750 is the customary income for first year secondary teachers according to the Economic Research Institute. However, the Bureau of Labor statistics claims that the usual starting salary is $36,600 (Secondary). Conversely, $25,700 is the national standard for beginning secondar y teachers according to the American Federation of Teachers (United States). And the income for private school secondary educators varies greatly. Some private schools offer free room and board and other offers included as the salary so a comparison is often difficult. Teachers are more likely to receive raises after they have been teaching at the same school district for more than a year. Coaching athletic teams and teaching extracurricular activities also increases pay. Obtaining a masters degree or Ph.D also increase a secondary school science teachers salary. On average, a public school teacher with a masters degree earns $44,525, and with a Ph.D it is increased even more to $49,125 for a beginning teacher (Secondary). But those are not the only reasons science majors decide to teach secondary education. Through the exploration of the definition of a science teacher and the job description, the skills needed to be successful, interests and values desired, future trends, advantag es, and drawbacks of the profession you will see why teaching science is a feasible possibility many people majoring in science are beginning to choose. DEFINITION OF A SECONDARY SCIENCE TEACHERThe first aspect of a teaching profession a person interested in teaching science in a middle or high school setting must do is examine the definition of not only a science teacher but also secondary teacher in general. It is also necessary to assess the daily tasks and duties involved in secondary teaching. We will write a custom essay on Secondary science teacher career analyis specifically for you for only $16.38 $13.9/page Order now A secondary school teacher can teach seventh through twelfth grades. Many educators teach either middle or high school but it is not limited to a specific grade level. Secondary teachers must present course materials by providing a lecture, using audio-visual aids, and assigning homework. In addition to actually teaching material, a secondary teacher must also evaluate students through observation and discuss the findings with the student, the students parents, and other involved teachers or administrators. Teachers must also supervise the students at all times and maintain proper behavior in the classroom through the use of guidance and discipline (Secondary). Most states also require teachers to hold a certification from the state. There are a variety of tasks and duties that must be performed by a secondary teacher. Some of the duties are daily activities. Others are weekly, monthly, or as needed. The main objective for an educator is, through the use of multiple teaching methods, to instruct students.A secondary science teacher must also prepare curriculums for each class they teach, including a course outline and the objectives of the lesson according to state regulations. Recording students progress through the use of evaluations and reports is an additional duty of a high school or middle school science teacher. Educators must also cooperatively work with parents, students, and counselors to help resolve behavior and academic problems. Through the use of discipline and guidance, secondary teachers are required to maintain order in the classroom. Instructing students using a variety of teaching strategies including small group, modeling, projects, intergraded discipline and interactive teaching is an added task for science teachers at the secondary level (Tasks). Additional tasks include the following:Develop, administer, and grade testsAttend meetings, conferences, and training workshopsMaintain attendance records (Tasks)SKILLS AND INTRESTED NEEDED TO BE SUCCESSFULLAs with every profession, there are certain skills, interests and abilities needed to be successful. Teaching science at the secondary level is no exception. Many people may find teaching difficult and unrewarding if they do not possess certain skills and interests. .ufe70a2cc729ac0617e7c87f587b9ec7d , .ufe70a2cc729ac0617e7c87f587b9ec7d .postImageUrl , .ufe70a2cc729ac0617e7c87f587b9ec7d .centered-text-area { min-height: 80px; position: relative; } .ufe70a2cc729ac0617e7c87f587b9ec7d , .ufe70a2cc729ac0617e7c87f587b9ec7d:hover , .ufe70a2cc729ac0617e7c87f587b9ec7d:visited , .ufe70a2cc729ac0617e7c87f587b9ec7d:active { border:0!important; } .ufe70a2cc729ac0617e7c87f587b9ec7d .clearfix:after { content: ""; display: table; clear: both; } .ufe70a2cc729ac0617e7c87f587b9ec7d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ufe70a2cc729ac0617e7c87f587b9ec7d:active , .ufe70a2cc729ac0617e7c87f587b9ec7d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ufe70a2cc729ac0617e7c87f587b9ec7d .centered-text-area { width: 100%; position: relative ; } .ufe70a2cc729ac0617e7c87f587b9ec7d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ufe70a2cc729ac0617e7c87f587b9ec7d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ufe70a2cc729ac0617e7c87f587b9ec7d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ufe70a2cc729ac0617e7c87f587b9ec7d:hover .ctaButton { background-color: #34495E!important; } .ufe70a2cc729ac0617e7c87f587b9ec7d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ufe70a2cc729ac0617e7c87f587b9ec7d .ufe70a2cc729ac0617e7c87f587b9ec7d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ufe70a2cc729ac0617e7c87f587b9ec7d:after { content: ""; display: block; clear: both; } READ: Mythological Heroes: Achilles and Hercules Persuasive EssayThere are a variety of skills and abilities needed for the field of secondary education. Teaching is much more than just relaying information. It is a process of sharing knowledge in such a way that students not only want but are able to comprehend what is being taught. The ability to present information in a clear and organized fashion is of the up-most importance when teaching high school or middle school students (Secondary). In order to present information in such a way, a teacher must have the capability to communicate oral and written ideas in a way others will understand (Knowledge). Another challenge for se condary teachers is keeping the interest of the students. The first step in engaging students attention is the ability to not only teach but also learn new things using a variety of approaches (Knowledge). Other skills needed to be successful include Using experience and knowledge to make decisionsNot only does a person need to possess the skills and abilities of a secondary educator but he or she must also have particular interests. In order for teaching to be a rewarding career, a secondary education teacher must have the desire to share information. The fascination to share knowledge is a key factor in becoming a successful high school or middle school teacher. While teaching, a person will encounter many different types of people and many types of situations. The ability, along with the desire, must be present in an educator (Secondary).Another interest that is desired in a secondary education teacher is the willingness to listen to students academic as well as personal concerns . According to Jonathan Borowiec and Robert James, science professors at Texas A M University, science courses at the secondary level are going to change in the future. There will be more of a focus on outer space. Currently the main focus in secondary science classes is on the earth. Many middle and high school students take biology, earth science, physical science, and chemistry. Borowiec and James agree that in the 21st century there will be more space-based sciences. They also state that the new space based science will focus on missions to Mars and will engage students in a new exciting way (Borowiec). Cindy White, an eight-grade teacher in St. Paul, Minnesota claims that, many trends in the education system recycle around and around and that major changes in education will take a long time to happen as long as money and politics run education. But one change that White would like to see happen has to do with the education of teachers. She feels that Colleges of Education ought t o raise the number of the teaching of reading course an educator must take to graduate regardless of their area of study. One of the greatest advantages of teaching science in a middle or high school setting is seeing young adults develop, master, and learn new skills (Teacher). Many teachers derive great personal satisfaction knowing that someone is a better person because of them.This is the greatest gift a person can receive. In their own small way, teachers are doing that everyday whether they are aware of it or not. Other advantages in being a secondary high school science teacher include the working conditions and the freedom. Not only do teachers only work nine to ten months out of the year, but they also have longer winter and spring breaks than the average employee obtains. There is an old teacher joke that asks the question what is the best part of being a teacher? The answer replies with June, July, and August. In addition to June, July, and August, there are other aspect s of the working conditions that make it an excellent choice. For instance, the physical demands of the position are fairly moderate. A secondary educator can expect to do some light lifting, occasional reaching, frequent handling, and frequent talking and listening (Teacher). Teaching is by no means a job that requires physical labor. Although most science teachers teach in classrooms, there is still a veritable amount of freedom that goes along with the teaching profession. Secondary educators are free to choose what and how they teach within certain guidelines. Each state has there own regulations and standards for a science curriculum at the secondary level. Teachers must make sure they follow those guidelines but are free to choose from a variety of different methods and techniques to relay the information (Teacher). As with every career, teaching science at a secondary level has its drawbacks. Some disadvantages are common among most professions. Issues like stress and long hours are disadvantages many people in a variety of professions complain about. Teaching is no exception to these general inconveniences. Along with the stress and long hours, another common teacher complaint is the lack of supplies. Many teachers wind up buying supplies with their own money. Cindy White stated in an email that, Teaching i s the only job Ive had where I have had to supply my own paper, pencils, and pens. Working with young adults is occasionally frustrating and stressful. The lack of motivation and respect from students is a big factor in the stress level of the teachers (Teacher). As stated earlier, many people choose to teach science at the high school or middle school level because they have a desire to share information. A disrespectful and unmotivated student hinders the ability to instruct the other students causing frustration to the teacher. Another common stressor is working alone in a classroom. Much of a teachers interaction with people during the day is with students. Adult companionship is rarely available during the school day (Teacher). The lack of adult interactions may cause stress and frustration at times. Not only are there minimal adult interactions but the volume of young adults being dealt with on a daily basis can also be stressful (White). A common teacher complaint is the lack of prep time. This lack of prep time causes long hours on the part of the teacher. Many teachers spend numerous hours working outside of the classroom. Much of these hours are spent grading papers, planning curriculum, and attending meetings. Many believe that the reason for the long hours stems from the large teacher to student ratio. The more students one teacher has means that he or she will have more work to do (Teacher). There will be more tests and assignments to develop and grade.Teaching science at the secondary level involves instructing, evaluating, and assisting students.A person must have an interest and ability to share knowledge in a way others will understand. In order to do this, one must have good oral and written communication skills. A potential teacher must also have the students interest and well being at heart.Teaching at the secondary level offers many benefits money cannot buy such as excellent working conditions, freedom, and personal satisfaction. Although teaching science at the high school or middle school level is a rewarding profession for most, it does have its disadvantages. Stress and long hours are the two prevalent drawbacks of the career. Science majors are beginning to realize the rewards of becoming a secondary science teacher. People choose to teach science for a variety of reasons as follows:It allows them the opportunity to continue working in the field of science without obtaining a masters degree. .u9d982ef27076fcf8ad98e8ffce084b71 , .u9d982ef27076fcf8ad98e8ffce084b71 .postImageUrl , .u9d982ef27076fcf8ad98e8ffce084b71 .centered-text-area { min-height: 80px; position: relative; } .u9d982ef27076fcf8ad98e8ffce084b71 , .u9d982ef27076fcf8ad98e8ffce084b71:hover , .u9d982ef27076fcf8ad98e8ffce084b71:visited , .u9d982ef27076fcf8ad98e8ffce084b71:active { border:0!important; } .u9d982ef27076fcf8ad98e8ffce084b71 .clearfix:after { content: ""; display: table; clear: both; } .u9d982ef27076fcf8ad98e8ffce084b71 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u9d982ef27076fcf8ad98e8ffce084b71:active , .u9d982ef27076fcf8ad98e8ffce084b71:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u9d982ef27076fcf8ad98e8ffce084b71 .centered-text-area { width: 100%; position: relative ; } .u9d982ef27076fcf8ad98e8ffce084b71 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u9d982ef27076fcf8ad98e8ffce084b71 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u9d982ef27076fcf8ad98e8ffce084b71 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u9d982ef27076fcf8ad98e8ffce084b71:hover .ctaButton { background-color: #34495E!important; } .u9d982ef27076fcf8ad98e8ffce084b71 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u9d982ef27076fcf8ad98e8ffce084b71 .u9d982ef27076fcf8ad98e8ffce084b71-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u9d982ef27076fcf8ad98e8ffce084b71:after { content: ""; display: block; clear: both; } READ: Of Anger EssayEducation is an ever-changing profession, which allows new possibilities and trends to be explored. Ones knowledge and experience will be utilized on a daily basis. Numerous job openings offer variety and stability. Rising initial salary plus pay increases for continuing education. The first issue an inspiring secondary science teacher should consider is the hiring requirements. Commonly, a bachelors degree in distributed science and a teaching training program is required to teach science in a secondary public school. But with the vast teacher shortage the teaching training program is no longer mandatory. Private schools have their own requirements for secondary educators; requirements vary for school to school and are not mandated by the government. The next step in becoming a teacher is obtaining an Educator License. A license is required in all fifty states including the District of Columbia (Secondary). Bibliography:Borowiec, B. Jonathan, James, K. Robert. Science Teacher Preparation. The Clearing House 73 (2000): Infotrac. Pueblo McClelland Library. 5 September 2000. Detailed Trends Ranked List. Americas Career Infonet. 31 August 2000. . Knowledge, Skills, And Abilities. Americas Career Infonet. 31 August 2000. . Occupations with the Most Job Openings. Americas Career Infonet. 31 August 2000. Secondary School Teachers. Colorado Career Information System. CD-ROM. Denver: COIS/EDG, 2000. Tasks and Activities. Americas Career Infonet. 31 August 2000. . Teacher (Secondary). Discover. CD-ROM. Iowa City, IO: ACT, ING. 2000. 20 Hot Job Tracks. U.S. News and World Report. 123 (1998): online. Infotrac. 5 September 2000. United States. US Department of Labor. Bureau of Labor Statistics. Teacher, Secondary School. Occupational Outlook Handbook. Washington: GPO, 2000-01 Edition. 19 September 2000. Wages and Trends Occupational Report. Americas Career Infonet. 31 August 2000. . White, Cindy. RE: Questions. Email. 21 September 2000. Axton Moonhttp://www.blogger.com/profile/16259303123798796616noreply@blogger.com0tag:blogger.com,1999:blog-6269595607152871727.post-53638178774997939232019-12-02T19:19:00.001-08:002019-12-02T19:19:03.398-08:00Solar Panel Quantitative Model Essays - Energy, Photovoltaics Solar Panel Quantitative Model SOLAR POWER MODELING QUANTITATIVE MODEL RESIDENCE IN BUFFALO,NY AND PHOENIX,AZ 1) QUANTITATIVE FORMULA: Number of Solar Panels = Electricity Demand of Site kwh/day DE rate Factor * Power Produced by One Panel kW * Solar Insolation h/day Area Required= Number of Panels *Area of Panel 2) ASSUMPTIONS: Assume that all solar panels are oriented the same way Assume intermittency is in terms of solar insolation Assume that each residence in a city demands that same amount of electricity Assume that only the Sharp ND-216UC1 solar panel is used Assume the decimal in Computational Results for the number of solar panels are rounded up to the nearest whole number to account for a whole solar panel so sufficient electricity demand is met 3) VARIABLES USED: Electricity Demand of Site (kwh/day)- the electricity consumed for the residence in one day DE rate Factor- the conversion factor to convert DC electricity to more commonly used AC form Power Produced by One Panel (kw)- the kilowatts of electricity produced by the specific panel being used, in this case Sharp ND-216UC1 Solar Insolation (h/day)- the average hours of sun radiation in the given area Number of Solar panels- the number of solar panels it will take to provide sufficient electricity to the residence Area of panel- The surface area of the panel in terms of how much space the solar panel will take up Area required- the total space needed for the number of solar panels to produce a sufficient amount of electricity 4) VARIABLE VALUES: BUFFALO RESIDENCE VariableValue 1HyperlinkValue 2HyperlinkValue Used Electricity Demand of Site kwh/day7.19Link 1 16.4Link 2 11.795 Derate Factor0.77Link 3 0.77Link 3 0.77 Power Produced by one Panel (kw)0.216Link 4 0.216Link 4 0.216 Solar Insolation h/day3Link 5 4Link 6 3.5 Area of Solar Panel (mm^2)1630160Link 7 1630160Link 7 1.63016 PHOENIX RESIDENCE VariableValue 1HyperlinkValue 2HyperlinkValue Used Electricity Demand of Site kwh/day35.67Link 8 14Link 9 24.835 Derate Factor0.77Link 3 0.77Link 3 0.77 Power Produced by one Panel (kw)0.216Link 4 0.216Link 4 0.216 Solar Insolation h/day8Link 10 7Link 11 7.5 Area of Solar Panel (mm^2)1630160Link 7 1630160Link 7 1.63016 HYPERLINKS: LINK 1: http://apps1.eere.energy.gov/states/residential.cfm/state=NY#elec LINK 2: http://www.eia.gov/consumption/residential/reports/2009/state_briefs/pdf/ny.pdf LINK 3: http://rredc.nrel.gov/solar/calculators/pvwatts/system.html LINK 4: http://files.sharpusa.com/Downloads/Solar/Products/sol_dow_ND216UC1.pdf LINK 5: http://www.nrel.gov/gis/images/map_csp_us_10km_annual_feb2009.jpg LINK 6: http://www.solarpanelsplus.com/industry-professionals/insolation-charts/ LINK 7: http://files.sharpusa.com/Downloads/Solar/Products/sol_dow_ND216UC1.pdf LINK 8:http://www.eia.gov/tools/faqs/faq.cfm?id=97&t=3 LINK 9: http://apps1.eere.energy.gov/states/residential.cfm/state=AZ?print LINK 10: http://www.solarpanelsplus.com/industry-professionals/insolation-charts/ LINK 11: http://www.nrel.gov/gis/images/map_csp_us_10km_annual_feb2009.jpg MODEL RESULTS 1. Number of Solar Panels Electricity Demand of Site kwh/dayDE rate FactorPower Produced by one Panel (kw)Solar Insolation h/dayComputational Results Buffalo11.7950.770.2163.521 Phoenix24.8350.770.2167.520 2. Area Required Number of PanelsArea of Solar Panel (in^2)Computational Results (m^2) Buffalo211.6301634.23336 Phoenix201.6301632.6032 Number of PanelsArea of Solar Panel (in^2)Computational Results (m^2) Buffalo211.6301634.23336 Phoenix201.6301632.6032 QUANTITATIVE MODEL CENTER FOR FINE ARTS,UB NORTH CAMPUS 1) QUANTITATIVE FORMULATION: Model that calculated the number of SharpND-216UC1 solar panels needed to meet 100% of electricity demands at the Center for Fine Arts and the associated area required. Number of solar panels = Electricity demand of site(kwh/day) (Derate factor)*Power produced by one panel(kw)*Solar insulation(h/day) Associated area = Number of panels*Area of each panel(m^2) 2) ASSUMPTIONS: All solar panels are laid flat on the surface Assume that the entire area for the Center for the arts is utilized for solar panels Each panel should take up the same area 3) VARIABLES USED: Electricity demand of site (VAR 1): How much KWH the Center for the Arts uses daily Derate factor (VAR 2): factor that causes devices to run at less than its maximum power Power produced by one panel (VAR 3): How many KW one solar panel is able to produce Solar insulation (VAR 4): Measure of solar radiation energy on a given area over a period of time Area of each solar panel (VAR 5): It is the area of each solar panel. Number of solar panels (VAR 6): This value is calculated from the first equation and utilized in the second equation. 4) VARIABLE VALUES: VARVALUE 1HYPERLINKVALUE 2HYPERLINKVALUE USED VAR 17736.7LINK 17736.7LINK 17736.7 VAR 20.77LINK 20.77LINK 20.77 VAR 30.216LINK 30.216LINK 30.216 VAR 43.82LINK 44.35LINK 54.35 VAR 51.63LINK 61.63LINK 61.63 VAR 610694LINK 710694LINK 710694 HYPERLINKS: LINK 1: This value has been provided by student leader Bob DeBortoli. LINK 2: http://rredc.nrel.gov/solar/calculators/pvwatts/system.html Link 3: http://files.sharpusa.com/Downloads/Solar/Products/sol_dow_ND216U2.pdf LINK 4: http://www.porta-energy.com/Insolation_USA.htm LINK 5: http://rredc.nrel.gov/solar/old_data/nsrdb/1961-1990/redbook/sum2/14733.txt LINK 6: http://files.sharpusa.com/Downloads/Solar/Products/sol_dow_ND216UC1.pdf LINK 7: It has been calculated using the best values of the variables. MODEL RESULTS VAR 5VAR 6RESULT ASSOCIATED AREA1.631069417431.22 VAR 1VAR 2VAR 3VAR 4RESULT NUMBER OF SOLAR PANELS7736.70.770.2164.3510694 QUANTITATIVE SOLAR MODEL UB NORTH CAMPUS 1) QUANTITATIVE FORMULATION: Model that calculates the following: a) The number of Sharp ND-216UC1 solar panels needed to meet 100% electricity demand of entire UB North Campus. b) The associated area (m^2) required. EQUATIONS: Number of solar panels = Electricity demand of UB North Campus (kWh/day) Derate Factor*Power produced by one panel (kW)*Solar Insolation (h/day) Associated area = Number of solar panels*Area of each solar panel (m^2) 2) MODEL ASSUMPTIONS : The whole area of Axton Moonhttp://www.blogger.com/profile/16259303123798796616noreply@blogger.com0tag:blogger.com,1999:blog-6269595607152871727.post-35915532851595705512019-11-27T06:20:00.001-08:002019-11-27T06:20:04.430-08:00How does Shakespeare use dramatic devices in Act 3 Scene 1 of Romeo and Juliet EssaysHow does Shakespeare use dramatic devices in Act 3 Scene 1 of Romeo and Juliet Essays How does Shakespeare use dramatic devices in Act 3 Scene 1 of Romeo and Juliet Paper How does Shakespeare use dramatic devices in Act 3 Scene 1 of Romeo and Juliet Paper Essay Topic: Romeo and Juliet Romeo and Juliet is the classic love story written by the infamous William Shakespeare, the Elizabethan playwright. It is set in Verona in the early 16th century and tells the story of two households- the Montagues and Capulets, who are equally alike in power, wealth, social status and dignity, as said in the prologue ââ¬Ëtwo households, both alike in dignityââ¬â¢. The youngest generation of the two households break into mutiny because of the hatred of the previous generations (ââ¬Ëfrom ancient grudge break to mutinyââ¬â¢). These endless feuds cause destruction and death to the streets of Verona (ââ¬Ëcivil blood makes civil hands uncleanââ¬â¢). However, two young and naive members of the opposing households; Romeo, son of Lord and Lady Montague, and Juliet, daughter of Lord and Lady Capulet become entwined in a dangerous love rollercoaster, which was to be obstructed by their parents as the cold war of rivalry between the two households continued. This play however does not fit into the genre of romance, but tragedy as although Romeo and Juliet are ââ¬Ëa pair of star-crossed loversââ¬â¢, fate had planned events far from the fairy-tale happy ending for the both of them, a fact the audience have known since the prologue of the play- ââ¬Ëstar-crossed lovers take their life. Not only do the two main protagonists die an untimely death, but there are also many other deaths throughout the play, including that of Tybaltââ¬â¢s and Mercutioââ¬â¢s. Other tragic elements of the play include the fact that the two lovers cannot be united because of the brawls of the two families and that the only way to restore peace to Verona is for Romeo and Juliet to die, ââ¬Ëwho with their death bury their parentââ¬â¢s strifeâ⬠¦which but their childrenââ¬â¢s end nought could removeââ¬â¢. There are also many other themes that run throughout the play such as; enmity, marriage, death and mainly- love. Like all pieces of literature, the play has been influenced by the era it was written in. This scene of the play serves as a reminder for us, a reminder that this play, with all its emphasis on love and romance is based in a patriarchal society, a masculine world where honour, pride, and status are prone to erupt in a fury of conflict. Other influences include the age that marriage was considered acceptable as Juliet was only 13 when her marriage proposal arrived and it was also normal for the groom to be considerably older than the bride, as Paris was 18 when he was engaged to Juliet. Marriage was fixed by the choice of the brideââ¬â¢s father, disobeying her fatherââ¬â¢s wishes would result in a suitable punishment- nunnery or death, which is what her fate would have probably been if she confessed her love for Romeo. The overall viciousness of the playââ¬â¢s social environment is a main tool that Shakespeare employs to make the pairââ¬â¢s love seem ever more fragile and delicate and their relationship is the only respite of the audienceââ¬â¢s from the dangerous and brutal world pressing against their love. Act 3 Scene 1 is the scene directly after the marriage of Romeo and Juliet, and is seen as the pivotal point of the play as it is the point where the play transforms from a comedy/romance to a tragedy as the violence results in the banishment of Romeo. It is also the point where the audience see Romeo transform before their very eyes; they see him change from a loving, caring, tender-hearted and gentle person to a violent, destructive and reckless character, all because of the death of his best friend Mercutio. The scene takes place in Verona ââ¬Ëa public placeââ¬â¢. The sort of environment we would be expecting a laugh, maybe a joke and the development of characters in terms of their feelings towards others, but remembering that it is Shakespeare who is the playwright, the audience can expect anything to happen. The characters of Mercutio and Benvolio (who are characters of great friendship) are introduced to us at the beginning of the scene and Shakespeare immediately starts to build tension through his choice of language with the opening line of the scene (spoken by Benvolio) being: ââ¬Ëthe day is hot, the capels abroad, and if we meet we shall not escape a brawlââ¬â¢. Shakespeare again portrays Benvolio as the peacekeeper, a slightly more worried/concerned character than Mercutio. Here Benvolio is trying to explain to Mercutio that a hot day can get a lot of people bothered and is attempting to explain to Mercutio that it would be wise to leave early before any start of trouble begins, tension builds as we- the audience know that they are in a public place, which is the perfect area for someone to be in if they are looking for trouble. Benvolio carries on by saying that he can feel tension building in the atmosphere and senses something bad is going to happen ââ¬ËFor now, these hot days, is the mad blood stirringââ¬â¢, through this line Benvolio is saying in the heat of this atmosphere it is quite common for young men to lose control, as it can make someoneââ¬â¢s blood boil-which hints to the audience that trouble is just around the corner, especially with Mercutio present. Mercutio replies to Benvolioââ¬â¢s words of wisdom by aptly refusing to leave, his exact words being: ââ¬Å"Come, come, thou art as hot a Jack in thy mood as any in Italy: and as soon movââ¬â¢d to be moody and as soon moody to be movââ¬â¢d. â⬠Mercutio here is implying that Benvolio is involved with many of the fights between the Montagues and Capulets, trying to make Benvolio retaliate with him. This is an antithesis because Benvolio is always trying to keep the peace as much as possible without being involved, a playful mood and atmosphere is built up with this banter. These opening verses highlight the contrasting personalities of Mercutio and Benvolio. Benvolioââ¬â¢s name originates from the word ââ¬Ëbenevolentââ¬â¢ which means ââ¬Ëpeacefulââ¬â¢ which is reflected in his personality, whereas Mercutioââ¬â¢s name originates from ââ¬Ëmercuryââ¬â¢ or, ââ¬Ëmercurialââ¬â¢. Mercury being the chemical used in thermometers. Shakespeare chose this name for Mercutio as it reflects his character- volatile, dangerous, changeable in temperament and reacts quickly to provocation and heat in arguments. The structure of Mercutioââ¬â¢s dialogue in the opening verses of the scene also reflects his personality as he uses pros and a strong rhythm in his speech, (with Shakespeare using minimal punctuation in the text) emphasising his loss of control and bringing out the anger and recklessness in his personality. The audience are immediately reminded of the warnings of the Friar, of ââ¬Ëfireââ¬â¢ and ââ¬Ëpowderââ¬â¢ meeting and the explosion and disaster which follow. Contrasting with the previous scene changing the atmosphere from happy and romantic to tense and dramatic; leaving the audience themselves tense and apprehensive about as to what the rest of the scene will reveal to them- keeping Shakespeareââ¬â¢s audience eager, engaged and very much involved in the plot of the play. Mercutio continues to be fearless and reckless as the scene progresses, seeming unconcerned about confrontation and of the consequences which may follow. Even when Benvolio announces the arrival of the Capulets (ââ¬Ëby my head! Here come the Capulets! ) Mercutio does not seem to care- ââ¬Ëby my heelâ⬠¦I care not! ââ¬â¢ his comic and fiery character coming across again here with him appearing to look forward to confrontation. When approached by the Capuletââ¬â¢s Mercutio does not hesitate to provoke Tybalt, whose personality is no less volatile than that off Mercutio. It is at this point, under the blazing sun, in a public place, with these two persona lityââ¬â¢s clashing that the audience know that a fight is unavoidable. Tybalt then insults Mercutio by saying- ââ¬Ëthou art consortest with Romeo? ââ¬â¢ implying that he is homosexual and referring to his sexuality with Romeo. Mercutio reacts infuriated and weapons are then drawn and it seems that a fourth public brawl will be inescapable. Benvolio then steps in, urging them to go to ââ¬Ësome private placeââ¬â¢, reminding both parties about the Princeââ¬â¢s warnings in Act 1 Scene 1- ââ¬ËIf ever you disturb our streets again, your lives shall pay the forfeit of the peaceââ¬â¢. However, his words of wisdom seemingly fell into deaf ears as Mercutio and Tybalt continued with their contention. Soon after this Romeo arrives at the fray, and is approached by Tybalt, whom he refuses to fight when challenged. Romeo attempts to explain that he could not fight Tybalt, as he had reasons to love him that greatly outweighed the reasons to hate him- reasons that he could not yet reveal to the playââ¬â¢s other protagonists (ââ¬Ëbut love thee better than thou canst devise, till thou shalt know the reason of my love; and so good Capuletâ⬠¦Ã¢â¬â¢). Shakespeare creates dramatic irony (the audience having greater knowledge of the events of the play than the characters), with these few lines, as the audience of the play know the reason for Romeoââ¬â¢s love is his marriage to Juliet- Tybaltââ¬â¢s cousin. Dramatic irony is an effective technique to be used by Shakespeare in this scene as it makes the audience anxious to know if their interpretation of Romeoââ¬â¢s dialogue matches that of the characters on stage. Romeo would be a fool to get into a fight with his cousin-in-law, so backs down, a gesture which is seen as mature and noble by the audience but perceived as cowardly and weak by the characters in the scene- especially Mercutio. All that Mercutio understood from Romeoââ¬â¢s dialogue was that he was lacking confidence, bravery and was too scared to take on someone as fierce as Tybalt. Mercutio calls Romeo a coward ââ¬ËO calm, dishonourable vile submissionââ¬â¢, he then tried to coax Tybalt into duelling him in Romeoââ¬â¢s place (ââ¬Ëyou rat catcher, will you walk? ââ¬â¢), and he decided. Romeo tries to stop them, he stands in the middle of Mercutio and Tybalt, his attempt to be a saviour however failed and resulted in the death of his best friend- Mercutio was stabbed by Tybalt under Romeoââ¬â¢s arm, mortally wounding him. Mercutio- about to die still cracks jokes ââ¬ËAy a scratch a scratch! however the mood changes completely when it is understood that Mercutioââ¬â¢s wounds were fatal. Before his death Mercutio is seen repeatedly saying the words ââ¬ËA plague upon both your housesââ¬â¢, expressing his extreme displeasure with both parties, saying how he views them as the cause of his death. Mercutio is a bystander in the feud and although he is the friend of Romeo he sees both families as being in the wrong and does not intend to tak e sides. Mercutioââ¬â¢s loyalty to Romeo seems to have gone with this line, which would have heavily impacted the audience. The conflict between the characters would have further engaged the Elizabethan audience, and ensured that their attention was on the plays plot (as the audience needed scenes such as these to keep their minds focused as in the Elizabethan Era plays were quite lengthy and people had to stand for hours on end, which would be frustrating). These conflicts would also serve as a way of informing the audience that more drama and exhilarating scenes awaited for them. This scene also reminds the audience of just how brutal this family feud actually is- Mercutio, neither Montague or Capulet was slain because of the conflict of the two families. It makes the audience fully understand how truly violent this feud is and makes them think about all the innocents who have been severely injured or even lost their lives at the hands of these two foes. It makes us understand how brutal the familyââ¬â¢s hatred for each other is. The play pivots on the line ââ¬ËO Romeo, Romeo, brave Mercutio is dead! ââ¬â¢, it is at this very line where the play turns from comedy/romance to tragedy. Mercutioââ¬â¢s exit from the play was an extremely significant one, as he was the jester, the character who has overshadowed Romeo with his bawdy humour. It seemed that when Mercutio died all the humour of the play died with it. Characters began to change from this point onwards; the most significant change seen was that of Romeo who changed from Romeo the romanticâ⬠¦ to Romeo the violent. Up to this point in this play Romeo had been portrayed as a depressing, dull and negative character, and he had been seen as this since the beginning of the play where we first encountered him as a heartbroken young man. The audience had no reason to be particularly drawn to this rather boring character, and almost instantly fell in love with Mercutio- with his vibrant, interesting and fiery personality. It seemed that only in Mercutioââ¬â¢s death could the spotlight truly be focused on Romeo, and shows us that Romeo was not as dull as we first perceived him to be, he actually has a unique personality with it changing from happy calm and collected to merciless, ruthless and angry almost instantaneously. The spotlight finally arrived to Romeo at this point in the playâ⬠¦in time for a dramatic climax, which no doubt captivated the audience. Romeo, in a quick rage decided that either he or Tybalt must die and barely hesitated to challenge him to a duel. Romeo killed Tybalt him in his stride. He became so blind with fury he murdered his cousin-in-law without a second thought, not taking any of the consequences into account. It is this point in the play where the audience begins to wonder about Romeoââ¬â¢s personality, had he really changed, just like that? Or had this been a part of Romeoââ¬â¢s personality that Shakespeare had been hiding for us, waiting to bring out at the right moment to ensure that all members of his audience were shocked, intrigued and eager to see how the plot unfolded? Another clever technique used by Shakespeare is used here. The scene ends with Romeo fleeing the scene (as advised by Benvolio), and with the arrival of the prince and Lady Capulet. The Prince turns to Benvolio and asks for his account of the events, seeing as he is a peaceful, noble and a trusted source who would give an unbiased recount- which he did. Benvolio throughout the play has cleverly been used by Shakespeare as a narrator, as he provides information for the person who he is directly speaking to on stage (in this case, the Prince) and the audience, ensuring that the events are kept fresh in their mind and are not forgotten. After hearing what had happen Lady Capulet was out for revenge, and was desperate to have Romeo killed. The Prince told Lady Capulet that it was fair that Romeo killed Tybalt, as he had slain Mercutio. But, still views Romeo as a villain and exiles him from Verona and states that if he returns he shall be killed, and no excuses or prayers would influence this decision- ââ¬ËI will be deaf to pleading and excusesâ⬠¦Ã¢â¬â¢ This captivates the audiences interest as they already know that Romeo and Juliet are now man and wife, and his actions have now cause him to be exiled from Verona- from Juliet. Seeming to have ruined all possible chances of them being together, and poses numerous questions in the minds of the audience, the most common and obvious probably being- ââ¬ËHow on earth will they get back together? ââ¬â¢ They will also be extremely curious as to how the plot would unfold, would this twist cause their love to end? Dramatic irony again is used by Shakespeare here, a clever dramatic device that he has used multiple times in this scene and has proved extremely successful and effective. I think that this scene is very important in the context of Romeo and Juliet as it is the pivotal point in the play. It helps the audience to understand how important Mercutio was to Romeo, if it wasnââ¬â¢t for their friendship being as strong as it proved to be then Romeo would not have acted in the way he did and slain Tybalt. It also shows us a completely new side to Romeo, a character whom prior to this scene had been perceived as a plain and dull character, but now he seems like an emotionally complex character that is governed by his feelings and is prone to acting impulsively. Which explains why he killed Tybalt, his newly bonded in law, Romeo was blinded by the fury and murdered him in revenge for his best friend, without even considering the impact it would have on his relationship with his newly wed Juliet. Two main protagonists are killed off by Shakespeare in this scene; and it seems that these characters were destined to die for the plot to unravel. Shakespeare contrasts this scene to the mood of the previous scene (Act 2 Scene 6), which had a romantic, relaxed and generally atmosphere. Act 3 Scene 1 was written by Shakespeare and put directly in front of this scene in order to shock the audience and have their attention for the remainder of the play. Shakespeare successfully used a range of dramatic techniques in this scene and had the audience in his grasp throughout the entire scene. In my opinion I think that Act 3 Scene 1 is by far the best scene in Romeo and Juliet because it was unexpected and managed to shock the audience, it leaves everyone asking the same question- what does all this mean for Romeo and Juliet? Axton Moonhttp://www.blogger.com/profile/16259303123798796616noreply@blogger.com0tag:blogger.com,1999:blog-6269595607152871727.post-35456793162126650742019-11-23T13:54:00.001-08:002019-11-23T13:54:03.541-08:00Observation of American family essaysObservation of American family essays My family has never been one to do things small. All family gatherings and special events are done in large scale. We dont live close to each other so its always a huge deal when we do come together. Family is one of the things that I treasure the most in life. I have grown up believing that family comes first, and that my family loves me more than life itself. I have grown up with the smiles of my aunts and uncles, I have grown alongside the love of my grandparents and the cleverness of my cousins. My family is my world, they have a had a great deal in how I have grown up. The last family gathering that I can remember was on mothers day. Ive always enjoyed mothers day, and never gave a thought into it, but this time I sat in the living room with a pen and a pad and wrote everything that happened around me. I never realized that principles of anthropology applied to my family gatherings, but they did. Observing my family on mothers day made me realize that my family has their own beliefs on marriage rules, rules of residence, and they distinguish themselves according to their social class. The grown ups always liked to sit in the living room and talk, so I began to listen. They discussed my cousin Jennifer, and her engagement. They all seemed disappointed in it. She is 23 and still in college getting her masters in broadcasting. She announced her engagement three months ago and everyone was talking about it. Everyone disapproves her fianc. He is a black man, who is a mechanic and never has attended college. My family hates him. Its an unspoken rule that we must marry in our own culture. It makes it easier for my family to add to the family if that person shares our believes and customs. They want someone who they can relate with, someone who can blend into the family. They also, for vain reasons, want attractive people to add to the family. The wor... Axton Moonhttp://www.blogger.com/profile/16259303123798796616noreply@blogger.com0tag:blogger.com,1999:blog-6269595607152871727.post-35743559727985322182019-11-21T05:08:00.001-08:002019-11-21T05:08:12.482-08:00Organizational Systems Theory Essay Example | Topics and Well Written Essays - 1500 wordsOrganizational Systems Theory - Essay Example If environment is Placid, Predictable, Homogeneous, Stable and Resource Munificent then structural form is Mechanistic, Bureaucratic, Centralized and Clear Goals. But if environment is Turbulent, Uncertain, Complex, Unstable and Resource Scarce then structural form is Organic, Informal, Networked; Ambiguous Goals. Since organizations differ in the type of tasks they perform and environments they face, the appropriate organizational structure in each case is a function of four factors which are Organizationââ¬â¢s size, technology, environment and strategy. The resulting structures can be formal, differentiated, vertical, horizontal, central and complex. [4] In the book Handbook of Media Management And Economics by Alan B. Albarran, Sylvia M. Chan-Olmsted, Michael O. Wirth, it is explained that the primary approach in organizational studies to the study of issues of organizational structure has been Structural Contingency theory. This theory describes the relationship between the organizational structures and performance outcomes. Grounded in assumptions of economic rationality this theory argues that organizations will adopt structures that maximize efficiency and optimize financial performance according to the specific contingencies that exists within the organizationsââ¬â¢ marketing environments. Consequently there is no single organizational structure that will be equally effective for all companies. According to them Structural Contingency theory first emerged in organizational studies during the 1950s and generated a great deal of attention. This book states that under this theory, organizational structures are considered to include authority, reporting, decision and communication relationships and organizational rules, among other elements. The primary contingency factors that influence organizational structures include organizational scale and task uncertainty. Small organizations and those facing low levels of Axton Moonhttp://www.blogger.com/profile/16259303123798796616noreply@blogger.com0